UB Paderborn / Katalog / Suche / in CDI

Sortiert nach

Einfacher Volltextzugriff von (fast) überall

Installieren Sie die LibKey Nomad-Browsererweiterung und erhalten Sie von vielen Webseiten einfachen Zugriff auf lizenzierte Volltexte oder Open Access Publikationen. Mehr erfahren...

Conceptual Knowledge, Procedural Knowledge, and Metacognition in Routine and Nonroutine Problem Solving

Cognitive science, 2021-10, Vol.45 (10), p.e13048-n/a

2021

Volltextzugriff (PDF)

An In Vivo Study of Self-Regulated Study Sequencing in Introductory Psychology Courses

PloS one, 2016-03, Vol.11 (3), p.e0152115-e0152115

2016

Volltextzugriff (PDF)

Putting Fractions Together

Journal of educational psychology, 2021-04, Vol.113 (3), p.556-571

2021

Volltextzugriff (PDF)

Numerical Development

Annual review of psychology, 2017-01, Vol.68 (1), p.187-213

2017

Volltextzugriff (PDF)

A Unified Model of Arithmetic With Whole Numbers, Fractions, and Decimals

Psychological review, 2024-03, Vol.131 (2), p.431-455

2024

Volltextzugriff (PDF)

Developmental changes in the whole number bias

Developmental science, 2018-03, Vol.21 (2), p.n/a

2018

Volltextzugriff (PDF)

Distributions of Textbook Problems Predict Student Learning: Data From Decimal Arithmetic

Journal of educational psychology, 2021-04, Vol.113 (3), p.516-529

2021

Volltextzugriff (PDF)

Toward a Unified Theory of Rational Number Arithmetic

Journal of experimental psychology. Learning, memory, and cognition, 2022-10, Vol.48 (10), p.1470-1483

2022

Volltextzugriff (PDF)

A Computational Model of Fraction Arithmetic

Psychological review, 2017-10, Vol.124 (5), p.603-625

2017

Volltextzugriff (PDF)

Cross-notation knowledge of fractions and decimals

Journal of experimental child psychology, 2022-01, Vol.213, p.105210-105210, Article 105210

2022

Volltextzugriff (PDF)

Children Learn Spurious Associations in Their Math Textbooks: Examples From Fraction Arithmetic

Journal of experimental psychology. Learning, memory, and cognition, 2018-11, Vol.44 (11), p.1765-1777

2018

Volltextzugriff (PDF)

How do people choose among rational number notations?

Cognitive psychology, 2020-12, Vol.123, p.101333-101333, Article 101333

2020

Volltextzugriff (PDF)

Do children understand fraction addition?

Developmental science, 2018-07, Vol.21 (4), p.e12601-n/a

2018

Volltextzugriff (PDF)

Individual differences in fraction arithmetic learning

Cognitive psychology, 2019-08, Vol.112, p.81-98

2019

Volltextzugriff (PDF)

Integrating Formal and Grounded Representations in Combinatorics Learning

Journal of educational psychology, 2013-08, Vol.105 (3), p.666-682

2013

Volltextzugriff (PDF)

Effects of Variation and Prior Knowledge on Abstract Concept Learning

Cognition and instruction, 2015-07, Vol.33 (3), p.226-256

2015

Volltextzugriff (PDF)

Non-formal mechanisms in mathematical cognitive development: The case of arithmetic

Cognition, 2016-04, Vol.149, p.40-55

2016

Volltextzugriff (PDF)

Domain effects on interpretations of general conditionals: The case of mathematics

Thinking & reasoning, 2024-09, p.1-23

Braithwaite, David W.

2024

Volltextzugriff (PDF)

Corrigendum to ‘‘Non-formal mechanisms in mathematical cognitive development: The case of arithmetic’’ [Cognition 149 (2016) 40–55]

Cognition, 2016-06, Vol.151, p.113-113

2016

Volltextzugriff (PDF)

Relations between geometric proof justification and probabilistic reasoning

Learning and individual differences, 2022-08, Vol.98, p.102201, Article 102201

Braithwaite, David W.

2022

Volltextzugriff (PDF)

The Sleep of Reason Produces Monsters: How and When Biased Input Shapes Mathematics Learning

Annual review of developmental psychology, 2020-12, Vol.2 (1), p.413-435

2020

Volltextzugriff (PDF)

Flexibility in data interpretation: effects of representational format

Frontiers in psychology, 2013, Vol.4, p.980-980

2013

Volltextzugriff (PDF)

Explaining procedures and interleaving practice in fraction arithmetic

Learning and instruction, 2024-04, Vol.90, p.101854, Article 101854

2024

Volltextzugriff (PDF)

Putting Fractions Together

Journal of educational psychology, 2021-04, Vol.113 (3), p.556

2021

Volltextzugriff (PDF)

Grounding mathematics learning

Braithwaite, David W

2014

Volltextzugriff (PDF)

1 – 25 von 86

Menü

Weitere Dienste

Einstellungen

Conceptual Knowledge, Procedural Knowledge, and Metacognition in Routine and Nonroutine Problem Solving

An In Vivo Study of Self-Regulated Study Sequencing in Introductory Psychology Courses

Putting Fractions Together

Numerical Development

A Unified Model of Arithmetic With Whole Numbers, Fractions, and Decimals

Developmental changes in the whole number bias

Distributions of Textbook Problems Predict Student Learning: Data From Decimal Arithmetic

Toward a Unified Theory of Rational Number Arithmetic

A Computational Model of Fraction Arithmetic

Cross-notation knowledge of fractions and decimals

Children Learn Spurious Associations in Their Math Textbooks: Examples From Fraction Arithmetic

How do people choose among rational number notations?

Do children understand fraction addition?

Individual differences in fraction arithmetic learning

Integrating Formal and Grounded Representations in Combinatorics Learning

Effects of Variation and Prior Knowledge on Abstract Concept Learning

Non-formal mechanisms in mathematical cognitive development: The case of arithmetic

Domain effects on interpretations of general conditionals: The case of mathematics

Corrigendum to ‘‘Non-formal mechanisms in mathematical cognitive development: The case of arithmetic’’ [Cognition 149 (2016) 40–55]

Relations between geometric proof justification and probabilistic reasoning

The Sleep of Reason Produces Monsters: How and When Biased Input Shapes Mathematics Learning

Flexibility in data interpretation: effects of representational format

Explaining procedures and interleaving practice in fraction arithmetic

Putting Fractions Together

Grounding mathematics learning

Aktive Filter

Suchergebnisse filtern