Effects of contrasting category, conjoint frequency and typicality on categorizationDAS-SMAAL, E. A; DE SWART, J. H.Acta psychologica. 1986, Vol 62, Num 1, pp 15-40, issn 0001-6918Article

Separability of coded attribute in logical rule acquisition: a two-process analysisSEONG-SOO LEE.Canadian journal of psychology. 1984, Vol 38, Num 3, pp 386-401, issn 0008-4255Article

Computer-based response-sensitive design strategies for selecting presentation form and sequence of examples in learning of coordinate conceptsOK-CHOON PARK; TENNYSON, R. D.Journal of educational psychology. 1986, Vol 78, Num 2, pp 153-158, issn 0022-0663Article

Changes in error types over learning stagesTATSUOKA, K. K.Journal of educational psychology. 1984, Vol 76, Num 1, pp 120-129, issn 0022-0663Article

Star wars: a developmental study of expert and novice knowledge structuresMEANS, M. L; VOSS, J. F.Journal of memory and language (Print). 1985, Vol 24, Num 6, pp 746-757, issn 0749-596XArticle

He died because he was wearing the wrong color sneakers: some thoughts on the unpopularity of intellect and the issue of difference in today's society (remarks of the special issue editor)WITTEN, M.Mathematical and computer modelling. 1994, Vol 19, Num 6-8, pp 1-23, issn 0895-7177Article

Why and how to learn why: analysis-based generalization of proceduresLEWIS, C.Cognitive science. 1988, Vol 12, Num 2, pp 211-256, issn 0364-0213Article

Linear separability and concept learning: context, relational properties, and concept naturalnessWATTENMAKER, W. D; DEWEY, G. I; MURPHY, T. D et al.Cognitive psychology (Print). 1986, Vol 18, Num 2, pp 158-194, issn 0010-0285Article

Le principe de l'apprentissage de problèmeMAKHMUTOV, M. I.Voprosy psihologii. 1984, Num 5, pp 30-36, issn 0042-8841Article

Why ask questions?BAXTER, C. M; DORNAN, T. L.Diabetic medicine. 2000, Vol 17, Num 5, pp 397-400, issn 0742-3071Article

Learning and hypothesis testing in probabilistic inference tasksBREHMER, B; ALM, H; WARG, L.-E et al.Scandinavian journal of psychology. 1985, Vol 26, Num 4, pp 305-313, issn 0036-5564Article

Comment présenter l'ordinateur au cours moyen? = Introducing computers at primary school (grade 4th)LEBRUN-DAMIENS, M.-A; LEBRUN-DAMIENS, R.Informatique et sciences humaines. 1984, Num 63, pp 27-35, issn 0291-8315Article

Performance differences following exposure to predictable and unpredictable non contingent outcomes in high and low achieversJARDINE, E; WINEFIELD, A. H.Journal of research in personality (Print). 1984, Vol 18, Num 4, pp 508-521, issn 0092-6566Article

Intellectual reputation to find an appropriate person for a role in creation and inheritance of organizational intellectHAYASHI, Yusuke; IKEDA, Mitsuru.Lecture notes in computer science. 2004, pp 273-284, issn 0302-9743, isbn 3-540-22948-5, 12 p.Conference Paper

Maier's (1931) two-string problem revisited: evidence for spontaneous transfer?LANDRUM, R. E.Psychological reports. 1990, Vol 67, Num 3, pp 1079-1088, issn 0033-2941, 10 p., p.2Article

Die Vorhersage kausaler Effekte aus funktionalen Abhängigkeiten, überprüft durch ein multivariates transferexperiment bei Intelligenzvariablen = La prédictibilité des effets causals pris comme dépendance fonctionnelle, démontrée par une expérience de transfert dans les variables intellectuelles = The predictibility of causal effects of functional dependencies, demonstrated through a multivariate transference experiment in intelligence variablesLEHMANN, G.Zeitschrift für experimentelle und angewandte Psychologie. 1987, Vol 34, Num 3, pp 402-415, issn 0044-2712Article

The identification and evaluation of exemplar intensity in the classroom teaching and learning of conceptsVERMETTE, P. J.Contemporary educational psychology. 1986, Vol 11, Num 1, pp 90-106, issn 0361-476XArticle

The effects of encoding variability, processing activity, and rule-examples sequence on the transfer of conceptual rulesDIVESTA, F. J; PEVERLY, S. T.Journal of educational psychology. 1984, Vol 76, Num 1, pp 108-119, issn 0022-0663Article

Study approaches, processes and strategies: are three perspectives better than one?SPETH, C; BROWN, R.British Journal of Educational Psychology. 1988, Vol 58, Num 3, pp 247-257, issn 0007-0998Article

Learning to program and learning to think: what's the connection?MAYER, R. E; DYCK, J. L; VILBERG, W et al.Communications of the ACM. 1986, Vol 29, Num 7, pp 605-610, issn 0001-0782Article

Erkennen und Verhalten im Lernversuch = Cognition et comportement dans l'essai d'apprentissage = Cognition and action in a learning experimentSCHWARZE, H; RÜBELING, H.Psychologische Beiträge (Lengerich). 1985, Vol 27, Num 3, pp 434-446, issn 0033-3018Article

Compatibility of students' learning and teaching styles on their ratings of college teachingPETTIGREW, F. E; BAYLESS, M. A; ZAKRAJSEK, D. B et al.Perceptual and motor skills. 1985, Vol 61, Num 3, pp 1215-1220, issn 0031-5125Article

Differences in student performance on knowledge, comprehension, and application tasks: implications for school learningLYON, M. A; GETTINGER, M.Journal of educational psychology. 1985, Vol 77, Num 1, pp 12-19, issn 0022-0663Article

Associative storage and retrieval processes in person memorySRULL, T. K; LICHTENSTEIN, M; ROTHBART, M et al.Journal of experimental psychology. Learning, memory, and cognition. 1985, Vol 11, Num 2, pp 316-345, issn 0278-7393Article

Reliability of retrieval from semantic memory: common categoriesBELLEZZA, F. S.Bulletin of the Psychonomic Society. 1984, Vol 22, Num 4, pp 324-326, issn 0090-5054Article