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241.
Skills and Tacit Skills: A Psychological Perspective 总被引:1,自引:0,他引:1
Jacques Leplat 《Psychologie appliquee》1990,39(2):143-154
La notion d'habileté a différentes significations pour le psychologue et pour le sociologue. Nous avons essayé ici de donner une définition plus précise de cette notion d'un point de vue psychologique et ainsi de fourair une meilleure analyse de la notion d'habileté implicite. Nous avons aussi indiqué comment les concepts d'habileté et de technique sont articulés. Enfin, nous avons traité quelques aspects psychologiques du problème de l'évaluation des habiletés. Nous avons indiqué comment les changements introduits par les nouvelles technologies apportent un regain d'intérêt à ces problèmes et en même temps permettent des les étudier sous un nouvel angle.
The notion of skill has different meanings for the psychologist and the sociologist. We have attempted here to give a more precise definition of this notion from a psychological point of view and thus to provide a better analysis of the notion of tacit skill. We have also indicated how the concepts of skill and technique are articulated. Finally, we have dealt with some psychological aspects of the problem of skill evaluation. We have indicated how changes introduced by new technologies provide a new interest in these problems and at the same time allow them to be studied from a new angle. 相似文献
The notion of skill has different meanings for the psychologist and the sociologist. We have attempted here to give a more precise definition of this notion from a psychological point of view and thus to provide a better analysis of the notion of tacit skill. We have also indicated how the concepts of skill and technique are articulated. Finally, we have dealt with some psychological aspects of the problem of skill evaluation. We have indicated how changes introduced by new technologies provide a new interest in these problems and at the same time allow them to be studied from a new angle. 相似文献
242.
Jacques Moeschler 《Argumentation》1989,3(3):321-339
This article is concerned with pragmatic connectives and their uses in discursive argumentation. Three approaches to pragmatic connectives will be presented: (1) argumentation theory, which implies a conception of pragmatics integrated within semantics, and a specific type of argumentative rules, called topoi; (2) discourse structure theory, which associates a function in the structuring of discourse sequences to pragmatic connectives; (3) relevance theory, which constitutes a cognitive pragmatic theory, in which no specific principle is associated to linguistic items. However, two main functions to pragmatic connectives can be proposed: the facilitation of inferences, and the access to relevance. The final purpose of this article is to indicate how argumentative effects in discourse can be explained in a cognitively-based pragmatic theory. 相似文献
243.
Wouter Wolf Jacques Launay Robin I. M. Dunbar 《British journal of psychology (London, England : 1953)》2016,107(2):322-337
There has recently been interest in the ways in which coordinated movements encourage coactors to feel socially closer to one another, but this has generally overlooked the importance of necessary precursors to this joint action. Here we target two low‐level behaviours involved in social coordination that may mediate a relationship between joint actions and social bonding, namely joint attention and shared goals. Participants engaged in a simple reaction time task while sitting next to a partner performing the same task. In a joint attention condition, both participants attended to stimuli presented on the same half of a computer screen, while in a control condition, they attended to opposite sides of the computer screen. Shared goals were manipulated by giving participants the instruction to keep below a threshold score for both individual response times and accuracy (individual goal), or their joint mean response time and accuracy (i.e., averaging their mean response time and accuracy with that of their partner: shared goal). Attending to the same side of the screen led to higher ratings on a composite social bonding index directed towards a partner, while shared goals did not cause any effects on partner ratings. Joint attention was sufficient to encourage social closeness with an interaction partner, which suggests that any activities which encourage attending to the same point in space could have some influence on how connected coactors feel about one another. 相似文献
244.
Is Group Singing Special? Health,Well‐Being and Social Bonds in Community‐Based Adult Education Classes
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Eiluned Pearce Jacques Launay Anna Machin Robin I. M. Dunbar 《Journal of community & applied social psychology》2016,26(6):518-533
Evidence demonstrates that group singing improves health and well‐being, but the precise mechanisms remain unknown. Given that cohesive social networks also positively influence health, we focus on the social aspects of singing, exploring whether improvements in health and well‐being are mediated by stronger social bonds, both to the group as a whole (collective‐bonding) and to individual classmates (relational‐bonding). To do so, seven newly formed community‐based adult education classes (four singing, N = 84, and three comparison classes studying creative writing or crafts, N = 51) were followed over seven months. Self‐report questionnaire data on mental and physical health, well‐being and social bonding were collected at Months 1, 3 and 7. We demonstrate that physical and mental health and satisfaction with life significantly improved over time in both conditions. Path analysis did not show any indirect effects via social bonding of Condition on health and well‐being. However, higher collective‐bonding at timepoint 3 significantly predicted increased flourishing, reduced anxiety and improved physical health independently of baseline levels. In contrast, relational‐bonding showed no such effects, suggesting that it is feeling part of a group that particularly yields health and well‐being benefits. Moreover, these results indicate that singing may not improve health and well‐being more than other types of activities. Nonetheless, these findings encourage further work to refine our understanding of the social aspects of community‐based adult education classes in promoting health, well‐being and community cohesion. Copyright © 2016 John Wiley & Sons, Ltd. 相似文献
245.
246.
Jeffery J. Summers Jacques A. Sommer Colin A. Sharp Amanda Levey Kevin D. Murray 《Acta psychologica》1982,51(1):75-89
Three experiments were conducted to investigate the codes subserving the retention of movement extent information. Each experiment compared preselected and constrained movements in two independent movement tasks: same-limb reproduction and switched-limb reproduction. When movement direction was the same for both criterion and reproduction movements (experiment 1), same-limb reproduction was more accurate than switched-limb performance. With movement direction altered, however, switched-limb reproduction was equal to same-limb reproduction (experiment 2). These results were confirmed in experiment 3 which manipulated both movement direction and reproduction limb in a within-subject design. Furthermore, while preselected reproduction was superior to constrained reproduction in all three experiments, the two groups were not differentially affected by either the movement task or direction variables. The overall findings were interpreted as providing support for a multiple-cue memorial representation of movement extent and the notion of coding flexibility. 相似文献
247.
Conceptual implicit memory: A developmental study 总被引:3,自引:0,他引:3
The widely accepted standpoint that implicit memory emerges earlier in development than explicit memory, and is more stable from childhood to adult age, is based on experimental data essentially collected in perceptual tasks. The present study was aimed at investigating whether these findings still hold when a more conceptual task is used. We compared the performance of children at two age levels (2nd and 4th grades) on a category-exemplar generation task. Results showed that performances of the two groups were comparable when the target items were typical of their categories, as in Experiment 2, and for a subset of the items in Experiment 1. However, the older children outperformed the younger children in Experiment 1 when the items selected were atypical of their categories. Interpretations of these findings are discussed.Preparation of this article was supported by the Centre National de la Recherche Scientifique (URA CNRS 316 and 1838), the Université de Bourgogne, and the Université René-Descartes 相似文献
248.
Jacques F. Gaillard 《Knowledge, Technology, and Policy》1994,7(2):31-63
Scientific cooperation between the Industrialized Countries (ICs) and the Less Developed Countries (LDCs) has evolved greatly
over the last three decades and has involved a number of varied mechanisms ranging from technical assistance to collaborative
research partnerships. After a brief historical review of these mechanisms and of the conceptual debates around them, this
paper considers the main programs that have been established during the last 10–15 years to promote North-South scientific
collaborative partnership. One of the main problems encountered in the implementation of collaborative research programs relate
to the asymmetry of the collaboration and the dominance of the partners in the North. While recognizing that conditions for
success may differ depending on the main objectives of the collaboration, a list of ingredients for successful collaboration
is proposed in the conclusion. This is based on the experience of the programs under review.
This paper was prepared while the author was a Visiting Fellow at the Center for International Science and Technology Policy,
Elliott School of International Affairs, George Washington University, Washington D.C. 相似文献
249.
Jacques Ruytinx 《Synthese》1955,9(1):26-41
Sans résumé 相似文献