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Result 1 to 20 of 48 total

Non-symbolic approximate arithmetic training improves math performance in preschoolers. (English)
J. Exp. Child Psychol. 152, 278-293 (2016).
Classification: F31 F21 C31 C51
1
How to interpret cognitive training studies: a reply to Lindskog \& Winman. (English)
Cognition 150, 247-251 (2016).
Classification: F20 F30 C30
2
No evidence of learning in non-symbolic numerical tasks ‒ a comment on Park and Brannon (2014). (English)
Cognition 150, 243-247 (2016).
Classification: F20 F30 C30
3
Program of arithmetic improvement by means of cognitive enhancement: an intervention in children with special educational needs. (English)
Res. Dev. Disabil. 38, 352-361 (2015).
Classification: C92 F32 C42 C32
4
Explicit or implicit training of heuristics ‒ which one is better? (Explizites oder implizites Heurismentraining ‒ was ist besser?) (German. English summary)
Math. Didact. 37, 191-212 (2014).
Classification: D50 C30 C70
5
Improving arithmetic performance with number sense training: an investigation of underlying mechanism. (English)
Cognition 133, No. 1, 188-200 (2014).
Classification: F20 F30 C30
6
Analogical-thinking abilities of mathematically gifted children. A clarification of concepts and survey on empirical research. (Fähigkeiten im analogen Denken bei mathematisch begabten Kindern. Begriffsklärung und Überblick zu empirischen Studien.) (German. English summary)
Math. Didact. 36, 28-44 (2013).
Classification: C32 C42 D52 D62
7
A transfer-in-pieces consideration of the perception of structure in the transfer of learning. (English)
J. Learn. Sci. 19, No. 4, 443-479 (2010).
Classification: C30 K50
8
Transfer of magnitude and spatial mappings to the SNARC effect for parity judgments. (English)
J. Exp. Psychol.: Learn. Mem. Cogn. 35, No. 6, 1506-1521 (2009).
Classification: C30 C80
9
Promoting transfer by grounding complex systems principles. (English)
J. Learn. Sci. 17, No. 4, 465-516 (2008).
Classification: C30 D20
10
Productive failure. (English)
Cogn. Instr. 26, No. 3, 379-424 (2008).
Classification: D44 C74 M54
11
Developing versatility in mathematical thinking. (English)
Mediterr. J. Res. Math. Educ. 7, No. 2, 71-91 (2008).
Classification: C30 D30
12
Transfer in pieces. (English)
Cogn. Instr. 24, No. 1, 1-71 (2006).
Classification: C30
13
Learning mathematics at University level: some new insights offered by educational research. (Apprendre les mathématiques au niveau universitaire: Ce que les recherches récentes nous apprennent dans ce domaine.) (French. English summary)
Ann. Didact. Sci. Cogn. 11, 269-288 (2006).
Classification: C35 D25
14
Cognitive trajectories in response to proportional situations in adult education. (English)
Adults Learn. Math. 1, No. 2, 16-27 (2006).
Classification: F88 C38 B60
15
Forming teachers as resonance mediators. (English)
Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part III, 73-80 (2005).
Classification: B50 C39 D29 A69
16
The effects of self-explanation training on students’ problem solving in high-school mathematics. (English)
Learn. Instr. 12, No. 2, 233-262 (2002).
Classification: D53 D43 C23
17
Culture and cognitive development. Studies in mathematical understanding. Kultur und kognitive Entwicklung. Untersuchungen zum mathematischen Verstaendnis. (English)
ZDM, Zentralbl. Didakt. Math. (Apr 1993) v. 25(2) p. 60-61. Book review: Saxe, Geoffrey: Culture and cognitive development. Studies in mathematical understanding, Hillsdale: Erlbaum, 1991, 222 p., ISBN 0-8058-0273-8. [ISSN 0044-4103]
Classification: C60 C30
18
Problem Solving and Transfer. Problemloesen und Transfer. (English)
J. Learn. Disabil. (Jun-Jul 1991) v. 24(6) p. 322-29. CODEN: JLDIAD [ISSN 0022-2194]
Classification: C36
19
Toward a unified theory of problem solving. Views from the content domains. Hin zu einer einheitlichen Problemloesetheorie. Aus der Perspektive verschiedener Disziplinen. (English)
Hillsdale, NJ: Erlbaum. 1991. 164 p. [ISBN 0-8058-0510-9]
Classification: D50 C30
20
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