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151.
152.
The aim of the present study was to evaluate and further validate a modified Exit, Voice, Loyalty and Neglect (EVLN) instrument (Hagedoorn, Van Yperen, Van de Vliert & Buunk, 1999), in a Swedish sample (n= 792). To test the underlying scaling assumptions, the convergent and divergent validity, a multitrait/multi-item analysis was conducted and factor analyses were used to evaluate the factor structure. The concurrent validity was tested by using the modified EVLN instrument as predictor and three different forms of justice as criteria in the analysis. The criterion-related validity was tested and an association between exit behavioral response and actual exit behavior was found (predictive validity). The results showed that the instrument may be considered to be a valid measure with the exception of the aggressive voice scale. 相似文献
153.
In July of 2002 Knut Larsson celebrated his 80th birthday. He could by then have looked back at a long and distingusihed career in the field of biological psychology. His research on sexual behavior had contributed to a basic understanding of many behavioral, endocrine and neural phenomena associated with or underlying sexual activity. Instead of looking back at his past achievements, Knut has preferred to look forward, constantly trying to find ways to stimulate interest in his own field and in biological psychology in general. This issue is a humble contribution to the noble end of enhancing the standing of biological psychology, particularly in Scandinavia. Foremost, however, it is a homage to a man of outstanding vision and intellectual integrity: Knut Larsson. 相似文献
154.
Teaching Otherwise 总被引:1,自引:0,他引:1
In this paper I discuss some conditions forunderstanding teaching as an act ofresponsibility towards an other, rather than asan instrumental act identified throughepistemology. I first put the latter intocontext through a critical reading of teachingas it is inscribed in humanistic discourses oneducation. Within these discourses, I explorehow students are treated as objects ofknowledge that reinforce the teacher's ego. Icontend that the taking up of this positionmakes not only an ethical relation to thestudent impossible, but also disqualifies anytype of meaningful social relation. Therefore Iargue that teachers have to give up theirposition on the safe side of knowledge andparticipate in the time of risk when meetingthe other means to take responsibility for thatother from a position of vulnerability.Moreover, it is precisely because of this riskthat teaching as an ethical relation becomespossible and where it begins to resound withpoetry. 相似文献
155.
The notion of an algebraic semantics of a deductive system was proposed in [3], and a preliminary study was begun. The focus of [3] was the definition and investigation of algebraizable deductive systems, i.e., the deductive systems that possess an equivalent algebraic semantics. The present paper explores the more general property of possessing an algebraic semantics. While a deductive system can have at most one equivalent algebraic semantics, it may have numerous different algebraic semantics. All of these give rise to an algebraic completeness theorem for the deductive system, but their algebraic properties, unlike those of equivalent algebraic semantics, need not reflect the metalogical properties of the deductive system. Many deductive systems that don't have an equivalent algebraic semantics do possess an algebraic semantics; examples of these phenomena are provided. It is shown that all extensions of a deductive system that possesses an algebraic semantics themselves possess an algebraic semantics. Necessary conditions for the existence of an algebraic semantics are given, and an example of a protoalgebraic deductive system that does not have an algebraic semantics is provided. The mono-unary deductive systems possessing an algebraic semantics are characterized. Finally, weak conditions on a deductive system are formulated that guarantee the existence of an algebraic semantics. These conditions are used to show that various classes of non-algebraizable deductive systems of modal logic, relevance logic and linear logic do possess an algebraic semantics. 相似文献
156.
Pr Anders Granhag Leif A Strmwall Anna‐Carin Jonsson 《Journal of applied social psychology》2003,33(4):848-868
The paradigmatic task for participants in studies on deception is to assess veracity on the basis of a single statement. However, in applied contexts, lie catchers are often faced with multiple statements (reported by one or several suspects). To appreciate this mismatch, we conducted a study where each member of 10 truth‐telling pairs and 10 lying pairs (reporting fabricated alibis) was interrogated twice about an alibi. As predicted, lying pair members were more consistent between themselves than were truth‐telling pair members, and single liars and truth tellers were equally consistent over time. Furthermore, truth tellers made more commissions than did liars. Although in line with our repeat vs. reconstruct hypothesis, these findings contrast sharply with beliefs held by professional lie catchers and recommendations found in literature on deception detection. The results are translated into an applied psycholegal context. 相似文献
157.
158.
K. Anders Ericsson Xiaojun Cheng Yafeng Pan Yixuan Ku Yi Ge 《Memory (Hove, England)》2017,25(9):1294-1302
Laboratory studies have investigated how individuals with normal memory spans attained digit spans over 80 digits after hundreds of hours of practice. Experimental analyses of their memory skills suggested that their attained memory spans were constrained by the encoding time, for the time needed will increase if the length of digit sequences to be memorised becomes longer. These constraints seemed to be violated by a world-class memorist, Feng Wang (FW), who won the World Memory Championship by recalling 300 digits presented at 1 digit/s. In several studies we examined FW’s memory skills underlying his exceptional performance. First FW reproduced his superior memory span of 200 digits under laboratory condition, and we obtained his retrospective reports describing his encoding/retrieval processes (Experiment 1). Further experiments used self-paced memorisation to identify temporal characteristics of encoding of digits in 4-digit clusters (Experiment 2), and explored memory encoding at presentation speeds much faster than 1 digit/s (Experiment 3). FW’s superiority over previous digit span experts is explained by his acquisition of well-known mnemonic techniques and his training that focused on rapid memorisation. His memory performance supports the feasibility of acquiring memory skills for improved working memory based on storage in long-term memory. 相似文献
159.
The study is an experiment examining how different presentation modes (live vs. video) affect observers' perception, veracity assessments and memory of witnesses and their statements. Three weeks after seeing a staged accident, six truth telling and six lying witnesses testified about the event. Mock jurors (N = 122) viewed the witnesses' testimony either live or on video and rated their perception of the witnesses' statement and appearance as well as the credibility of the witnesses. Live observers rated the witnesses' appearance in a more positive way and perceived them as being more honest than did video observers. Truth tellers were rated as having to think less hard than liars. Moreover, observers were not better than chance in assessing veracity, regardless of presentation mode. Live observers incorrectly believed they had a better memory of the witnesses' statements than video observers. Observers who had watched truthful statements showed a significantly better memory performance than observers who had watched deceptive statements. Copyright © 2005 John Wiley & Sons, Ltd. 相似文献
160.
Kenneth R. Paap Hunter A. Myuz Regina T. Anders Morgan F. Bockelman Roman Mikulinsky Oliver M. Sawi 《Journal of Cognitive Psychology》2017,29(2):89-112
Participants completed three cued-switching tasks, responded to two category-fluency probes, two letter-fluency probes, and two probes to alternate between two targets. Correlations across the three cued-switching tasks were significant for both switching costs and mixing costs. The bilingual advantage hypothesis was tested both by forming language groups and treating bilingualism as a continuous variable. No bilingual advantages were observed. In verbal-fluency monolinguals generated more correct responses but the bilingual disadvantage on the category task was not reduced in the letter-fluency scores. The bilingual disadvantage was eliminated when the groups were matched on vocabulary size. The verbal-fluency measures obtained when participants alternated between targets weakly correlated with the switching-costs obtained in the cued-switching tasks. 相似文献