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Hippolyte Gros, Jean-Pierre Thibaut & Emmanuel Sander. (2020) Semantic congruence in arithmetic: A new conceptual model for word problem solving. Educational Psychologist 55:2, pages 69-87.
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Marci S. DeCaro & Charles A. Van Stockum$suffix/text()$suffix/text(). (2018) Ego depletion improves insight. Thinking & Reasoning 24:3, pages 315-343.
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Tracy Packiam Alloway & Evan Copello. (2013) Working Memory: The What, the Why, and the How. The Australian Educational and Developmental Psychologist 30:2, pages 105-118.
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Josetxu Orrantia, Laura Rodríguez & Santiago Vicente. (2010) Automatic activation of addition facts in arithmetic word problems. The Quarterly Journal of Experimental Psychology 63:2, pages 310-319.
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Catherine Thevenot, Michel Devidal, Pierre Barrouillet & Michel Fayol. (2007) Why does placing the question before an arithmetic word problem improve performance? A situation model account. The Quarterly Journal of Experimental Psychology 60:1, pages 43-56.
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Catherine Thevenot & Jane Oakhill. (2006) Representations and strategies for solving dynamic and static arithmetic word problems: The role of working memory capacities. European Journal of Cognitive Psychology 18:5, pages 756-775.
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Articles from other publishers (32)
Hippolyte Gros, Jean-Pierre Thibaut & Emmanuel Sander. (2024) Uncovering the interplay between drawings, mental representations, and arithmetic problem-solving strategies in children and adults. Memory & Cognition.
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Yuki Ninomiya, Tomoyuki Iwata, Hitoshi Terai & Kazuhisa Miwa. (2023) Effect of cognitive load and working memory capacity on the efficiency of discovering better alternatives: A survival analysis. Memory & Cognition 52:1, pages 115-131.
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Abdelhafid Chadli, Erwan Tranvouez, Abdelkader Ouared, Mohamed Goismi & Abdelkader Chenine. 2024. Information Systems and Technologies. Information Systems and Technologies
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Helena P. Osana, Emmanuelle Adrien, Anne Lafay, Katherine Foster, Kiera K. Vaccaro, Vera Wagner & Rebecca MacCaul. 2023. Mathematical Cognition and Understanding. Mathematical Cognition and Understanding
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Maria Chiara Passolunghi, Gonzalo Duque De Blas, Barbara Carretti, Isabel Gomez-Veiga, Eleonora Doz & Juan Antonio Garcia-Madruga. (2022) The role of working memory updating, inhibition, fluid intelligence, and reading comprehension in explaining differences between consistent and inconsistent arithmetic word-problem-solving performance. Journal of Experimental Child Psychology 224, pages 105512.
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Yuki Ninomiya, Hitoshi Terai & Kazuhisa Miwa. (2022) Differences in the distribution of attention to trained procedure between finders and non-finders of the alternative better procedure. Frontiers in Psychology 13.
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Hippolyte Gros, Jean-Pierre Thibaut & Emmanuel Sander. (2021) What we count dictates how we count: A tale of two encodings. Cognition 212, pages 104665.
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Gonzalo Duque de Blas, Isabel Gómez-Veiga & Juan A. García-Madruga. (2021) Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School. Education Sciences 11:4, pages 155.
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Joanne Eaves, Camilla Gilmore & Nina Attridge. (2020) Investigating the role of attention in the identification of associativity shortcuts using a microgenetic measure of implicit shortcut use. Quarterly Journal of Experimental Psychology 73:7, pages 1017-1035.
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Marie-Pier Goulet-Lyle, Dominic Voyer & Lieven Verschaffel. (2019) How does imposing a step-by-step solution method impact students’ approach to mathematical word problem solving?. ZDM 52:1, pages 139-149.
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Calliste Scheibling-Sève, Elena Pasquinelli & Emmanuel Sander. (2020) Assessing conceptual knowledge through solving arithmetic word problems. Educational Studies in Mathematics 103:3, pages 293-311.
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Gabriella Daroczy, Detmar Meurers, Jürgen Heller, Magdalena Wolska & Hans-Christoph Nürk. (2020) The interaction of linguistic and arithmetic factors affects adult performance on arithmetic word problems. Cognitive Processing 21:1, pages 105-125.
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Margaret E. Webb, Daniel R. Little & Simon. J. Cropper. (2017) Once more with feeling: Normative data for the aha experience in insight and noninsight problems. Behavior Research Methods 50:5, pages 2035-2056.
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Jeanne Bagnoud, Nicolas Burra, Caroline Castel, Jane Oakhill & Catherine Thevenot. (2018) Arithmetic word problems describing discrete quantities: E.E.G evidence for the construction of a situation model. Acta Psychologica 190, pages 116-121.
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Giorgio Bolondi, Laura Branchetti & Chiara Giberti. (2018) A quantitative methodology for analyzing the impact of the formulation of a mathematical item on students learning assessment. Studies in Educational Evaluation 58, pages 37-50.
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Catherine Thevenot. 2017. Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts. Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts
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Emmanuel Sander. (2016) Enjeux sémantiques pour les apprentissages arithmétiques. Bulletin de psychologie Numéro 546:6, pages 463-469.
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Gabriella Daroczy, Magdalena Wolska, Walt Detmar Meurers & Hans-Christoph Nuerk. (2015) Word problems: a review of linguistic and numerical factors contributing to their difficulty. Frontiers in Psychology 06.
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S. Gamo, S. Nogry & E. Sander. (2014) Apprendre à résoudre des problèmes en favorisant la construction d’une représentation alternative chez des élèves scolarisés en éducation prioritaire. Psychologie Française 59:3, pages 215-229.
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Anton J.H. Boonen, Menno van der Schoot, Floryt van Wesel, Meinou H. de Vries & Jelle Jolles. (2013) What underlies successful word problem solving? A path analysis in sixth grade students. Contemporary Educational Psychology 38:3, pages 271-279.
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C. Thevenot, C. Castel, J. Danjon, M. Fanget & M. Fayol. (2012) The Use of the Operand-Recognition Paradigm for the Study of Mental Addition in Older Adults. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences 68:1, pages 64-67.
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Sylvie Gamo, Lynda Taabane & Emmanuel Sander. (2012) R?le de la nature des variables dans la r?solution de probl?mes additifs complexes. L?Ann?e psychologique 111:04, pages 613.
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Sylvie Gamo, Lynda Taabane & Emmanuel Sander. (2011) Rôle de la nature des variables dans la résolution de problèmes additifs complexes. L’Année psychologique Vol. 111:4, pages 613-640.
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Tracy Packiam Alloway & Maria Chiara Passolunghi. (2011) The relationship between working memory, IQ, and mathematical skills in children. Learning and Individual Differences 21:1, pages 133-137.
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Sylvie Gamo, Emmanuel Sander & Jean-François Richard. (2010) Transfer of strategy use by semantic recoding in arithmetic problem solving. Learning and Instruction 20:5, pages 400-410.
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Rémi Brissiaud & Emmanuel Sander. (2010) Arithmetic word problem solving: a Situation Strategy First framework. Developmental Science 13:1, pages 92-107.
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Catherine Thevenot. (2010) Arithmetic word problem solving: Evidence for the construction of a mental model. Acta Psychologica 133:1, pages 90-95.
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S. S. Wu, T. T. Chang, A. Majid, S. Caspers, S. B. Eickhoff & V. Menon. (2009) Functional Heterogeneity of Inferior Parietal Cortex during Mathematical Cognition Assessed with Cytoarchitectonic Probability Maps. Cerebral Cortex 19:12, pages 2930-2945.
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Catherine Thevenot & Patrick Perret. (2009) Le développement du raisonnement dans la résolution de problèmes : l'apport de la théorie des modèles mentaux. Développements n° 2:2, pages 49-56.
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Catherine Thevenot. (2009) Représentations mentales et stratégies de résolution de problèmes arithmétiques verbaux chez les enfants de CM2. L’Année psychologique 108:04, pages 617.
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Catherine Thevenot & Jane Oakhill. (2008) A generalization of the representational change theory from insight to non-insight problems: The case of arithmetic word problems. Acta Psychologica 129:3, pages 315-324.
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Danièle Coquin‐Viennot & Stéphanie Moreau. (2011) Arithmetic problems at school: When there is an apparent contradiction between the situation model and the problem model. British Journal of Educational Psychology 77:1, pages 69-80.
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