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Keyword: effectiveness of instructional analogies in learning science concepts
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Didierjean, A., & Nogry, S. (2004). Reducing structural-element salience on a source problem produces later success in analogical transfer: What roles does source difficulty play? Memory & Cognition, 32(7), pp. 1053–1064.
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Dernièrement modifiée par: Lynda Taabane
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