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251.
This study is a laboratory analogue investigation of variables that impinge upon the recall of detail about a simulated act
of armed robbery among “eyewitnesses.” Specifically, this study sought to determine (1) whether recall of detail by Ss who
watch the videotape of a simulated “armed robbery” taken by surveillance camera in a “convenience” store varies according
to (a) the dress and appearance of the presumed “robber,” (b) the gender of the victim of the “robbery,” and/or (c) the gender
of the “eyewitness”; and (2) whether such recall varies according to S’s inventoried psychological “needs.” Ss viewed the
videotape of the simulated robbery under one of four conditions representing variations in the dress and appearance (“status”)
of the alleged offender and the gender of the alleged victim; completed the Personality Adjective Inventory; and responded
to a questionnaire concerning details of the alleged offense. Results indicate that the single statistically significant source
of variance in accuracy of recall of detail is the experimentally manipulated “status” of the perpetrator; gender of victim
and of subject contribute significantly neither in isolation nor in interaction. Inventoried psychological needs for “autonomy”
and “change” are significantly but negatively and weakly correlated with accuracy among women Ss, while “change” alone is
so correlated among men Ss. Findings are interpreted in accordance with theory and research in experimental social psychology
and psychological criminology bearing upon person perception and role expectancy in relation to behavioral stereotypes.
This study was supported in part through the Henry Rutgers Scholars Program at Rutgers College of Rutgers-The State University
of New Jersey. The authors express their gratitude to Charles Rouse, Steven Gaynor, April Hayes, Erica Gross, Shawn Kimble,
Elizabeth Chen, and Stephanie Bonn; Officer Leroy Washington, Rutgers University Police; and most particularly to Dipak Munsaf,
proprietor of Krauszer's Food Store in the sixth ward of the city of New Brunswick. 相似文献
252.
Participants attempted to solve a modified version of Wason's (1966) selection task. Variables were: (1) sizes of the sets referenced by a specified assertion, (2) form of the assertion (conditional or categorical), (3) thematic content of the assertion (letters and numbers or makes and owners of taxicabs), and (4) the need for sampling or not. In Experiment 1, participants were given enough information to determine the truth or falsity of the specified assertion with certainty; in Experiment 2, they had to rely on sampling and could not determine the assertion's truth or falsity with certainty. Performance was better in Experiment 1 than in Experiment 2, but in both cases much better than what is typically obtained with the conventional selection task. The results support the hypothesis that performance of the selection task is sensitive to the sizes of the sets involved, add credence to the conclusion that framing the task in a thematically meaningful way can facilitate performance, and demonstrate that facilitation does not require deontic reasoning or a well-known convention being involved. The relationship between expressed confidence and level of performance is consistent with other studies showing the former to be a good predictor of the latter. 相似文献
253.
Butler AC Karpicke JD Roediger HL 《Journal of experimental psychology. Learning, memory, and cognition》2008,34(4):918-928
Previous studies investigating posttest feedback have generally conceptualized feedback as a method for correcting erroneous responses, giving virtually no consideration to how feedback might promote learning of correct responses. Here, the authors show that when correct responses are made with low confidence, feedback serves to correct this initial metacognitive error, enhancing retention of low-confidence correct responses. In 2 experiments, subjects took an initial multiple-choice test on general knowledge facts and made a confidence judgment after each response. Feedback was provided for half of the questions, and retention was assessed by a final cued-recall test. Taking the initial test improved retention relative to not testing, and feedback further enhanced performance. Consistent with prior research, feedback improved retention by allowing subjects to correct initially erroneous responses. Of more importance, feedback also doubled the retention of correct low-confidence responses, relative to providing no feedback. The function of feedback is to correct both memory errors and metacognitive errors. 相似文献
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Gillian Butler Michael Gelder George Hibbert Anne Cullington Ivana Klimes 《Behaviour research and therapy》1987,25(6):517-522
This paper focuses on three aspects of generalised anxiety; anxious cognitions, avoidance behaviour and the efforts made to cope with symptoms. It presents information from structured interviews and informal observations which were collected during a clinical trial of anxiety management for generalised anxiety disorder. The findings are discussed in terms of their implications for future modifications of anxiety management. 相似文献
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Ashley M. Butler Elizabeth V. Brestan Sheila M. Eyberg 《Child & family behavior therapy》2013,35(3):257-262
ABSTRACT This study examined the Eyberg Child Behavior Inventory (ECBI) discrepancy hypothesis, which asserts that a discrepancy in score elevations on the ECBI Intensity and Problem Scales is related to problematic parenting styles. The Intensity Scale measures the frequency of child disruptive behavior, and the Problem Scale measures parent perception of their child's behavior as problematic. In a sample of 216 female caregivers of 3-to7-year-old children, the magnitude of discrepancy between T scores on the two ECBI scales was found to predict parental tolerance for child misbehavior. A one-standard-deviation difference in ECBI T scores identified (a) parents intolerant of their child's misbehavior when the Problem score was highest and (b) overly permissive parents when the Intensity score was highest. 相似文献