全文获取类型
收费全文 | 1083篇 |
免费 | 66篇 |
国内免费 | 1篇 |
出版年
2020年 | 15篇 |
2019年 | 15篇 |
2018年 | 27篇 |
2017年 | 30篇 |
2016年 | 25篇 |
2015年 | 22篇 |
2014年 | 16篇 |
2013年 | 95篇 |
2012年 | 32篇 |
2011年 | 49篇 |
2010年 | 27篇 |
2009年 | 25篇 |
2008年 | 42篇 |
2007年 | 25篇 |
2006年 | 39篇 |
2005年 | 38篇 |
2004年 | 35篇 |
2003年 | 28篇 |
2002年 | 33篇 |
2001年 | 18篇 |
2000年 | 32篇 |
1999年 | 32篇 |
1998年 | 16篇 |
1997年 | 10篇 |
1996年 | 14篇 |
1995年 | 14篇 |
1994年 | 12篇 |
1992年 | 14篇 |
1991年 | 14篇 |
1990年 | 12篇 |
1989年 | 16篇 |
1988年 | 15篇 |
1987年 | 13篇 |
1986年 | 16篇 |
1985年 | 18篇 |
1984年 | 12篇 |
1983年 | 10篇 |
1982年 | 10篇 |
1979年 | 13篇 |
1977年 | 10篇 |
1976年 | 12篇 |
1975年 | 11篇 |
1974年 | 10篇 |
1973年 | 13篇 |
1972年 | 11篇 |
1971年 | 11篇 |
1970年 | 13篇 |
1969年 | 12篇 |
1968年 | 17篇 |
1967年 | 11篇 |
排序方式: 共有1150条查询结果,搜索用时 15 毫秒
901.
Recent investigations have shown that high-N scorers preferentially process negative information about themselves. The present experiment investigated: (1) whether this effect is related to, or independent of, the well-established effects of depressed mood on information processing; (2) whether the effect is specific to self-referent information or extends also to information about others; and (3) the mechanism by which the effect occurs. High-N scorers, compared to low-N scorers, recalled more negative information about themselves but not about others, and this effect was independent of depression. In addition, the positive self-referent, but not other-referent, personality information recalled by high-N scorers was more extremely positive than that recalled by low-N scorers. Detailed examination of the data provided evidence that the idiosyncracy in information processing associated with high neuroticism is one of selective attention. The findings are discussed in relation to cognitive vulnerability to depression, certain cognitive-therapy procedures and the effects that a therapeutically-induced change in neuroticism is likely to have on an individual's memory for past emotional experiences. 相似文献
902.
Although much is known about techniques for teaching elementary pupils in the classroom, no procedures have been consistently effective in training teachers to use these techniques. In the present study, six teacher trainees were observed individually and trained sequentially to use a variety of teaching skills: praise for academic responses, praise for appropriate classroom behavior, correction procedures for incorrect academic responses, and token fines. These skills were examined under four conditions: (1) baseline sessions were taught by the trainees before any instructions on the use of the teaching skills. (2) Instruction sessions were taught by the trainees after they were given instructions describing the use of several teaching skills. (3) During each Imposed-Package session, the trainees received modelling, verbal feedback, graphic feedback, and grade and quiz contingencies on their use of a particular teaching skill. (4) During each Self-Selected Package session, a grade contingency was in effect with the trainees choosing the components (modelling, verbal feedback, graphic feedback, quiz contingency) they wanted included in their training package for a particular skill. The effects of instructions were quite varied. Large increases on three of the four skills occurred with one trainee; almost no changes occurred with another trainee; and changes with the remaining four trainees fell within these extremes. The Imposed and Self-Selected Packages reliably increased the use of teaching skills, including those skills for which instructions had not been effective. The Self-Selected Package was considered to be as effective as the Imposed Package, since the time required for training a teaching skill varied from two to nine sessions with both packages. Under the Self-Selected Package, the trainees chose from modelling, verbal feedback, and graphic feedback, but none chose the quiz contingency. Questionnaire data collected after training showed that all six trainees preferred the Self-Selected Package to the Imposed Package. The effectiveness of the Self-Selected Package, together with the trainees' preference for it, suggests that it may be desirable for teacher training programs to specify the teaching skills, arrange a contingency for performance, and allow trainees to choose which additional components are to be used in each training session. 相似文献
903.
Margaret S. Clark Carolyn C. Gotay Judson Mills 《Journal of applied social psychology》1974,4(3):224-229
College students were given the task of making an object from balloons while being observed by someone who they were told had highly similar values (similar conditions) or highly dissimilar values (dissimilar conditions). Later they were to observe while the other made an object from wire coat hangers that were already unwound (no opportunity to repay conditions) or were not unwound (opportunity to repay conditions). In preparation for the subject's task, the balloons had to be blown up and the other offered to help. The number of balloons the subject gave the other was the measure of acceptance of help. An interaction between similarity and opportunity to repay was found. As hypothesized, acceptance of help was greater when the potential helper was similar than when he was dissimilar only when the opportunity to repay was anticipated; when no opportunity to repay was expected, the reverse was found. 相似文献
904.
905.
906.
Nilly Adam Burton S. Rosner Elizabeth C. Hosick Donald L. Clark 《Attention, perception & psychophysics》1971,10(3):133-136
Ss produced time intervals before and during inhalation of low concentrations of anesthetic gases. The drugs increased time productions by raising the slope of the line representing produced against objective time. Alterations in time production were not accompanied by consistent changes in alpha rhythm, respiratory rate, heart rate, or body temperature. The findings argue against the’ alpha rhythm’s acting as the biological pendulum for the internal clock. 相似文献
907.
Observing behavior in squirrel monkeys under a multiple schedule of reinforcement availability 下载免费PDF全文
Observing behavior of two squirrel monkeys was examined under a multiple schedule of four components. Lever (observing) responses produced either a stimulus indicating the availability of food or another stimulus indicating food was not available. Key responses in the presence of the food-available stimulus produced food on a continuous reinforcement schedule. In the absence of food-available stimuli, responding on the key had no scheduled consequences. Observing responses produced food-available stimuli according to three different random-interval schedules with mean interstimulus availability times of 1, 2, and 4 min. In the fourth component of the multiple schedule (observing extinction) food-available stimuli never occurred. Each component of the schedule was correlated with a distinctive auditory stimulus. Observing rates decreased with decreasing frequency of the food-available stimulus. Observing rates during extinction continued decreasing when the brief stimulus indicating food unavailability was no longer produced by lever pressing. When the brief stimulus was reinstated response rates increased abruptly. 相似文献
908.
909.
Two experiments investigated whether minority influence and conformity operate by the same or by different processes. It was predicted that subjects who were simultaneously exposed to a majority and a minority opinion would move towards the minority in private but towards the majority in public. The results of Experiment 1 supported this hypothesis. Experiment 2 investigated three hypotheses predicting that (1) the above interaction would be replicated, (2) minorities would trigger more arguments and counter-arguments, and (3) cognitive activity would mediate internalization but not compliance. Hypotheses 1 and 3 were supported. The second hypothesis was not supported. However, minorities were found to trigger more arguments and fewer counter-arguments than majorities. The results were interpreted as supporting the dual process model. 相似文献
910.
The nature and extent of spelling errors in a patient with transcortical sensory aphasia were investigated. The two experimental conditions required the patient to spell monosyllabic and polysyllabic words both verbally and in written form. Analysis of the spelling errors revealed partially preserved knowledge of the visual image of a word as a whole, as well as preserved knowledge of temporal order. Our patient's error patterns in both conditions were more similar than dissimilar. These findings in conjunction with results reported in the literature indicate that patients exhibiting different aphasia syndromes use separate spelling strategies. 相似文献