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51.
Research on how individuals monitor their level of comprehension during study paint a picture of learners as insensitive to
many of the factors or conditions of learning that can enhance long-term retention and transfer. In the present article, we
discuss research examining the sensitivity, or lack thereof, of learners to one such factor: generation. More specifically,
we discuss research addressing the question of learners’ sensitivity to the memorial benefits of generation and whether-if
given the opportunity to experience this benefit in their own recall performance-they might then go on to develop enhanced
encoding strategies in the processing of new to-be-learned information. 相似文献
52.
Donald M. Dougherty James M. Bjork Don R. Cherek Frederick G. Moeller David B. Huang 《Aggressive behavior》1998,24(1):9-26
This study investigated the effects of menstrual cycle phase on aggression in two groups of women, which differed in the severity of their self-reported perimenstrual symptoms. A low- and a high-symptom group were recruited using the Menstrual Distress Questionnaire (MDQ) to define the groups. Twenty-two subjects (11 low and 11 high symptom) participated across one menstrual cycle: during the premenstrual, menstrual, midfollicular, and ovulatory phases. The Point Subtraction Aggression Paradigm was used to assess aggression on each day of participation. There were three main findings; a) rates of aggressive responding did not vary across phases of the menstrual cycle; b) the high-symptom group emitted higher rates of aggressive responding across the menstrual cycle than did the low-symptom group; and c) rates of aggressive responding correlated with the MDQ's behavioral and psychological scales and not the somatic scales. These findings indicate that the menstrual cycle phase does not differentially affect this laboratory measure of aggression. The differences found between the two symptom groups parallel a few reports indicating that women who differ in retrospectively reported mood and behavioral changes related to their menstrual cycle also differ on a number of other psychometric measures. Aggr. Behav. 24:9–26, 1998. © 1998 Wiley-Liss, Inc. 相似文献
53.
The seductive details effect occurs when adding interesting, but extraneous, details to a lesson impairs learning of the lesson's key information. Although instructors could simply remove such interesting details, prior research suggests that interest can be a powerful motivating factor for learning. In the present research, we attempted to recruit the motivational benefits of seductive details without eliciting their detrimental effects by manipulating the redundancy between narrated and on‐screen verbal information within a multimedia lesson. We presented 69 college students with different instructional videos, one in which key facts were presented with on‐screen text slightly different from the narration, while seductive details were presented with on‐screen text that was identical to the narration. We eliminated the seductive details effect for these participants, indicating that partial redundancy can be used as a means by which interesting details can be included in a lesson without detracting from the learning of key facts.Copyright © 2017 John Wiley & Sons, Ltd. 相似文献
54.
It seems uncontroversial that providing feedback after a test, in the form of the correct answer, enhances learning. In real-world
educational situations, however, the time available for learning is often constrained— and feedback takes time. We report
an experiment in which total time for learning was fixed, thereby creating a trade-off between spending time receiving feedback
and spending time on other learning activities. Our results suggest that providing feedback is not universally beneficial.
Indeed, under some circumstances, taking time to provide feedback can have a negative net effect on learning. We also found
that learners appear to have some insight about the costs of feedback; when they were allowed to control feedback, they often
skipped unnecessary feedback in favor of additional retrieval attempts, and they benefited from doing so. These results underscore
the importance of considering the costs and benefits of interventions designed to enhance learning. 相似文献
55.
Memory & Cognition - When Ss are presented a first set of items (Set A) followed by a second set (Set B), a postinput cue to recall only Set B results in better recall of Set B than does a cue... 相似文献
56.
The potential impact of repeated questioning of a witness was examined. Subjects were shown slides depicting the aftermath of a theft and subsequently were asked several times to recall selected details of what they saw. Previous experiments employing simple verbal materials have demonstrated that information addressed by questioning becomes more recallable in the future than it would have been without such retrieval practice, but other information, especially that bearing a categorical similarity to the practiced items, becomes less recallable. Such positive and negative effects appeared in subjects’ later recall of crime-scene details in the present experiment. These results have an important implication for legal practice: Repeated interrogation of a witness can modify the witness’s memory-enhancing the recall of certain details while inducing the forgetting of other details-even when no misinformation is contained or implied in the questioning. 相似文献
57.
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59.
The present study examined the stimulus prefix effect of immediate recall under conditions in which the prefix element was defined explicitly as being an irrelevant item that should be ignored, or, alternatively, as an item to be remembered and recalled. Memory was poorer in the latter case. Also examined were the effects of three types of redundancy relation between the prefix and target elements; one of these, interstring redundancy (same prefix precedes each target string), was found to improve recall in a relative sense, and another, conceptual redundancy (prefix and target items belong to the same conceptual category), was found to degrade it. Thus, that part of the conventional stimulus prefix effect attributable to redundancy, per se, can be viewed as a composite of at least two opposing factors. Finally, the independent variables of the present study were interpreted to impose different information-processing requirements on the subject, and an account of these requirements was offered. 相似文献
60.
Memory & Cognition - An 8-to-12-month-old infant, having found an object hidden at a first location (A), will frequently continue to search at the A location when the object is moved, in full... 相似文献