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Allbritton, D. W. (1995). When metaphors function as schemas: Some cognitive effects of conceptual metaphors. Metaphor & Symbolic Activity, 10(1), p. p33. Ajoutée par: Lynda Taabane  V    Pop. 28.13%
Badecker, W., & Straub, K. (2002). The processing role of structural constraints on interpretation of pronouns and anaphors. Journal of experimental psychology: Learning, Memory, and Cognition, 28(4), p. p748–769. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.31%
Barnes, M. A., Dennis, M., & Haefele-Kalvaitis, J. (1996). The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fifteen years of age. Journal of Experimental Child Psychology, 61(3), p. p216–241. Dernièrement modifiée par: Lynda Taabane  v    Pop. 30.19%
Brisard, F., Frisson, S., & Sandra, D. (2001). Processing unfamiliar metaphors in a self-paced reading task. Metaphor and Symbol, 16(1), p. p87–108. Ajoutée par: Lynda Taabane  V    Pop. 30.37%
Budiu, R., & Anderson, J. R. (2002). Comprehending anaphoric metaphors. Memory & Cognition, 30(1), p. p158–165. Dernièrement modifiée par: Lynda Taabane  V    Pop. 30.75%
Cain, K., Oakhill, J., Barnes, M. A., & Bryant, P. (2001). Comprehension skill, inference-making ability, and the relation to knowledge. Memory & Cognition, 29(6), p. p850–859. Dernièrement modifiée par: Lynda Taabane  V    Pop. 30.47%
Cheng, P. C. .-H. (2002). Electrifying diagrams for learning: Principles for complex representational systems. Cognitive Science: A Multidisciplinary Journal, 26(6), p. p685–736. Dernièrement modifiée par: Lynda Taabane  V    Pop. 29.35%
Coney, J., & Lange, A. (2006). Automatic and attentional processes in the comprehension of unfamiliar metaphors. Current Psychology: Developmental, Learning, Personality, Social, 25(2), p. p93–119. Ajoutée par: Lynda Taabane  V    Pop. 26.26%
Coquin-Viennot, D., & Moreau, S. (2007). Arithmetic problems at school: When there is an apparent contradiction between the situation model and the problem model. British Journal of Educational Psychology, 77(1), p. p69–80. Dernièrement modifiée par: Sterenn Audo  V    Pop. 66.07%
Cowart, W., & Cairns, H. S. (1987). Evidence for an anaphoric mechanism within syntactic processing: Some reference relations defy semantic and pragmatic constraints. Memory & Cognition, 15(4), p. p318–331. Dernièrement modifiée par: Lynda Taabane  V    Pop. 28.5%
Donley, R. D., & Ashcraft, M. H. (1992). The methodology of testing naive beliefs in the physics classroom. Memory & Cognition, 20(4), p. p381–391. Dernièrement modifiée par: Lynda Taabane  V    Pop. 25.33%
Donnelly, C. M., & McDaniel, M. A. (1993). Use of analogy in learning scientific concepts. Journal of experimental psychology: Learning, Memory, and Cognition, 19(4), p. p975–987. Dernièrement modifiée par: Lynda Taabane  V    Pop. 27.48%
Franquart-Declercq, C., & Gineste, M.-D. (2001). L'enfant et la métaphore. L'année Psychologique, 101(4), p. p723–752. Dernièrement modifiée par: Lynda Taabane  V    Pop. 28.97%
Gagné, C. L. (2002). Metaphoric interpretations of comparison-based combinations. Metaphor and Symbol, 17(3), p. p161–178. Ajoutée par: Lynda Taabane  V    Pop. 25.14%
Gentner, D. (1988). Metaphor as structure mapping: The relational shift. Child Development, 59(1), p. p47–59. Ajoutée par: Lynda Taabane  V    Pop. 24.95%
Gentner, D., Loewenstein, J., & Hung, B. (2007). Comparison facilitates children's learning of names for parts. Journal of Cognition and Development, 8(3), pp. 285–307. Dernièrement modifiée par: Sterenn Audo  V    Pop. 28.13%
Gernsbacher, M. A., Hargreaves, D. J., & Beeman, M. J. (1989). Building and accessing clausal representations: The advantage of first mention versus the advantage of clause recency. Journal of Memory and Language, 28(6), pp. 735–755. Dernièrement modifiée par: Sterenn Audo  V    Pop. 26.54%
Gernsbacher, M. A. (1995). The mechanisms of suppression and enhancement in comprehension. Canadian Psychology Psychologie Canadienne, 36(1), p. p49–50. Dernièrement modifiée par: Lynda Taabane  V    Pop. 28.41%
Gernsbacher, M. A., Keysar, B., Robertson, R. R., & Werner, N. K. (2001). The role of suppression and enhancement in understanding metaphors. Journal of Memory and Language, 45(3), p. p433–450. Ajoutée par: Lynda Taabane  V    Pop. 24.95%
Gibbs, R. W. (1983). Do people always process the literal meanings of indirect requests? Journal of experimental psychology: Learning, Memory, and Cognition, 9(3), p. p524–533. Ajoutée par: Lynda Taabane  V    Pop. 24.21%

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