Références bibliographiques
Liste des articles et ouvrages référencés dans le texte
[AND 73] Anderson J. R. & Bower G. H., Human associative memory, Winston and Sons, Washington, 1973.
[AND 76] Anderson J. R.,
Language, memory and thought, Erlbaum Associates, Hillsdale, New-Jersey, 1976.
[AND 82] Anderson J. R., Acquisition of cognitive skill, Psychological Review, Vol. 89, pp. 369-406, 1982.
[AND 83] Anderson J.R., The Architecture of Cognition, Harvard University Press, Cambridge, Massachusetts, London, 1983.
[AND 87] Andler D., L’apprentissage dans les sciences cognitives : approches théoriques, Intellecticta n° 2/3, Paris, pp. 213-234, 1987.
[AND 90] Anderson J. R., The adaptative character of thought, Lawrence Erlbaum Associates, Hillsdale, New Jersey, 1990.
[AND 93] Anderson J. R., Rules of the mind, Lawrence Erlbaum, Hillsdale, New Jersey, 1993.
[ANT 98] Antonietti A., Imperio E., Rasi C. & Sacco M., Acquisition of declarative and procedural knowledge in engineering education through hypermedia and virtual reality : an experimental study on student’s learning of the structure and functionning of a turning lathe, In Alvegård C. (Ed.), Proceedings of the Fourth International Conference on Computer Aided Learning and Instruction in Science and Engineering (CALISCE), Chalmers University of Technology, Göteborg, pp. 441-444, 1998.
[ANZ 79] Anzaï Y. &
Simon H. A., The theory of learning by
doing, Psychological review, vol. 86,
N° 2,, pp. 124-140, 1979.
[AUR 98b] Auriol J.-B., Dessalles J.-L., Error characterisation in problem solving tasks, In Alvegård C. (Ed.), Proceedings of the Fourth International Conference on Computer Aided Learning and Instruction in Science and Engineering (CALISCE), Chalmers University of Technology, Göteborg, pp. 381-389, 1998.
[BAL 90] Balacheff N., Exigences épistémologiques des recherches en EIAO, rapport interne du laboratoire LSD2 (URA 393, IMAG-CNRS et Université J. Fourier, Grenoble 1), Grenoble, 1990.
[BAL 94] Balacheff N., Didactique et intelligence artificielle, In Didactique et intelligence artificielle, Balacheff N. et Vivet M. (Eds.), La pensée sauvage, pp. 9-42, 1994.
[BAR 84] Bara, B. G., Carassa, A. G., & Geminiani, G. C., Inference processes in everyday reasonning. In D. Plander (Ed.), Artificial intelligence and information-control systems of robots, Amsterdam, Elsevier, 1984.
[BAR 85] Bara B. G., Carassa A. G., & Geminiani G. C., Mental models in everyday reasonning, Cognitiva 85, 1985.
[BAR 88] Baron M., Quelques problèmes de non-monotonie en EIAO, APPLICA, pp. 143-155, 1988.
[BAU 90] Baulac Y., Un micromonde de géométrie, Cabri-géomètre, Thèse de l’université Joseph Fourier, Grenoble I, 1990.
[BER 88] Berry D. & Broadbent D., Interactive tasks and the implicit-explicit distinction, British journal of psychology, 79, pp 251-272, 1988.
[BLO 96] Blondel F.-M., Diagnostic et aide en EIAO – Etude d’un environnement d’aide à la résolution de problème en chimie, Thèse de l’université Henri Poincaré (Nancy I), Nancy, 1996.
[BON 94] Bonatti Luca, Why should we abandon the mental logic hypothesis ?, Cognition, vol. 50, pp. 17-39, 1994.
[BRA 84] Braine M.D.S, Reiser B.J. & Rumain B., Some empirical justification for a theory of natural propositionnal logic, The psychology of learning and motivation, vol. 18, Academic Press, New York, 1984.
[BRO 78] Brown J. S. & Burton R. R., Diagnostic models for procedural bugs in basic mathematical skills, Cognitive Science, vol. 2, pp. 155-191, 1978.
[BRO 80] Brown J. S. & VanLehn K., Repair theory : a generative theory of bugs in procedural skills, Cognitive Science, vol. 4, pp. 379-426.
[BUR 76] Burton R.R. & Brown J.S., A tutoring and student modeling paradigm for gaming environments, In Colman R. & Lorton P.Jr. (Eds.), Computer Science and Education, ACM SIGCSE Bulletin, vol. 8, n° 1, pp. 236-246, 1976.
[BUR 79] Burton R.R. & Brown J.S., An investigation of computer coaching for informal learning activities, International journal of man-machine studies, vol. 11, pp. 5-24, 1979.
[CAM 96] Cambiotti F., Parvis M. & Pisani U., Multimedia training and remote operating laboratory : innovative solutions for instrumentation and electronic measurements courses, In Diaz de Ilarraza Sanchez A. & Fernandez de Castro I. (eds.), Proceedings of the Third International Conference on Computer Aided Learning and Instruction in Science and Engineering (CALISCE), Springer-Verlag, Berlin, pp. 245-251, 1996.
[CAP 96] Caron-Pargue J. & Fievre M-D., Psycho-linguistic analysis of ten-year-old's verbal protocol, In J. Caron-Pargue & S. Gillis (ed), Verbal production and problem solving. Antwerp papers in linguistics 85, 1996.
[CAR 70] Carbonell J.R., AI in CAI : an artificial intelligence approach to computer assisted instruction, IEEE Transactions on Man-Machine Systems, vol 11, n° 4, pp. 190-202, 1970.
[CAR 77] Carr B., Wusor-II : a computer-aided instruction program with student modeling capabilities, AI Lab Memo 417 (Logo Memo 45), Massachusetts Institute of Technology, Cambridge, Massachusetts, 1977.
[CHI 89] Chi M. T. H., Bassok M., Lewis M. W., Reimann P. & Glaser R., Self-explanations : how students study and use examples in learning to solve problems, Cognitive Science, vol. 13, pp. 145-182, 1989.
[CHO 65] Chomsky N., Aspects of the theory of syntax, MIT Press, Cambridge, Massachusetts, 1965.
[CLA 79] Clancey W.J., Transfert of rule-based expertise through a tutorial dialogue, thèse de doctorat, Stanford University, Stanford, California, 1979.
[CLA 82] Clancey W.J., Tutoring rules for guiding a case method dialogue, in Intelligent tutoring systems, Sleeman D.H. & Brown J.S. (Eds.), Academic Press, London, pp. 51-78, 1982.
[CLA 84] Clancey W.J., Shortliffe E.H. & Buchanan B.G., Intelligent computer-aided instruction for medical diagnosis, in Clancey W.J. & Shortliffe E.H. (Eds.) Medical artificial intelligence : the first decade, Addison-Wesley, Reading, Massachusetts, 1984.
[CLA 87] Clancey W.J., Knowledge-based tutoring : the GUIDON program, MIT Press, Cambridge, Massachusetts, 1987.
[CLE 97] Clément E.
& Richard J.-F., Knowledge of domain
effects in problem representation : the case of towers of hanoi isomorphs,
Thinking and reasoning, vol. 3, No. 2, pp.
133-157, 1997.
[COL 75] Collins A., Warnock E.H. & Passafiume J., Analysis and synthesis of tutorial dialogues, In Bower G. (Ed.) The psychology of learning and motivation, vol. IX, Academic Press, New York, 1975.
[COO 95] Cooper R. & Shallice T., Soar and the case for the unified theories of cognition, Cognition, vol. 55, pp. 115-149, 1995.
[CRA 43] Craik K., The nature of explanation, Cambridge University Press, Cambridge (U.K.), 1943.
[CRY 75] Crystal D. & Davy D., Advanced Conversational English. Longman, Londres, 1975.
[DEJ 96] De Jong T., Härtel H., Swaak J. & Van Joolingen W., Support for simulation-based learning : the effect of assignments in learning about transmission lines, In Diaz de Ilarraza Sanchez A. & Fernandez de Castro I. (eds.), Proceedings of the Third International Conference on Computer Aided Learning and Instruction in Science and Engineering (CALISCE), Springer-Verlag, Berlin, pp. 9-26, 1996.
[DES 84] Dessalles J.-L., SAVANT : l’enseignement assisté par télématique dans la formation des ingénieurs de l’ENST, L’écho des recherches n° 117, pp. 67-76, 1984.
[DES 90] Dessalles J.-L., Computer assisted concept learning, In Norrie D.H., Six H.-W., Lecture notes in computer science 438 – Computer Assisted Learning, Springer-Verlag, Berlin, pp. 175-183, 1990.
[DES 91a] Dessalles J.-L., The simulation of conversations, In Kohonen T., Fogelman-Soulié F., Cognitiva 90 – Proceedings of the third cognitiva symposium (Madrid), North-Holland, Amsterdam, pp. 483-492, 1991.
[DES 91b] Dessalles J.-L., Conversation Assisted Learning : The SAVANT-3 dialog module, In Forte E. (Ed.), Proceedings of the First International Conference on Computer Aided Learning and Instruction in Science and Engineering (CALISCE), Presses polytechniques et universitaires romandes, Lausanne, pp. 159-165, 1991.
[DES 93] Dessalles J.-L., Modèle Cognitif de la Communication Spontanée, Appliquée à l’Apprentissage des Concepts, Thèse de l’école nationale supérieure des télécommunications, Paris, 1993.
[DES 98] Dessalles J.-L., Characterising innateness in artificial and natural learning, In Canamero D. & Van Someren M (eds.), Learning in humans and machines – ECML’ 98 Workshop notes, Technische Universität Chemnitz, Chemnitz, CSR-98-03, pp. 6-17, 1998.
[DIL 94] Dillembourg P., Evolution épistémologique en EIAO, Sciences et techniques éducatives, Vol. 1, N° 1, pp. 39-51, 1994.
[DUN 45] Duncker, K., On problem solving, Psychological Monographs, 58:5, Whole No. 270, 1945.
[EGA 74] Egan D. E.
& Greeno J. G., Theory of rule
induction : knowlege acquired in concept learning, serial pattern
learning, and problem solving, In
Gregg L. W. (Ed.), Knowledge and cognition, Erlbaum, Potomac, Md., 1974.
[ERN 69] Ernst G. W. & Newell A., GPS : A case study in generality and problem-solving, Academic Press, New York, 1969.
[EVA 89] Evans J., Bias in Human Reasoning, Causes and Consequences. Lawrence Erlbaum Associates Ltd., Hove, 1989.
[FIK 72] Fikes R. E., Hart P.E. et Nilsson N.J. Learning and executing generalized robot plans. Artificial Intelligence. vol. 3, pp. 251-288. 1972.
[FLE 75] Fletcher, J.D., Modeling of learner in computer-based instruction, Journal of computer-based instruction, vol. 1, pp. 118-126, 1975.
[FUT 90] Futtersack M., QUIZ : une architecture multi-agents pour un tuteur intelligent, Thèse de doctorat de l’université Paris VI, Paris, 1990
[GRA 94] Grandbois J.-M., Lacasse D., Diffusion and membrane transport : a simulation software for the macintosh, In Dessalles J.-L. (eds.), Proceedings of the Second International Conference on Computer Aided Learning and Instruction in Science and Engineering (CALISCE), Telecom Paris 94 S 002, Paris, pp. 201-207, 1994.
[GRE 74] Greeno J. G., Hobbits and orcs : acquisition of a sequential concept, Cognitive psychology, vol. 6, pp. 270-292, 1974.
[GRE 78a] Greeno J. G., A study of problem solving, In Advances in Instructional Psychology, volume 1, Hillsdale, N.J., Erlbaum, 1978.
[GRE 78b] Greeno, J. G., Nature of problem-solving abilities, In Estes K. W. (Ed.), Handbook of learning and cognitive processes, Erlbaum, Hillsdale, New Jersey, vol. 5, pp. 239-270, 1978.
[GRG 82] Griggs, R.A., & Cox, J.R., The elusive thematic materials effect in the Wason selection task. British Journal of Psychology, 73, pp. 407-420, 1982.
[GRI 75] Grice P., Logic and Conversation. In Cole Peter, Morgan Jerry L., Syntax and Semantics volume 3 : Speech Acts, Academic Press, New York, pp. 41-58, 1975.
[GRU 89] Grumbach A., Modèle symbolique de l’apprentissage de
l’utilisation d’un dispositif, ENST,
Paris, 1989.
[GRU 90] Grumbach A., Un modèle d’apprentissage des besoins aux connaissances, Cahiers pédagogiques n° 287 - octobre, pp. 55-57, 1990.
[HAY 74] Hayes J. R. & Simon H. A., Understanding written problem instructions, In Gregg L. W. (ed.) Knowledge and cognition, Erlbaum, Hillsdale, New Jersey, 1974.
[HEL 78] Henle, M., Foreword to R. Revlin and R.E. Mayer (ed.), Human Reasonning, Winston, Washington D. C., 1978.
[HEN 98] van der Henst, J.-B., L’influence du langage sur le raisonnement : facteurs pragmatiques et pertinence dans le raisonnement relationnel, Thèse de l’école polytechnique, Paris, 1998.
[HOM 94] Hommel G., Courseware for self-study of the finite element analysis of a 3D beam structure, In Dessalles J.-L. (eds.), Proceedings of the Second International Conference on Computer Aided Learning and Instruction in Science and Engineering (CALISCE), Telecom Paris 94 S 002, Paris, pp. 321-328, 1994.
[HOY 97] Hoyles C. &
Healy L., Un micromonde pour la symétrie
axiale : une base de construction de concepts mathématiques ?, Sciences et techniques éducatives, Hermes,
Volume 4, n° 1, pp. 67-97, 1997.
[HUN 74] Hunt E. B. & Poltrack S. E., The mechanics of thought, In Human information processing : tutorial in performance and cognition, Kantowitz B. H. (Ed.), Erlbaum Associates, Hillsdale, New Jersey, 1974.
[INH 58] Inhelder B. & Piaget J., The growth of logical thinking from childhood to adolescence, Routledge and Kegan Paul, London, 1958.
[JOH 72] Johnson-Laird, P.N., Legrenzi, P., & Legrenzi, M.S., Reasoning and a sense of reality, British Journal of Psychology, 63, pp. 395-400, 1972.
[JOH 80] Johnson-Laird, P.N., Mental models in cognitive science, Cognitive Science, 4, pp. 71-115, 1980.
[JOH 83] Johnson-Laird, P.N., Mental Models, Cambridge university press, Cambridge (U.K.), 1983.
[JOH 84] Johnson-Laird, P.N., & Bara, B., Syllogistic inference, Cognition, 16, pp. 1-62, 1984.
[JOH 91] Johnson-Laird, P.N., & Byrne, R. M. J., Deduction, Lawrence Erlbaum Associates, Hove & London (U.K.), 1991.
[JOH 98] Johnson T. R., Acquisition and transfert of declarative and procedural knowledge, In Ritter F. E. and Young R. M. (Eds), Proceedings of the second conference on cognitive modelling, Nottingham University Press, Nottingham, pp. 15-22, 1998.
[JON 98] Jongman G. M. G., How to fatigue ACT-R ?, In Ritter F. E. and Young R. M. (Eds), Proceedings of the second conference on cognitive modelling, Nottingham University Press, Nottingham, pp. 52-57, 1998.
[KEI 89] Keil F., Concepts, Kinds, and Cognitive Development, MIT Press, Cambridge, Massachusetts, 1989.
[KLA 81] Klahr D. & Robinson M., Formal assessment of problem-solving and planning processes in preschool children, Cognitive psychology, vol. 13, pp. 113-148, 1981.
[KLA 87] Klahr D., Langley P. & Neches R., Production system models of learning and development, Klahr D., Langley P. & Neches R., (Eds.), MIT Press, Cambridge, Massachusetts, 1987.
[LAB 90] Labat J.-M., QUIZ : une contribution à l’amélioration des capacités pédagogiques des tuteurs intelligents, Thèse de doctorat de l’université Paris VI, Paris, 1990.
[LAB 96] Labat J.-M., Pomerol J.-C., Nigro J.-M., Caron J., Fièvre M.-D. & Caron-Pargue J., Computers and human solving strategies: a comparison in the case of the tower of Hanoi puzzle, In J. Caron-Pargue & S. Gillis (ed), Verbal production and problem solving. Antwerp papers in linguistics 85, 1996.
[LAI 87] Laird J. E., Newell A. & Rosenbloom P. S., Soar : an architecture for general intelligence, Artificial Intelligence, vol. 33, pp. 1-64, 1987.
[LEW 92] Lewicki P. et al., Nonconscious acquisition of information, American Psychologist, 47, pp. 796-801, 1992.
[MAN 79] Manktelow, K.I. & Evans, J. St. B. T., Facilitation of reasoning by realism : Effect or non-effect ?, British Journal of Psychology, 70, pp. 477-488, 1979.
[MAY 83] Mayer R. E., Thinking, problem solving, cognition, W. H. Freeman and company, New York, 1983.
[MEY 93] Meyers P., Dessalles J.-L., Exemple d’une simulation argumentée pour l’apprentissage de Prolog, In Actes des troisièmes journées EIAO de Cachan, Eyrolles, Paris, 1993.
[MUH 99] Muhlenbach F., Pertinence des énoncés portant sur des événements improbables, Mémoire de DEA, EHESS-PARIS VI-CREA, Paris, 1999.
[NEV 81] Neves D. M. & Anderson J. R., Knowledge compilation : Mechanisms for the automatization of cognitive skills, In Anderson J. R. (Ed.), Cognitive skills and their acquisition, Lawrence Erlbaum Associates, Hillsdale, New Jersey, pp. 57-84, 1981.
[NEW 57] Newell A., Shaw J. C. & Simon H. A., Preliminary description of general problem solving program I (GPS I), CIP working paper N° 7, Carnegie Institute of Technology, Pittsburgh, Pennsylvania, 1957.
[NEW 61] Newell A., Tonge F. M., Feigenbaum E. A., Green B. F., & Mealy G. H., Information Processing Language-V Manual, 2nd edition, Prentice-Hall, Englewood Cliffs, New Jersey, 1961.
[NEW 72a] Newell A., A theoretical exploration of mechanisms for coding the stimulus, In Coding processes in human memory, Melton A. W. & Martin E. (Eds.), Winston, Washington, 1972.
[NEW 72b] Newell A. & Simon H. A., Human Problem Solving, Prentice-Hall, Englewood Cliffs, New Jersey, 1972.
[NEW 81] Newell A. & Rosenbloom P. S., Mechanisms of skill acquisition and the law of practice, In Cognitive Skills and their acquisition, J. R. Anderson (Ed.), Erlbaum, Hillsdale, New Jersey, 1981.
[NEW 90] Newell A., Unified theories of cognition, Harvard University Press, Cambridge, Massachusetts, 1990.
[NEW 92] Newell A., Soar as a unified theory of cognition : issues and explanation, Behavioral and brain sciences, vol. 15, pp. 464-492, 1992.
[NGU 85] Nguyen-Xuan A. & Grumbach A., A model of learning by solving problem with elementary reasoning abilities, In Cognition, information processing and motivation, G. d’Ydevalle (Ed.), North Holland, Amsterdam, 1985.
[NIC 87] Nicaud J.-F., APLUSIX : un système expert de résolution pédagogique d’exercices d’algèbre, Thèse d’université de Paris-Sud (Orsay), 1987.
[NIC 94a] Nicaud J.-F., Modélisation du raisonnement algébrique humain et conception d’environnements informatiques pour l’enseignement de l’algèbre, rapport LRI n° 890, Université Paris-Sud (Orsay), 1994.
[NIC 94b] Nicaud J.-F., Modélisation en EIAO : les modèles d’APLUSIX, In Didactique et intelligence artificielle, Balacheff N. & Vivet M. (Eds.), La pensée sauvage, pp. 67-112, 1994.
[NIE 98] Niessen C., Leuchter S. & Eyferth K., A psychological model of air traffic control and its implementation, In Frank E. Ritter and Richard M. Young (Ed.), Proceedings of the Second European Conference on Cognitive Modelling, Nottingham, pp. 104-111, 1998.
[NOE 93] Noël C. & Py D., Diagnostic des erreurs des élèves basé sur le contexte, In Environnement interactif d’apprentissage avec ordinateur, Baron, Gras & Nicaud (Eds.), Eyrolles, Paris, pp. 229-240, 1993.
[OHL 91] Ohlsson S., Interview, by J. Sandberg and Y. Barbard, AI communications, vol. 4, N° 4, pp. 137-144, 1991.
[PIA 47] Piaget J., Inhelder B., La représentation de l’espace chez l’enfant, Presse Universitaire de France, Paris, (date de publication : 1972), 1947.
[PAP 80] Papert S., Mindstorms : children, computers, and powerful ideas, Basic Books, New York, 1980.
[PIC 94] Picchiottino J.-D., Les carnets de 1ère S, Mathématiques, Exercices, Hatier, Paris, 1994.
[PIR 91] Pirolli P., Book review, Kurt VanLehn, mind bugs : the origins of procedural misconceptions, Artificial Intelligence, vol. 52, pp. 329-340, 1991.
[Py 96] Py D., Aide à la démonstration en géométrie : le projet Mentoniezh, Sciences et techniques éducatives, vol 3, n°2, pp. 227-256, 1996.
[QUI 68] Quinlan J. R. & Hunt E. B., A formal deductive problem solving system, Journal of the ACM, vol. 15, pp. 625-646, 1968.
[REI 65] Reitman, W.R., Cognition and thought : an information-processing approach. Wiley, New-York, 1965
[RIC 82] Richard, J.-F., Planification et organisation des actions dans la résolution du problème de la tour de Hanoï par des enfants de 7 ans, Année Psychologique, 82, pp. 307-336, 1982.
[RIC 83] Richard J.-F., Logique du fonctionnement et logique d’utilisation, rapport de recherche n° 202, INRIA, Rocquencourt, 1983.
[RIC 88] Richard J.-F. & Poitrenaud S., Problématique de l’analyse des protocoles individuels d’observations comportementales, In Caverni J.-P., Bastien C., Mendelsohn P. & Tiberghien G. (Eds.), Psychologie cognitive : concepts et méthodes, P. U. G., Grenoble, 1988.
[RIC 90] Richard, J.-F., Les activités mentales : comprendre, raisonner, trouver des solutions, Armand Colin, Paris, 1990.
[RIC 93] Richard, J.-F., Poitrenaud S. & Tijus C. A., Problem solving restructuration : elimination of implicit constraints, Cognitive Science, 17, pp. 497-529, 1993.
[RIP 86] Rips, L. J., Mental mudles, In M. Brand & R. Harnish (Ed.), The representation of knowledge and belief, University of Arizona Press, Tucson, 1986.
[ROS 91] Rosenbloom P. S., Laird J. E., Newell A. & McCarl R., A preliminary analysis of the Soar architecture as a basis for general intelligence, Artificial Intelligence, vol. 47, pp. 289-325, 1991.
[SEL 88a] Self J. A., Bypassing the intractable problem of student modelling, Proceedings of the international conference on intelligent tutoring systems, Montreal, Canada, pp. 18-24, 1988.
[SEL 88b] Self J. A., Student models – What use are they ?, In Artificial intelligence tools in education, Ercoli P. & Lewis R. (Eds.), North-Holland, Amsterdam, pp. 73-96, 1988.
[SHO 76] Shortliffe E.H., Computer-based medical consultations : MYCIN, American Elsevier Publishers, New York, 1976.
[SLE 89] Sleeman D., Kelly A. E., Martinak R., Ward R. D. & Moore J. L., Studies of diagnosis and remediation with high school algebra students, Cognitive Science, vol. 13, pp. 551-568, 1989.
[SNO 26] Snoddy G. S., Learning and stability, Journal of applied psychology, vol. 10, pp. 1-36, 1926.
[SPE 89] Sperber D. & Wilson D., La pertinence, communication et cognition, (traduction par l’auteur de Relevance, communication et cognition, 1986), Les éditions de Minuit, Paris, 1989.
[STA 76] Stansfield J.C., Carr B. & Goldstein I.P., Wumpus advisor I : a first implementation of a program that tutors logical and probabilistic reasoning skills, AI Lab Memo 381, Massachusetts Institute of Technology, Cambridge, Massachusetts, 1976.
[STA 89] Stanley, W., et al., Insight without awareness, Quaterly Journal of Experimental Psychology. 41A (3), pp 553-577, 1989.
[STE 77] Stevens, A. L. & Collins A., The goal structure of a Socratic tutor, Proceedings of the National ACM conference, Seattle, Washington, Association for Computing Machinery, New York, pp. 256-263, 1977.
[SUN 95] Sun R., Robust reasoning : integrating rule-based and similarity based reasoning, Artificial Intelligence, volume 75, n° 2, pp. 241-296, 1995.
[THO 74] Thomas J. C. Jr., An analysis of behavior in the hobbit-orcs problem, Cognitive psychology, vol. 6, pp. 257-269, 1974.
[TVE 83] Tversky A. & Kahneman D., Extensional Vs Intuitive Reasoning : the Conjunction Fallacy in Probability Judgement. Psychological Review, vol. 90, N° 4, pp. 293-315, 1983.
[TWE 80] Tweney, R.D., Doherty, M.E., Warner, W.J. & Pliske, D.B., Strategy of rule discovery in an inference task. Quaterly Journal of Experimental Psychology, 32, pp. 109-124, 1980.
[VAN 80] VanLehn K. & Brown J. S., Planning nets : a representation for formalizing analogies and semantic models of procedural skills, In Aptitude, learning and instruction : cognitive process analyses, Snow R. E., Frederico P. A. & Montague W. E. (Eds.), Erlbaum, Hillsdale, New Jersey, 1980.
[VAN 83a] VanLehn K., Human skill acquisition : theory,
model and psychological validation, In
Proceedings of AAAI-83, Morgan Kaufmann, Los Altos, California, 1983.
[VAN 83b] VanLehn K., Felicity conditions for human skill acquisition : validating an AI-based theory, Technical report CIS-21, Xerox Palo Alto Research Center, Palo Alto, California, 1983.
[VAN 86] VanLehn K., Arithmetic procedures are induced from examples, In Conceptual and procedural knowledge : the case of mathematics, Hiebert J. (Ed.), Erlbaum, Hillsdale, New Jersey, 1986.
[VAN 88] VanLehn K., Student modeling, In Foundations of intelligent tutoring systems, Polson & Richardson (Eds.), Lawrence Erlbaum Associates Ltd., Hove, 1988.
[VAN 89] VanLehn K., Problem solving and cognitive skill acquisition, in Foundation of cognitive science, chapitre 14, pp. 527-579, A Bradford book, The MIT Press, Cambridge, Massachusetts, 1989.
[VAN 90] VanLehn K., Mind bugs – the origins of procedural
misconceptions, A bradford book, The
MIT Press, Cambridge, Massachusetts, 1990.
[VAN 91] VanLehn K., Rule acquisition events in the discovery of problem-solving strategies, Cognitive Science, 15, 1991.
[VAS 90] Vassileva J., A classification and synthesis of student modelling techniques in intelligent computer-assisted instruction, In Norrie D. H. & Six H.-W. (Eds.), Lecture notes in computer science, 438, Computer assisted Learning, Springer-Verlag, Berlin, pp. 202-213, 1990.
[VIL 96] Villalba Lopez R., Martinez Jimenez P., Blanca Pancorbo A., Casado Revuelta E. & Pedros Perez G., Design of software for the simulated and tutorized study of atomic models through the use of hypertext, In Diaz de Ilarraza Sanchez A. & Fernandez de Castro I. (eds.), Proceedings of the Third International Conference on Computer Aided Learning and Instruction in Science and Engineering (CALISCE), Springer-Verlag, Berlin, pp. 313-321, 1996.
[WAS 60] Wason, P.C., On the failure to eliminate hypotheses in a conceptuel task. Quaterly Journal of Experimental Psychology, 12, pp. 129-140, 1960.
[WAS 66] Wason, P.C., Reasoning, in B.M. Foss (Ed.), News horizons in psychology I, Harmandsworth : Penguin, 1966.
[WAT 13] Watson J. B., Psychology as the Behaviorist views it, Psychological review, vol. XX, 1913.
[WAT 70] Waterman D. A., Generalization learning techniques for automating the learning of heuristics, Artificial Intelligence, vol. 1, pp. 121-170, 1970.
[WEN 87] Wenger E., Artificial intelligence and tutoring systems, Morgan Kaufmann publishers, Los Altos, California, 1987.
[YOB 75] Yob G., Hunt the wumpus, Creative computing, September-October, pp. 51-54, 1975.
[ZHU 87] Zhu X. & Simon H. A., Learning mathematics from examples and by doing, Cognition in instruction, vol. 4, pp. 137-166, 1987.
