| Social dynamics in judgment and performance in academic settings |
125-128 |
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Author: |
Céline Buchs, Armand Chatard, Olivier Desrichard, Gabriel Mugny & Cristina Cambra |
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| Knowledge interdependence with the partner, accuracy of mutual knowledge model... |
129-144 |
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Author: |
Gaëlle Molinari, Mirweis Sangin, Pierre Dillenbourg & Marc-Antoine Nüssli |
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| Is a partner’s competence threatening during dyadic cooperative work? It depends... |
145-154 |
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Author: |
Céline Buchs & Fabrizio Butera |
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| Effects of gender role and task content on performance in same-gender dyads: Transactive memory... |
155-168 |
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Author: |
Estelle Michinov, Nicolas Michinov & Pascal Huguet |
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| Effects of different forms of tutor action in a conditional reasoning task: An experimental approach... |
169-180 |
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Author: |
Isabelle Olry-Louis |
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Text: |
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| Epistemic constraint and teaching style |
181-190 |
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Author: |
Alain Quiamzade, Gabriel Mugny & Juan Manuel Falomir-Pichastor |
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| The effects of solo status on women’s and men’s success: The moderating role... |
191-205 |
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Author: |
Marie-Laure Viallon & Delphine Martinot |
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| So young and already victims of stereotype threat: Socio-economic status and performance... |
207-218 |
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Author: |
Michel Désert, Marie Préaux & Robin Jund |
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| French-Arab students and verbal intellectual performance: Do they really suffer from a negative... |
219-234 |
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Author: |
Cindy Chateignier, Marion Dutrévis, Armelle Nugier & Peggy Chekroun |
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| Some grammatical rules are more difficult than others: The case of the generic interpretation... |
235-246 |
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Author: |
Pascal Gygax, Ute Gabriel, Oriane Sarrasin, Jane Oakhill & Alan Garnham |
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| The impact of significant others’ actual appraisals on children’s self-perceptions: What about Cooley’s... |
247-262 |
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Author: |
Cécile Nurra & Pascal Pansu |
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Text: |
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| Students’ perceptions of parental and teacher academic involvement: Consequences... |
263-277 |
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Author: |
Isabelle Régner, Florence Loose & Florence Dumas |
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