Affichage de 1 - 20 of 42 (Bibliographie: Bibliographie WIKINDX globale)
 
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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. Ajoutée par: Lynda Taabane  v    Pop. 34.97%
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. 36.78%
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. Ajoutée par: Lynda Taabane  V    Pop. 37.87%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 37.78%
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. Ajoutée par: Lynda Taabane  V    Pop. 35.24%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 37.24%
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. 36.69%
Canobi, K. H., Reeve, R. A., & Pattison, P. E. (2003). Patterns of knowledge in children's addition. Developmental Psychology, 39(3), p. p521–534. Dernièrement modifiée par: Lynda Taabane  V    Pop. 38.6%
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. Dernièrement modifiée par: Sterenn Audo  V    Pop. 33.61%
Cooke, N. J., & Breedin, S. D. (1994). Constructing naive theories of motion on the fly. Memory & Cognition, 22(4), p. p474–493. Dernièrement modifiée par: Lynda Taabane  V    Pop. 29.97%
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. Dernièrement modifiée par: Sterenn Audo  V    Pop. 33.7%
Gentner, D., & Collins, A. (1981). Studies of inference from lack of knowledge. Memory & Cognition, 9(4), p. p434–443. Ajoutée par: Lynda Taabane  V    Pop. 33.33%
Gordon, P. C., & Scearce, K. A. (1995). Pronominalization and discourse coherence, discourse structure and pronoun interpretation. Memory & Cognition, 23(3), p. p313–323. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.51%
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. Dernièrement modifiée par: Katarina Gvozdic  V    Pop. 30.61%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 34.24%
Hatano, G., & Inagaki, K. (1994). Young children's naive theory of biology. Cognition, 50(1), p. p171–188. Dernièrement modifiée par: Lynda Taabane  V    Pop. 33.06%
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. Ajoutée par: Lynda Taabane  V    Pop. 34.7%
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. Dernièrement modifiée par: Lynda Taabane  V    Pop. 32.61%
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. Ajoutée par: Lynda Taabane  V    Pop. 27.79%
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. Dernièrement modifiée par: Sterenn Audo  V    Pop. 44.32%

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