全文获取类型
收费全文 | 248篇 |
免费 | 9篇 |
出版年
2023年 | 1篇 |
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 6篇 |
2019年 | 9篇 |
2018年 | 1篇 |
2017年 | 13篇 |
2016年 | 5篇 |
2015年 | 4篇 |
2014年 | 5篇 |
2013年 | 23篇 |
2012年 | 14篇 |
2011年 | 18篇 |
2010年 | 12篇 |
2009年 | 10篇 |
2008年 | 13篇 |
2007年 | 5篇 |
2006年 | 11篇 |
2005年 | 9篇 |
2004年 | 9篇 |
2003年 | 18篇 |
2002年 | 17篇 |
2001年 | 5篇 |
2000年 | 6篇 |
1999年 | 3篇 |
1998年 | 4篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1994年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1973年 | 2篇 |
1970年 | 1篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1957年 | 1篇 |
排序方式: 共有257条查询结果,搜索用时 31 毫秒
71.
Khaled Taktek Nathaniel Zinsser Bob St-John 《Revue canadienne de psychologie expérimentale》2008,62(3):174-187
The main purposes of this study were (a) to compare the effects of mental imagery combined with physical practise and specific physical practise on the retention and transfer of a closed motor skill in young children; (b) to determine the mental imagery (visual vs. kinesthetic), which is the most efficient for retention and transfer of a closed motor skill; and (c) to verify the relationship between movement image vividness and motor performance. As for the secondary purpose, it was to compare the effects of gender on motor learning. Participants (n = 96) were selected from 3 primary schools. These participants were divided into 6 groups and submitted to different experimental conditions. The experimental task required the participants to throw, with the nondominant hand (left hand), a ball toward a target composed of 3 concentric circles. The results demonstrated that performance obtained by the mental imagery (visual or kinesthetic) combined with physical practise group was, during the retention phase, equivalent to that produced by the specific physical practise group but significantly superior during the transfer of closed motor skill. These results showed the potential benefits of mental imagery as a retention strategy intended for motor skills and performance enhancement. Such results could be explained by the similarity of 3 principal functional evidences shared by mental and physical practise: behavioural, central, and peripheral (as suggested by Holmes & Collins, 2001). (PsycINFO Database Record (c) 2008 APA, all rights reserved). 相似文献
72.
Michael Tlanusta Garrett Bob Barret 《Journal of multicultural counseling and development》2003,31(2):131-142
The cultural world of the Two Spirit, the traditional role of Native individuals believed to possess both male and female spirit, is explored in both “old ways” and current‐day experiences. Cultural beliefs and meanings around sexual identity are discussed from a Native perspective with recommendations for counseling Two Spirit clients. El mundo cultural del Doble‐espíritu, el rol tradicional de indígenas que se creía que poseían espíritus masculinos y femeninos, se explora en formas tradicionales y experiencias actuales. Creencias culturales y significados acerca de la identidad sexual se analizan desde una perspectiva indígena con recomendaciones para el asesoramiento de clientes Doble‐espíritu. 相似文献
73.
74.
Rehder B 《Cognitive Science》2009,33(3):301-344
A central question in cognitive research concerns how new properties are generalized to categories. This article introduces a model of how generalizations involve a process of causal inference in which people estimate the likely presence of the new property in individual category exemplars and then the prevalence of the property among all category members. Evidence in favor of this causal-based generalization (CBG) view included effects of an existing feature's base rate (Experiment 1), the direction of the causal relations (Experiments 2 and 4), the number of those relations (Experiment 3), and the distribution of features among category members (Experiments 4 and 5). The results provided no support for an alternative view that generalizations are promoted by the centrality of the to-be-generalized feature. However, there was evidence that a minority of participants based their judgments on simpler associative reasoning processes. 相似文献
75.
Bob Algozzine 《Journal of School Psychology》1982,20(4):299-305
Identification of children with learning disabilities is based on the notion of a significant discrepancy between ability and achievement. Current federal guidelines do not specify the extent of such discrepancies but indicate they should be “severe”. Local education agencies have adopted criteria suggested by professionals or formulated their own operational criteria for identification of learning disabled children. In this research, we examined the extent to which identification as learning disabled is a function of the criteria used to define “severe discrepancy”, and the extent to which different classifications would result from use of different criteria. A school district made identification decisions for 51 students referred because they were experiencing academic difficulties; they found 24 students LD. The school identification decisions, based on application of a severe discrepancy on the Woodcock-Johnson Psycho-Educational Battery, did not correlate with decisions based on application of the federal definition. Implications for decision-making practices are discussed. 相似文献
76.
Bob Helm Donald K Fromme Phillip J Murphy William C Scott 《Journal of research in personality》1976,10(2):166-176
Four interaction-perception perspectives of the fictitious target of a double-bind conflict were provided by four groups of subjects. The perspectives included perceptions of a daughter about herself and her father (the double-bind source), and her estimates of his perceptions of both himself and her. As predicted, the target saw herself as weak but “good”, and as cooperative and highly frustrated, while attributing all the opposite characteristics to the source, who was seen as strong but “bad”, and uncooperative and not frustrated. Further, it was found that she believed he saw himself as strong and very good, but frustrated and moderately cooperative. These observations are consistent with a hypothesis that double-bind experiences result in frustration and mixed feelings toward one's self and the source of the dilemma. It was also concluded that the target's belief that her father would not recognize her weakness, nor her cooperativeness, nor her frustration, and would disinterestedly evaluate her as neither good nor bad resulted from the inconsistent and contradictory communications which had contributed to the double bind. 相似文献
77.
We conducted two experiments to assess the role of referential speech during sign training in which the spoken words corresponding to signs were receptively known to the participants. An alternating treatments design was used to compare sign acquisition across two teaching conditions in which referents were presented either with or without the corresponding verbal label. During the first experiment, signs were taught concurrently; during the second experiment, signs within each of the respective conditions were taught in a serial fashion. In both experiments, signs taught by total communication were acquired faster than those taught by sign-alone training. 相似文献
78.
Behaviors thought to be characteristic of emotional disturbance or learning disabilities were investigated through ratings of teachers with regard to the relative disturbingness of the behaviors. Obtained differences suggested that behaviors characteristic of emotional disturbance were rated as more disturbing than those of learning disabilities; differences within sets of characteristic behaviors were also indicated. Results are discussed with regard to implications for teacher expectancies and labeling research. 相似文献
79.
We investigated the influence of color on the identification of both non-studied and studied objects. Participants studied black and white and color photos of common objects and memory was assessed with an identification test. Consistent with our meta-analysis of prior research, we found that objects were easier to identify from color than from black and white photos. We also found substantial priming in all conditions, and study-to-test changes in an object's color reduced the magnitude of priming. Color-specific priming effects were large for color-complex objects, but minimal for color-simple objects. The pattern and magnitude of priming effects was not influenced either by the extent to which an object always appears in the same color (i.e., whether a color is symptomatic of an object) or by the object's origin (natural versus fabricated). We discuss the implications of our findings for theoretical accounts of object perception and repetition priming. 相似文献
80.
Uttl B 《Psychological science》2005,16(6):460-467
An examination of test manuals and published research indicates that widely used memory tests (e.g., Verbal Paired Associates and Word List tests of the Wechsler Memory Scale, Rey Auditory Verbal Learning Test, and California Verbal Learning Test) are afflicted by severe ceiling effects. In the present study, the true extent of memory ability in healthy young adults was tested by giving 208 college undergraduates verbal paired-associate and verbal learning tests of various lengths; the findings demonstrate that healthy adults can remember much more than is suggested by the normative data for the memory tests just mentioned. The findings highlight the adverse effects of low ceilings in memory assessment and underscore the severe consequences of ceiling effects on score distributions, means, standard deviations, and all variability-dependent indices, such as reliability, validity, and correlations with other tests. The article discusses the optimal test lengths for verbal paired-associate and verbal list-learning tests, shows how to identify ceiling-afflicted data in published research, and explains how proper attention to this phenomenon can improve future research and clinical practice. 相似文献