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The study attempts to examine memory content of scientific, concrete and abstract concepts in 139 participants. They differ in their science knowledge (high, medium and low). Property generation task and protocol analysis from Wu and Barsalou’s model (2009) are the methodology base. Knowledge differences in memory content in those groups are analyzed. Statistics reveal that concepts properties differ and that other differences between concepts are due to knowledge as a study variable, primarily in scientific concepts.

Estudio cognitivo sobre el contenido de conceptos (científicos, concretos y abstractos) y la influencia del conocimiento