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61.
Familiarity with a face or person can support recognition in tasks that require generalization to novel viewing contexts. Using naturalistic viewing conditions requiring recognition of people from face or whole body gait stimuli, we investigated the effects of familiarity, facial motion, and direction of learning/test transfer on person recognition. Participants were familiarized with previously unknown people from gait videos and were tested on faces (experiment 1a) or were familiarized with faces and were tested with gait videos (experiment 1b). Recognition was more accurate when learning from the face and testing with the gait videos, than when learning from the gait videos and testing with the face. The repetition of a single stimulus, either the face or gait, produced strong recognition gains across transfer conditions. Also, the presentation of moving faces resulted in better performance than that of static faces. In experiment 2, we investigated the role of facial motion further by testing recognition with static profile images. Motion provided no benefit for recognition, indicating that structure-from-motion is an unlikely source of the motion advantage found in the first set of experiments. 相似文献
62.
Following up on studies of the "attentional blink," we studied interference between successive target stimuli in visual and auditory modalities. In each experiment, stimuli were two tones and four dots, simultaneously presented for 1,800 msec. Targets were brief intensity changes in either a tone or a dot. Subjects gave unspeeded responses. In four experiments, our results showed interference between targets in the same modality, but not across modalities. We conclude that, under our experimental conditions, restrictions in concurrent target identification are largely modality specific. 相似文献
63.
In two experiments, we demonstrated two types of strategies (rule-based and memory-based) and strategy transitions within the same binary classification task. The strategy that dominated later in practice depended on the difficulty of the operative classification rule and on the salience of the cue for that rule. Accuracy increased over practice trials, and response times were faster for the dominant strategy, either rule or memory. Rule retention was superior to stimulus item retention, so that, even for participants who preferred a memory-based strategy, a rule-based strategy dominated at least temporarily after a 1-week interval. Strategy use over trials and the retention interval reflected a given task's affordance of a shift between rule- and memory-based processes. 相似文献
64.
Alice S. Carter Leandra Godoy Robert L. Wagmiller Philip Veliz Susan Marakovitz Margaret J. Briggs-Gowan 《Journal of abnormal child psychology》2010,38(1):19-31
There is support for a differentiated model of early internalizing emotions and behaviors, yet researchers have not examined
the course of multiple components of an internalizing domain across early childhood. In this paper we present growth models
for the Internalizing domain of the Infant-Toddler Social and Emotional Assessment and its component scales (General Anxiety,
Separation Distress, Depression/Withdrawal, and Inhibition to Novelty) in a sample of 510 one- to three-year-old children.
For all children, Internalizing domain scores decreased over the study, although girls had significantly higher initial levels
and boys had steeper declines. General Anxiety increased over the study period and, when modeled individually, girls evidenced
higher initial levels and greater increases. For all children, Separation Distress and Inhibition to Novelty decreased significantly
over time, while Depression/Withdrawal remained low without change. Findings from our parallel process model, in which all
components were modeled simultaneously, revealed that initial levels of internalizing scales were closely associated while
rates of change were less closely related. Sex differences in variability around initial levels and rates of change emerged
on some scales. Findings suggest that, for one- to three-year-olds, examining scales of the internalizing domain separately
rather than as a unitary construct reveals more meaningful developmental and gender variation. 相似文献
65.
This study examined the relationships between proactive personality and employee creativity and the moderating roles of job creativity requirement and supervisor support for creativity in activating proactive personality associated with employee creativity. To provide a rigorous test of the hypotheses, we conducted a field study from a sample of 157 employee–supervisor pairs in South Korea. The results revealed that a proactive personality was positively associated with employee creativity. In addition, job creativity requirement and supervisor support for creativity jointly influenced the relationship between proactive personality and employee creativity. Specifically, proactive employees exhibited the highest employee creativity when job creativity requirement and supervisor support for creativity were both high. 相似文献
66.
Bernard Lubin W. Brendan Reddy Catherine Stansberry Alice W. Lubin 《International journal of group psychotherapy》2013,63(4):521-552
This paper reviews and critiques the literature on countertransference (CT) in group psychotherapy. The literature review is organized within a framework that calls attention to the origins, triggers, manifestations, and effects of CT in groups, as well as CT management factors. An overriding critique is that the present literature lacks a research foundation of any kind. An argument is made for beginning research in this domain, and guidelines for doing so are presented. 相似文献
67.
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69.
Lindsay S. Anderson Alice F. Healy James A. Kole Lyle E. Bourne Jr. 《Applied cognitive psychology》2013,27(2):222-234
The clicker technique is a newly developed system that uses frequent testing in the classroom to enhance students' understanding and provide feedback to students and teachers. Using a laboratory model of the clicker technique, Experiment 1 explored the effects of the clicker technique, via its potential for compressing learning time and its partially individualized instruction, on the acquisition, retention, and generalization of knowledge at immediate and delayed tests. Results supported the clicker technique as a viable method for instructors to promote generalizable learning and to conserve teaching time. Experiment 2 examined the clicker technique in terms of its components, studying and testing, to determine which components are crucial to its effectiveness. Results indicated that the combination of studying and testing promotes superior performance only during acquisition, relative to either studying or testing alone, and neither study, test, nor the combination of study and test led to a retention advantage. Copyright © 2012 John Wiley & Sons, Ltd. 相似文献
70.
Luke Clark Rui Liu Rebecca McKavanagh Alice Garrett Barnaby D. Dunn Michael R. F. Aitken 《决策行为杂志》2013,26(5):442-450
Gambling near‐misses are non‐rewarded events that resemble a winning configuration. Past research using slot machines has shown that moderate rates of near‐misses increase gambling persistence, but the mechanisms supporting this persistence are unclear. One hypothesis is that near‐misses are mistakenly interpreted as signals of skill acquisition, supporting learning and fuelling the ‘illusion of control’. A slot machine simulation was administered to 60 volunteers, with ratings of the perceived chances of winning, pleasure and motivation to play following particular outcomes. Psychophysiological measures (electrodermal activity and heart rate) were taken, and gambling persistence was measured after 30 trials. Near‐misses were similar to full‐miss outcomes in that they were regarded as unpleasant. However, near‐misses were akin to win outcomes in that they increased motivations to play and electrodermal activity. Learning was evidenced by the expectancy of winning increasing following wins and decreasing after losses. Although there was no overall change in expectancy of winning after near‐misses across all participants, those subjects reporting a greater increase in the expectancy of winning following a near‐miss showed more persistent play, consistent with the learning hypothesis. Greater heart rate acceleration following near‐misses was also associated with persistence. We also observed differential effects of near‐misses where the reel stopped either side of the winning position (‘payline’): motivational effects were restricted to near‐misses stopping before the payline, whereas near‐misses that stopped after the payline were primarily aversive. The payline effects are not predicted by the learning hypothesis and may indicate an affective component to near‐misses, possibly linked to counterfactual processing. Copyright © 2012 John Wiley & Sons, Ltd. 相似文献