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Exploring the Impact of a Task-specific Warning to Overcome Intuitive Interference: Humble Lesson on How to Teach in the Context of Representational Plurality

Crossref DOI link: https://doi.org/10.1007/s11191-024-00610-3

Published Online: 2024-12-30

Published Print: 2025-08

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Babai, Reuven

Allaire-Duquette, Geneviève https://orcid.org/0000-0002-7506-0310
Funding

Funding for this research was provided by:

Azrieli Foundation (International Postdoctoral Fellowship)

Fonds de Recherche du Québec-Société et Culture (2018-B3-204989)
License Information

Text and Data Mining valid from 2024-12-30

Version of Record valid from 2024-12-30
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Article History

Accepted: 16 December 2024

First Online: 30 December 2024

Declarations

:

: The authors declare no conflict of interest.

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