Affichage de 1 - 20 of 42 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: Knowledge Level
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Adelson, B. (1981). Problem solving and the development of abstract categories in programming languages. Memory & Cognition, 9(4), p. p422–433.
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Ajoutée par: Lynda Taabane
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Pop. 34.97%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.78%
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Barsalou, L. W., Simmons, K. W., Barbey, A. K., & Wilson, C. D. (2003). Grounding conceptual knowledge in modality-specific systems. Trends in Cognitive Sciences, 7(2), p. p84–91.
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Ajoutée par: Lynda Taabane
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Pop. 37.87%
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Bassok, M., Chase, V. M., & Martin, S. A. (1998). Adding apples and oranges: Alignment of semantic and formal knowledge. cognitive psychology, 35(2), p. p99–134.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.78%
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Bernardo, A. B. I., & Okagaki, L. (1994). Roles of symbolic knowledge and problem-information context in solving word problems. Journal of educational psychology, 86(2), p. p212–220.
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Ajoutée par: Lynda Taabane
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Pop. 35.24%
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Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), p. p539–550.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 37.24%
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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.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.69%
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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. 38.6%
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Chronicle, E. P., MacGregor, J. N., & Ormerod, T. C. (2004). What makes an insight problem? the roles of heuristics, goal conception, and solution recoding in knowledge-lean problems. Journal of experimental psychology: Learning, Memory, and Cognition, 30(1), p. p14–27.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.61%
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Cooke, N. J., & Breedin, S. D. (1994). Constructing naive theories of motion on the fly. Memory & Cognition, 22(4), p. p474–493.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.97%
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Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), pp. 533–568.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.7%
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Gentner, D., & Collins, A. (1981). Studies of inference from lack of knowledge. Memory & Cognition, 9(4), p. p434–443.
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Ajoutée par: Lynda Taabane
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Pop. 33.33%
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Gordon, P. C., & Scearce, K. A. (1995). Pronominalization and discourse coherence, discourse structure and pronoun interpretation. Memory & Cognition, 23(3), p. p313–323.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.51%
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Halpern, D. F., Hansen, C., & Riefer, D. (1990). Analogies as an aid to understanding and memory. Journal of educational psychology, 82(2), pp. 298–305.
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Dernièrement modifiée par: Katarina Gvozdic
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Pop. 30.61%
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Hardiman, P. T., Well, A. D., & Pollatsek, A. (1984). Usefulness of a balance model in understanding the mean. Journal of educational psychology, 76(5), p. p792–801.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.24%
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Hatano, G., & Inagaki, K. (1994). Young children's naive theory of biology. Cognition, 50(1), p. p171–188.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.06%
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Johsua, S., & Dupin, J. J. (1987). Taking into account student conceptions in instructional strategy: An example in physics. Cognition and Instruction, 4(2), p. p117–135.
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Ajoutée par: Lynda Taabane
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Pop. 34.7%
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Kail, R., & Hall, L. K. (1999). Sources of developmental change in children's word-problem performance. Journal of educational psychology, 91(4), p. p660–668.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.61%
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Kaplan, A. S., & Murphy, G. L. (2000). Category learning with minimal prior knowledge. Journal of experimental psychology: Learning, Memory, and Cognition, 26(4), p. p829–846.
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Ajoutée par: Lynda Taabane
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Pop. 27.79%
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Kelly, S. W., & Wilkin, K. (2006). A dual-process account of digit invariance learning. The Quarterly Journal of Experimental Psychology, 59(9), pp. 1664–1680.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 44.32%
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