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Anderson, J. R. (1991). The adaptive nature of human categorization. Psychological Review, 98(3), p. p409–429.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 37.62%
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Barsalou, L. W., Huttenlocher, J., & Lamberts, K. (1998). Basing categorization on individuals and events. cognitive psychology, 36(3), p. p203–272.
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Ajoutée par: Lynda Taabane
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Pop. 37.08%
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Barsalou, L. W. (2003). Situated simulation in the human conceptual system. Language and Cognitive Processes, 18(5), p. p513–562.
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Ajoutée par: Lynda Taabane
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Pop. 36.26%
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Chang, T. M. (1986). Semantic memory: Facts and models. Psychological Bulletin, 99(2), pp. 199–220.
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Ajoutée par: Sterenn Audo
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Pop. 30.92%
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Cheng, P. C. .-H. (2002). Electrifying diagrams for learning: Principles for complex representational systems. Cognitive Science: A Multidisciplinary Journal, 26(6), p. p685–736.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.54%
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Cole, D. A., & Maxwell, S. E. (2003). Testing mediational models with longitudinal data: Questions and tips in the use of structural equation modeling. Journal of Abnormal Psychology, 112(4), p. p558–577.
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Ajoutée par: Lynda Taabane
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Pop. 33.09%
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de Corte, E., & Verschaffel, L. (1985). Beginning first graders' initial representation of arithmetic word problems. The Journal of Mathematical Behavior, 5, pp. 3–21.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.99%
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Domahs, F., Delazer, M., & Nuerk, H.-C. (2006). What makes multiplication facts difficult: Problem size or neighborhood consistency? Experimental Psychology, 53(4), p. p275–282.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.27%
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Dutke, S. (2003). Anaphor resolution as a function of spatial distance and priming: Exploring the spatial distance effect in situation models. Experimental Psychology, 50(4), p. p270–284.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.54%
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English, L. D. (1998). Children's reasoning in solving relational problems of deduction. Thinking & Reasoning, 4(3), p. p249–281.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.27%
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Gaume, B., Duvignau, K., Gasquet, O., & Gineste, M.-D. (2002). Forms of meaning, meaning of forms. Journal of Experimental & Theoretical Artificial Intelligence, 14(1), p. p61–74.
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Ajoutée par: Lynda Taabane
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Pop. 33.54%
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Gentner, D. (1975). Evidence for the psychological reality of semantic components : the verbs of possession. In D. A. Norman, D. E. Rumelhart & The LNR Research Group (Eds.), Exploration in cognition (pp. 211–246). San Fracisco: Freeman.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32%
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Goldstone, R. L., Medin, D. L., & Gentner, D. (1991). Relational similarity and the nonindependence of features in similarity judgments. cognitive psychology, 23(2), p. p222–262.
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Ajoutée par: Lynda Taabane
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Pop. 34.54%
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Greene, S. B., McKoon, G., & Ratcliff, R. (1992). Pronoun resolution and discourse models. Journal of experimental psychology: Learning, Memory, and Cognition, 18(2), p. p266–283.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.63%
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Hong, E., & O'Neil, H. F. (1992). Instructional strategies to help learners build relevant mental models in inferential statistics. Journal of educational psychology, 84(2), p. p150–159.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.45%
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Hummel, J. E., & Holyoak, K. J. (1997). Distributed representations of structure: A theory of analogical access and mapping. Psychological Review, 104(3), p. p427–466.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.18%
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Kintsch, W., & Greeno, J. G. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92(1), p. p109–129.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.92%
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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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Kubose, T. T., Holyoak, K. J., & Hummel, J. E. (2002). The role of textual coherence in incremental analogical mapping. Journal of Memory and Language, 47(3), p. p407–435.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 36.08%
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Leinhardt, G., & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of educational psychology, 78(2), p. p75–95.
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Ajoutée par: Lynda Taabane
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Pop. 36.45%
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