全文获取类型
收费全文 | 220篇 |
免费 | 14篇 |
专业分类
234篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 2篇 |
2020年 | 9篇 |
2019年 | 5篇 |
2018年 | 7篇 |
2017年 | 15篇 |
2016年 | 11篇 |
2015年 | 7篇 |
2014年 | 7篇 |
2013年 | 37篇 |
2012年 | 9篇 |
2011年 | 14篇 |
2010年 | 7篇 |
2009年 | 6篇 |
2008年 | 12篇 |
2007年 | 14篇 |
2006年 | 8篇 |
2005年 | 6篇 |
2004年 | 7篇 |
2003年 | 3篇 |
2002年 | 10篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1999年 | 7篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 5篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1981年 | 1篇 |
1976年 | 1篇 |
1926年 | 1篇 |
排序方式: 共有234条查询结果,搜索用时 15 毫秒
181.
182.
183.
184.
This paper describes a simple method to record arm positioning movements in humans, via the game paddle entry of an Apple computer. A machine language subroutine reads the successive positions of a rotating potentiometer, with an angular accuracy of .5 deg and a time interval between two measures of 2.5 msec, and stores them sequentially in RAM memory. These measures can be retrieved for further computations of movement parameters. 相似文献
185.
186.
187.
Annie Vinter Pierre Perruchet 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1999,52(4):857-875
Earlier demonstrations of unconscious learning have been regularly challenged. In this paper, we suggest that earlier demonstrations were not compelling due to certain properties of the experimental situations, and notably that conscious exploitation of explicit knowledge, if present, would coincide or conflict with the results of unconscious processing. We designed a method consisting of inducing a neutral behavioural change in the way subjects drew geometric figures. Two experiments showed that important and long-lasting modifications of drawing behaviour were obtained following specially devised practice, although these modifications could not be expected from deliberate adaptive strategies. In addition, we showed that subjects were unaware of the manipulation to which they had been exposed. The study provides striking evidence for unconscious learning and offers insights for the design of suitable new tools to investigate unconscious cognition. 相似文献
188.
This study looks at how coreference is expressed under various oral production conditions and at various stages of development. Seven- to 11-year-old children and adults told silent comic strip stories involving two characters to a same-age peer. The stories varied as to: (1) the frame presentation mode, (2) the links between events across frames, and (3) thematic continuity. The results showed that, (1) in general, all speakers marked increasing referent givenness (the 7-year-olds and adults less so than the 11-year-olds), (2) arbitrarily placed picture sequences led to a greater number of markers of increasing referent givenness than ordered sequences (which made it easier to put the information into story format), and (3) speakers were more inclined to tell the story when the frames were shown all at once (on the same page) than when they were presented in booklet format (one frame per page). The manipulation of the production conditions turned out to be an effective way of revealing speaker competence. In step-by-step encoding where the pictures were discovered one at a time, 7-year-old children exhibited a greater tendency to describe each frame as an independent entity, 11-year-old children always marked increasing referent givenness, and adults maintained coreference in a more flexible manner by varying the markers used to express referent givenness. The viewing of all frames at once before encoding provided support for the expression of emerging narrative skills. This condition enabled the 7-year-olds to no longer describe the pictures independently, promoted the marking of increasing referent givenness between the ages of 7 and 9, and pointed out the age (9 years) when the speakers began to mark coreference as a function of how the story ended. 相似文献
189.
Note taking is a complex activity that requires comprehension and selection of information and written production processes. Here we review the functions, abbreviation procedures, strategies, and working memory constraints of note taking with the aim of improving theoretical and practical understanding of the activity. The time urgency of selecting key points and recording them while comprehending new information at the same time places significant demands on the central executive and other components of working memory. Dual‐ and triple‐task procedures allow the measurement of the momentary cognitive effort or executive attention allocated to note taking. Comparative data show that note taking demands more effort than reading or learning. However, it requires less effort than the creative written composition of an original text. Copyright © 2004 John Wiley & Sons, Ltd. 相似文献
190.
Karin Ensink Annie Leroux Lina Normandin Marko Biberdzic Peter Fonagy 《Journal of personality assessment》2017,99(6):585-595
The aim of this study was to examine whether it was possible to develop a reliable and valid assessment of reflective parenting implicit in interaction with school-aged children using an adaptation of the Squiggle paradigm developed by Winnicott (1968) and a manualized coding system (Normandin, Leroux, Ensink, Terradas, &; Fonagy, 2015). A total of 158 mother–child dyads participated when children were age 5 to 12. Of this group, 89 children had experienced sexual abuse. Interrater reliability using the manualized coding system was excellent. The factor analysis identified a reflective parenting stance factor, in addition to an affectionate support factor and a negative parenting factor. Furthermore, there was a medium strength relationship between the mother's reflective parenting stance evident in her interactions with her child and parental reflective functioning assessed using the Parent Development Interview (Slade, Aber, Bresgi, Berger, &; Kaplan, 2004), suggesting the parental reflective stance is a good indicator of parental reflective functioning in interaction. With regard to parent reports of child internalizing and externalizing behaviors, the reflective parenting stance was the only predictor of internalizing difficulties and a significant predictor of externalizing difficulties in addition to sexual abuse. 相似文献