Affichage de 21 - 40 of 42 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: Knowledge Level
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Kikas, E. (2003). University students' conceptions of different physical phenomena. Journal of Adult Development, 10(3), p. p139–150.
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Ajoutée par: Lynda Taabane
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Pop. 33.45%
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Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), pp. 163–182.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.74%
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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. 29.83%
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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. 31.82%
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Novick, L. R. (1988). Analogical transfer, problem similarity, and expertise. Journal of experimental psychology: Learning, Memory, and Cognition, 14(3), p. p510–520.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.19%
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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. 28.47%
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Perfetto, G. A., Bransford, J. D., & Franks, J. J. (1983). Constraints on access in a problem solving context. Memory & Cognition, 11(1), p. p24–31.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 29.1%
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Rehder, B. (1999). Detecting unsolvable algebra word problems. Journal of educational psychology, 91(4), p. p669–683.
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Ajoutée par: Lynda Taabane
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Pop. 24.93%
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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. 32%
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Renkl, A., Stark, R., Gruber, H., & Mandl, H. (1998). Learning from worked-out examples: The effects of example variability and elicited self-explanations. Contemporary Educational Psychology, 23(1), pp. 90–108.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.83%
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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. 31.46%
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Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? an experimental study on learning to solve equations. Journal of educational psychology, 99(3), pp. 561–574.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.01%
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Rizzella, M. L., & O’Brien, E. J. (2002). Retrieval of concepts in script-based texts and narratives: The influence of general world knowledge. Journal of experimental psychology: Learning, Memory, and Cognition, 28(4), p. p780–790.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.83%
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Roccas, S., & Moshinsky, A. (2003). Factors affecting the difficulty of verbal analogies. Applied Measurement in Education, 16(2), p. p99–113.
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Ajoutée par: Lynda Taabane
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Pop. 33.54%
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Ross, B. H., & Bradshaw, G. L. (1994). Encoding effects of remindings. Memory & Cognition, 22(5), p. p591–605.
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Ajoutée par: Lynda Taabane
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Pop. 31.55%
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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. 31.55%
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Tijus, C. A., Richard, J. .-F., & Leproux, C. (1996). Une méthode de pronostic des erreurs et des incidents pour la conception de dispositifs. Le Travail Humain, 59(4), p. p355–376.
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Ajoutée par: Lynda Taabane
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Pop. 27.83%
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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. 30.83%
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Weisberg, R. W. (1992). Metacognition and insight during problem solving: Comment on metcalfe. Journal of experimental psychology: Learning, Memory, and Cognition, 18(2), p. p426–431.
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Ajoutée par: Lynda Taabane
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Pop. 29.01%
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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. 29.37%
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