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Reynolds, R. E., & Ortony, A. (1980). Some issues in the measurement of children's comprehension of metaphorical language. Child Development, 51(4), p. p1110–1119.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.01%
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Robinson, D. H., Levin, J. R., O'Ryan, L., & Halbur-Ramseyer, D. (2001). Does statistical language constitute a 'significant' roadblock to readers' interpretations of research results? Journal of educational psychology, 93(3), p. p646–654.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.55%
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Robinson, K. M., & Ninowski, J. E. (2003). Adults' understanding of inversion concepts: How does performance on addition and subtraction inversion problems compare to performance on multiplication and division inversion problems? Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 57(4), p. p321–330.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.54%
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Ross, B. H., & Bradshaw, G. L. (1994). Encoding effects of remindings. Memory & Cognition, 22(5), p. p591–605.
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Ajoutée par: Lynda Taabane
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Pop. 31.55%
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Rouet, J.-F., & Passerault, J.-M. (1999). Analyzing learner-hypermedia interaction: An overview of online methods. Instructional Science, 27(3), pp. 201–219.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.64%
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Sanford, A. J., Moxey, L. M., & Paterson, K. B. (1996). Attentional focusing with quantifiers in production and comprehension. Memory & Cognition, 24(2), p. p144–155.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.92%
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Sherman, J., & Bisanz, J. (2009). Equivalence in symbolic and nonsymbolic contexts: Benefits of solving problems with manipulatives. Journal of educational psychology, 101(1), pp. 88–100.
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Ajoutée par: Lynda Taabane
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Pop. 25.48%
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Siltanen, S. A. (1990). Effects of explicitness on children's metaphor comprehension. Metaphor & Symbolic Activity, 5(1), p. p1–20.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.09%
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Squire, S., & Bryant, P. (2003). Children's understanding and misunderstanding of the inverse relation in division. British Journal of Developmental Psychology, 21(4), p. p507–526.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.73%
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Utsumi, A. (20050101). The role of feature emergence in metaphor appreciation. Metaphor and Symbol, 20(3), p. p152–172.
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Ajoutée par: Lynda Taabane
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Pop. 27.47%
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Van Lancker Sidtis, D. (2006). Where in the brain is nonliteral language? Metaphor and Symbol, 21(4), p. p213–244.
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Ajoutée par: Lynda Taabane
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Pop. 30.83%
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Verschaffel, L., de Corte, E., & Pauwels, A. (1992). Solving compare problems: An eye movement test of lewis and mayer's consistency hypothesis. Journal of educational psychology, 84(1), p. p85–94.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.45%
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Vosniadou, S., & Ortony, A. (1983). The emergence of the literal-metaphorical-anomalous distinction in young children. Child Development, 54(1), p. p154–161.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.82%
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Vosniadou, S., Ortony, A., Reynolds, R. E., & Wilson, P. T. (1984). Sources of difficulty in the young child's understanding of metaphorical language. Child Development, 55(4), p. p1588–1606.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.28%
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Vosniadou, S. (1987). Children and metaphors. Child Development, 58(3), p. p870–885.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.37%
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Vosniadou, S. (1989). Context and the development of metaphor comprehension. Metaphor & Symbolic Activity, 4(3), p. p159–171.
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Ajoutée par: Lynda Taabane
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Pop. 27.92%
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Winner, E., Rosenstiel, A. K., & Gardner, H. (1977). Language development: Metaphoric understanding. Journal of learning disabilities, 10(3), p. p147–149.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.11%
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Wykes, T. (1983). The role of inferences in children's comprehension of pronouns. Journal of Experimental Child Psychology, 35(1), p. p180–193.
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Ajoutée par: Lynda Taabane
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Pop. 30.64%
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Yuill, N., & Oakhill, J. (1988). Understanding of anaphoric relations in skilled and less skilled comprehenders. British Journal of Psychology, 79(2), p. p173.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.1%
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Zanga, A., Richard, J.-F., & Tijus, C. A. (2004). Implicit learning in rule induction and problem solving. Thinking & Reasoning, 10(1), p. p55–83.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.1%
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