Affichage de 1 - 11 of 11 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: Knowledge Level
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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. 27.1%
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Lin, E. L., & Murphy, G. L. (1997). Effects of background knowledge on object categorization and part detection. Journal of Experimental Psychology: Human Perception and Performance, 23(4), p. p1153–1169.
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Ajoutée par: Lynda Taabane
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Pop. 29.01%
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Lynch, E. B., Coley, J. D., & Medin, D. L. (2000). Tall is typical: Central tendency, ideal dimensions, and graded category structure among tree experts and novices. Memory & Cognition, 28(1), p. p41–50.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.93%
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Patalano, A. L., & Ross, B. H. (2007). The role of category coherence in experience-based prediction. Psychonomic Bulletin & Review, 14(4), p. p629–634.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.83%
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Rehder, B. (2003). A causal-model theory of conceptual representation and categorization. Journal of experimental psychology: Learning, Memory, and Cognition, 29(6), p. p1141–1159.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.3%
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Richard, J. F., & Leynet, M. E. (1993). The effect of knowledge and context in the elicitation of inferences in class-inclusion reasoning. European Journal of Cognitive Psychology, 5(2), p. p149–171.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.57%
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Shafto, P., & Coley, J. D. (2003). Development of categorization and reasoning in the natural world: Novices to experts, naive similarity to ecological knowledge. Journal of experimental psychology: Learning, Memory, and Cognition, 29(4), p. p641–649.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.66%
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Verde, M. F., Murphy, G. L., & Ross, B. H. (2005). Influence of multiple categories on the prediction of unknown properties. Memory & Cognition, 33(3), p. p479–487.
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Ajoutée par: Lynda Taabane
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Pop. 29.93%
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Wisniewski, E. J. (1995). Prior knowledge and functionally relevant features in concept learning. Journal of experimental psychology: Learning, Memory, and Cognition, 21(2), p. p449–468.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.47%
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Yang, L.-X., & Lewandowsky, S. (2003). Context-gated knowledge partitioning in categorization. Journal of experimental psychology: Learning, Memory, and Cognition, 29(4), p. p663–679.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.11%
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Young, C. J. (2004). Contributions of metaknowledge to retrieval of natural categories in semantic memory. Journal of experimental psychology: Learning, Memory, and Cognition, 30(4), p. p909–916.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.57%
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