Affichage de 1 - 9 of 9 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: Cognitive Ability
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Barsalou, L. W. (2005). Continuity of the conceptual system across species. Trends in Cognitive Sciences, 9(7), p. p309–311.
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Ajoutée par: Lynda Taabane
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Pop. 33.21%
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Cain, K., Oakhill, J., & Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of educational psychology, 96(4), p. p671–681.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.68%
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Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., & Capizzi, A. M., et al. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of educational psychology, 98(1), pp. 29–43.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 35.77%
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Gilmore, C. K., & Bryant, P. (2006). Individual differences in children's understanding of inversion and arithmetical skill. British Journal of Educational Psychology, 76(2), pp. 309–331.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.31%
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Goldstone, R. L. (2006). The complex systems see-change in education. Journal of the Learning Sciences, 15(1), pp. 35–43.
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Ajoutée par: Sterenn Audo
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Pop. 31.66%
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Greeno, J. G. (1989). A perspective on thinking. American Psychologist, 44(2), p. p134–141.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.3%
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Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2004). Process-oriented worked examples: Improving transfer performance through enhanced understanding. Instructional Science, 32(1), pp. 83–98.
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Ajoutée par: Sterenn Audo
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Pop. 33.21%
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Wardell, D. M., & Royce, J. R. (1978). Toward a multi-factor theory of styles and their relationships to cognition and affect. Journal of Personality, 46(3), p. p474.
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Ajoutée par: Lynda Taabane
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Pop. 33.67%
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Wong, W.-K., Hsu, S.-C., Wu, S.-H., Lee, C.-W., & Hsu, W.-L. (2007). Lim-g: Learner-initiating instruction model based on cognitive knowledge for geometry word problem comprehension. Computers & Education, 48(4), pp. 582–601.
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Ajoutée par: Sterenn Audo
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Pop. 32.12%
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