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  1. Florence Claude Gabriel, Frédéric Coché, Denes Szucs, Vincent Carette, Bernard Rey & Alain Content (2013). A Componential View of Children's Difficulties in Learning Fractions. Frontiers in Psychology 4.
    Fractions are well known to be difficult to learn. Various hypotheses have been proposed in order to explain those difficulties: fractions can denote different concepts; their understanding requires a conceptual reorganisation with regard to natural numbers; and using fractions involves the articulation of conceptual knowledge with complex manipulation of procedures. In order to encompass the major aspects of knowledge about fractions, we propose to distinguish between conceptual and procedural knowledge. We designed a test aimed at assessing the main components of (...)
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  2. Florence Claude Gabriel, Denes Szucs & Alain Content (2013). The Mental Representations of Fractions: Adults' Same–Different Judgments. Frontiers in Psychology 4.
    Two experiments examined whether the mental representation of the magnitude of fractions is global or componential. Previously, some authors concluded that adults process the numerators and denominators of fractions separately and do not access the global magnitude of fractions. Conversely, others reported evidence suggesting that the global magnitude of fractions is accessed. We hypothesized that in a fraction matching task, participants automatically extract the magnitude of the components but that the activation of the global magnitude of the whole fraction is (...)
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  3. I. Christian Purposes—Christian Content (2003). Power Made Perfect in Weakness: Aquinas's Transformation of the Virtue of Courage. Medieval Philosophy and Theology 11:147-180.
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  4. R. Waugh & Non-Conceptual Content (1995). Putting Meaning Before Truth. In P. Pyllkkänen & P. Pyllkkö (eds.), New Directions in Cognitive Science. Finnish Society for Artificial Intelligence.
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  5. Alain Content (1991). Segmental Analysis Abilities Constitute a Powerful Accelerator of Reading Acquisition. Mind and Language 6 (2):113-121.
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