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301.
Absent a perceived motive for deception, people will infer that a message source is honest. As a consequence, confessions should be believed more often than denials, true confessions will be correctly judged as honest, and false confessions will be misjudged. In the first experiment, participants judged true and false confessions and denials. As predicted, confessions were judged as honest more frequently than denials. Subsequent experiments replicated these results with an independent groups design and with a sample of professional investigators. Together, these three experiments document an important exception to the 50%+ accuracy conclusion, provide evidence consistent with a projected motive explanation of deception detection, and highlight the importance of the content‐in‐context in judgmental processes. 相似文献
302.
An understanding of human motivation is an essential component of effective reading instruction. Rather than rely totally upon making activities “fun” for students, this paper proposes that the understanding of basic theories of motivation can result in a pervasive concern for motivation in the classroom. Utilizing a balance of intrinsic and extrinsic means of motivation, teachers can set the stage for increased involvement and learning. 相似文献
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304.
Twelve primary teacher were observed by trained observers during their assignment and supervision of students' seatwork tasks for a minimum of seven scheduled reading periods. Data were collected during each observation by recording what the teacher did in assigning seatwork and what the students did in completing the assignment. Observation data for each teacher were summarized over the seven observations. Teachers' behaviors were then compared to recent recommendations found in the teacher effectiveness and direct‐instruction literature. The results indicated that teachers failed to follow the majority of recommendations found in the literature and did not assume a central role in students' learning. The use of modeling, guided practice and feedback were lacking in these teachers' assignment and supervision of students' reading seatwork. 相似文献
305.
C. A. J. Blair Pam Blundell Tiffany Galtress Geoffrey Hall Simon Killcross 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》2003,56(3):253-265
In two experiments rats received instrumental training with two response levers, one response being reinforced by sucrose solution and the other by sucrose pellets. Prior to a test session, on which both levers were made available in the absence of reinforcement, the rats were given free access to one of the reinforcers, a procedure known to reduce its value. It was found that the rats responded at a lower rate on the lever that had produced the now-devalued reinforcer, but that this effect was substantial only in rats that had received preexposure to the two reinforcers before instrumental training was begun (Experiment 1). Experiment 2 demonstrated that this effect was obtained only when presentations of the two reinforcers were presented according to an inter-mixed schedule during preexposure. It is suggested that this result constitutes an instance of the perceptual learning effect in which intermixed preexposure to similar events enhances their discriminability. 相似文献
306.
Past research has shown that people are only slightly better than chance at distinguishing truths from lies. Higher accuracy rates, however, are possible when contextual knowledge is used to judge the veracity of situated message content. The utility of content in context was shown in a series of experiments with students (N = 26, 45, 51, 25, 127) and experts (N = 66). Across studies, average accuracy was 75% in the content in context groups compared with 57% in the controls. These results demonstrate the importance of situating judges within a meaningful context and have important implications for deception theory. 相似文献
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M. Blair Evans Matthew Vierimaa Ross Budziszewski Scott Graupensperger 《Journal of Applied Sport Psychology》2020,32(4):416-428
The purpose of this study was to explore how athlete lay beliefs and coach expectations for athletes’ capacity to change interact when predicting enjoyment and intentions to continue in sport. Athletes (N = 202) and their 19 coaches completed surveys. Athletes with strong incremental (i.e., growth) mind-sets reported more enjoyment from affiliation and expending effort. Athletes with strong entity (i.e., fixed) mind-sets reported lower enjoyment from self-improvement, affiliation, and excitement. Regarding interactions, although athletes reported lower intentions and self-improvement enjoyment when a coach believed they had little likelihood of developing, these associations were attenuated for athletes with strong incremental mind-sets. 相似文献
310.
Fang Wang Quynh Trang H. Nguyen Blair Kaneshiro Lindsey Hasak Angie M. Wang Elizabeth Y. Toomarian Anthony M. Norcia Bruce D. McCandliss 《Developmental science》2023,26(4):e13352
There are multiple levels of processing relevant to reading that vary in their visual, sublexical, and lexical orthographic processing demands. Segregating distinct cortical sources for each of these levels has been challenging in EEG studies of early readers. To address this challenge, we applied recent advances in analyzing high-density EEG using Steady-State Visual Evoked Potentials (SSVEPs) via data-driven Reliable Components Analysis (RCA) in a group of early readers spanning from kindergarten to second grade. Three controlled stimulus contrasts—familiar words versus unfamiliar pseudofonts, familiar words versus pseudowords, and pseudowords versus nonwords—were used to isolate coarse print tuning, lexical processing, and sublexical orthography-related processing, respectively. First, three overlapping yet distinct neural sources—left vOT, dorsal parietal, and primary visual cortex were revealed underlying coarse print tuning. Second, we segregated distinct cortical sources for the other two levels of processing: lexical fine tuning over occipito-temporal/parietal regions; sublexical orthographic fine tuning over left occipital regions. Finally, exploratory group analyses based on children's reading fluency suggested that coarse print tuning emerges early even in children with limited reading knowledge, while sublexical and higher-level lexical processing emerge only in children with sufficient reading knowledge.
Research Highlights
- Cognitive processes underlying coarse print tuning, sublexical, and lexical fine tuning were examined in beginning readers.
- Three overlapping yet distinct neural sources—left ventral occipito-temporal (vOT), left temporo-parietal, and primary visual cortex—were revealed underlying coarse print tuning.
- Responses to sublexical orthographic fine tuning were found over left occipital regions, while responses to higher-level linguistic fine tuning were found over occipito-temporal/parietal regions.
- Exploratory group analyses suggested that coarse print tuning emerges in children with limited reading knowledge, while sublexical and higher-level linguistic fine tuning effects emerge in children with sufficient reading knowledge.