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251.
EMR children were taught to produce an interrogative strategy as an aid to paired-associate learning. Interrogative training was spread over four sessions with experimenter guidance gradually faded; training was followed by tests of long-term retention for the trained items, strategy maintenance, and generalization. Metamemory was assessed prior to training and following generalization. Analysis of recall demonstrated successful maintenance and generalization of the interrogative strategy; the quality of elaborations produced by the trained children predicted recall accuracy. Importantly, metamemory pretest measures for the interrogative trained children were related to strategy use at generalization. Metamemory posttest reliably predicted recall during training, maintenance, and generalization sessions and strategy use at maintenance. Interrogative training did not noticeably improve general aspects of metamemorial knowledge. 相似文献
252.
Milan Njegovan Bill Hilhorst Stephen Ferguson Ron Weisman 《Behavior research methods》1994,26(1):26-27
Conventional pigeon feeders can make noise, spill food, and injure birds in applications using small song birds as subjects. We developed a motor-driven feeder based on the principle of the piston to address these concerns. 相似文献
253.
A 19-item self-report measure was designed to promote increased self-awareness of a group leader's perceived ability to facilitate guided small-group discussion. A factor analysis of responses from students about to embark on a micro-training course in guided group discussion(N = 154) yielded four factors that reflected subjects' belief in their ability to utilise specific group management skills. The scale had high internal reliability (a = 0.92). Initial validity estimates show that the instrument is (i) positively associated with an assessment of interpersonal skills, and (ii) minimally related to self-perceptions of locus of control, fear of negative evaluation, and estimates of self-esteem. The instrument, developed for use within education and training settings, provides a useful measure of guided small-group discussion self-efficacy. 相似文献
254.
Michael Cavanaugh 《Zygon》1998,33(2):307-311
Many of us not part of the "old Burhoe gang" are nonetheless deeply influenced by the ideas of Ralph Wendell Burhoe, albeit in indirect ways. This remembrance summarizes six such ways: Three are "procedural" influences, namely (1) that dialogue is most valuable, especially in the science/religion interface, when carried on among those who may not agree; (2) that scholarship is necessary to refine and improve preliminary opinions; and (3) that organizations are crucial to accomplishing the first two tasks. The three "substantive" influences are (4) Burhoe's focus on human values; (5) his work in defining God; and (6) his contribution to defining what it means to be human. As is well known, his emphasis in all three substantive cases was on the power and nuances of biological and social evolution, especially on the dynamics of natural selection. 相似文献
255.
Richard M. Ryckman Suzanne S. Graham Bill Thornton Joel A. Gold Marc A. Lindner 《Journal of applied social psychology》1998,28(20):1876-1888
This research focuses on male and female observers' attributions of responsibility to a female accuser and a male accused of rape. Observers read 1 of 2 scenarios in which the accuser was either smaller or larger than the accused and then made judgments concerning each person's responsibility for what happened. The data indicated that the larger accuser was considered more responsible than the smaller accuser and the larger accused was perceived to be more responsible than the smaller accused. Females attributed more responsibility and had less sympathy, respect, and liking for the accused, whereas males attributed more responsibility and reported more negative attitudes toward the accuser. The results are discussed in terms of their implications for legal and health-care professionals. 相似文献
256.
Elizabeth A. Hoy Donald H. Sykes John M. Bill Henry L. Halliday B. Garth McClure Mark C. Reid 《Journal of abnormal child psychology》1992,20(2):123-150
Whether very-low birthweight (VLBW 1500 gm) children differ from normal birthweight (NBW > 2500gm) children with respect to social (as opposed to intellectual) competence has been a relatively neglected issue. The social competence at school age of 183 VLBW children was therefore compared with that of 183 NBW children born at the same hospital matched for age, gender, social class, parity, and maternal age. A multi-informant, multidefinilional approach to social competence was adopted involving teacher, (same-gender) peer, and self-ratings of the 366 children's levels of social maladjustment, social skill, and peer acceptance. VLBW children from the upper, middle, and lower social classes received significantly higher mean sadness/unhappiness scores (even with IQ covaried) than their NEW counterparts. Mean scores for the VLBW group were also higher for social withdrawal, and lower for both social skill and peer acceptance. Possible antecedents and consequences of such group differences in affect and sociability are suggested.This study was supported by grants from the Department of Health and Social Services, the Chest, Heart and Stroke Association, the Perinatal Trust Fund (all of Northern Ireland), and the Medical Research Council (U.K.) for the investigation of The cognitive, social, and behavioral adjustment of very-low-birthweight infants at school age. The resources provided by the Northern Ireland Department of Economic Development ACE scheme arc also gratefully acknowledged. The authors wish to thank all 15 research assistants on the Very Low-Birthweight (VLBW) Team, and especially those parents, children, and school personnel who participated so willingly in the NI VLBW project. 相似文献
257.
This study investigated the role of humor, gender, and sexist attitudes toward women in the interpretation of sexist incidents. Thirty female and thirty male university students rated the humorousness of and the reactions to recent sexist incidents on Canadian university campuses. As predicted, perceiving sexist incidents as humorous was associated with the tendency to see them as less sexist, to understand the actions and attitudes displayed as more acceptable, and to believe one would have shown approval of the latter. Path analysis indicated that gender did not affect the interpretations of and reactions to these incidents, and that the influence of sexist attitudes toward women was mainly indirect—that is, via their impact on the perception of humorousness. 相似文献
258.
Allen R. McConnell Christine M. Bill William N. Dember Anthony F. Grasha 《Current Psychology》1993,12(3):195-215
In two experiments, several personality attributes evident in metaphors people use to describe everyday experiences were examined.
Subjects either generated (Experiment 1) or endorsed (Experiment 2) a metaphor that represented their views about six facets
of their lives (e.g., work, relationships, graduating). In self-generated metaphors, content analyses of the metaphors revealed
that attributes of optimism (e.g., looking forward to the future) and pessimism (e.g., cynicism) were significant components
of metaphor content. Also, modest relationships were found between the themes of optimism contained within their metaphors
and scores on an optimism scale of a questionnaire designed to evaluate the optimistic and pessimistic orientations. In a
second study, subjects endorsed how strongly preselected metaphors represented important aspects of their lives. These preferences
were significantly related to their scores on an optimism/pessimism instrument and a locus of control inventory. These results
support the notion that metaphors, like other creative productions, may prove a useful vehicle for studying personality characteristics.
They also provide evidence for the construct validity of the optimism and pessimism questionnaire. 相似文献
259.
Allen R. McConnell Christine M. Bill William N. Dember Anthony F. Grasha 《Current psychology (New Brunswick, N.J.)》1993,12(3):195-215
In two experiments, several personality attributes evident in metaphors people use to describe everyday experiences were examined.
Subjects either generated (Experiment 1) or endorsed (Experiment 2) a metaphor that represented their views about six facets
of their lives (e.g., work, relationships, graduating). In self-generated metaphors, content analyses of the metaphors revealed
that attributes of optimism (e.g., looking forward to the future) and pessimism (e.g., cynicism) were significant components
of metaphor content. Also, modest relationships were found between the themes of optimism contained within their metaphors
and scores on an optimism scale of a questionnaire designed to evaluate the optimistic and pessimistic orientations. In a
second study, subjects endorsed how strongly preselected metaphors represented important aspects of their lives. These preferences
were significantly related to their scores on an optimism/pessimism instrument and a locus of control inventory. These results
support the notion that metaphors, like other creative productions, may prove a useful vehicle for studying personality characteristics.
They also provide evidence for the construct validity of the optimism and pessimism questionnaire. 相似文献
260.
Norton W. Milgram Beth Adams Heather Callahan Elizabeth Head Bill Mackay Celeste Thirlwell Carl W. Cotman 《Learning & memory (Cold Spring Harbor, N.Y.)》1999,6(1):54-61
Allocentric spatial memory was studied in dogs of varying ages and sources using a landmark discrimination task. The primary goal of this study was to develop a protocol to test landmark discrimination learning in the dog. Using a modified version of a landmark test developed for use in monkeys, we successfully trained dogs to make a spatial discrimination on the basis of the position of a visual landmark relative to two identical discriminanda. Task performance decreased, however, as the distance between the landmark and the “discriminandum” was increased. A subgroup of these dogs was also tested on a delayed nonmatching to position spatial memory task (DNMP), which relies on egocentric spatial cues. These findings suggest that dogs can acquire both allocentric and egocentric spatial tasks. These data provide a useful tool for evaluating the ability of canines to use allocentric cues in spatial learning. 相似文献