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Affichage de 1 - 7 of 7 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: ADDITION
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Blöte, A. W., Van der Burg, E., & Klein, A. S. (2001). Students' flexibility in solving two-digit addition and subtraction problems: Instruction effects. Journal of educational psychology, 93(3), p. p627–638.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.94%
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Canobi, K. H., Reeve, R. A., & Pattison, P. E. (2003). Patterns of knowledge in children's addition. Developmental Psychology, 39(3), p. p521–534.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.5%
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Gilmore, C. K., & Bryant, P. (2006). Individual differences in children's understanding of inversion and arithmetical skill. British Journal of Educational Psychology, 76(2), pp. 309–331.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.31%
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Jackson, N., & Coney, J. (2007). Simple arithmetic processing: Individual differences in automaticity. European Journal of Cognitive Psychology, 19(1), pp. 141–160.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.67%
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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. 34.22%
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Roussel, J.-L., Fayol, M., & Barrouillet, P. (2002). Procedural vs. direct retrieval strategies in arithmetic: A comparison between additive and multiplicative problem solving. European Journal of Cognitive Psychology, 14(1), p. p61–104.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.76%
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Vandorpe, S., De Rammelaere, S., & Vandierendonck, A. (2005). The odd-even effect in addition: An analysis per problem type. Experimental Psychology, 52(1), p. p47–54.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.01%
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