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141.
Dale S. Kim Connor J. McCabe Brianna L. Yamasaki Kristine A. Louie Kevin M. King 《Behavior research methods》2018,50(5):1960-1970
Infrequency scales are becoming a popular mode of data screening, due to their availability and ease of implementation. Recent research has indicated that the interpretation and functioning of infrequency items may not be as straightforward as had previously been thought (Curran & Hauser, 2015), yet there are no empirically based guidelines for implementing cutoffs using these items. In the present study, we compared two methods of detecting random responding with infrequency items: a zero-tolerance threshold versus a threshold that balances classification error rates. The results showed that a traditional zero-tolerance approach, on average, screens data that are less indicative of careless responding than those screened by the error-balancing approach. Thus, the de facto standard of applying a “zero-tolerance” approach when screening participants with infrequency scales may be too stringent, so that meaningful responses may also be removed from analyses. Recommendations and future directions are discussed. 相似文献
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143.
Trepagnier CY Olsen DE Boteler L Bell CA 《Cyberpsychology, behavior and social networking》2011,14(1-2):21-27
Autistic Spectrum Disorder (ASD) is notable for severely impaired reciprocal social interaction skills relative to language and intellectual abilities, presenting a major barrier to social integration and vocational success. Evidence-based interventions to address these needs are lacking. We report on the development of a small, prototype conversation simulation to teach conversational skills to adolescents and adults with ASD and average to superior intellectual abilities. We also report on a test of the feasibility and acceptability of the simulation approach with a sample of the target population. The simulation engages the user in a virtual conversation with an on-screen partner whose reactions provide naturalistic feedback geared to the appropriateness of the learner's response choices. The prototype simulation, which provides for up to 12 potentially unique multi-turn conversations, was used over a period of 2 weeks by 16 adolescents and adults who then rated statements about the system on a linear scale of 1 (disagreement) to 5 (high agreement). The participants highly endorsed the majority of positive statements about the quality and credibility of the interaction and the virtual conversation partner. In contrast, agreement with positive statements about instructional features external to the conversation was moderate. Unexpectedly, most participants strongly agreed that using the simulation had been helpful to them. Further development and testing in the context of a controlled study with randomized assignment to control and experimental groups are needed to determine whether this approach is effective in improving real-world pragmatic language behavior of high-functioning adults with ASD. 相似文献
144.
Mike Rinck Axel Cleeremans Arnaud Destrebecqz Rick Dale Morten Christiansen 《Journal of Cognitive Psychology》2013,25(3):427-432
Abstract Oakhill, J. &; Garnham, A. (1988). Becoming a skilled reader, Oxford: Blackwell. Pp. 206. ISBN 0-631-15244X £27.50 (hardback), ISBN 0-631-15776X £8.95 (paperback). Brewin, C. R. (1988). Cognitive foundations of clinical psychology. London: Lawrence Erlbaum Associates Ltd. Pp. 224. ISBN 0-86377-098-3 £24.50 (hardback), ISBN 0-86377-099-1 £8.95 (paperback). 相似文献
145.
The most prominent models of numerical representation posit that numerical symbols are converted into a single internal, abstract representation prior to estimation and comparison processing. Here, we (1) provide a mathematical analysis of the predictions of the abstract-representation hypothesis, assuming the validity of the analog-representation hypothesis, (2) run a simulation to assess the patterns of data that result from our mathematical analysis, and (3) conduct two experiments to test the predictions of our model, using relative frequencies as inputs. We assess relative frequencies in a typical numerical distance task, whereby participants are presented with two relative frequencies and asked to identify the one that represents the larger quantity. Our data reveal that relative frequencies’ numerical representations (1) are analog and (2) are scale-specific (i.e., nonabstract). 相似文献
146.
Global/local stimuli have been used to estimate global processing biases in individuals and groups, as well as in response to various manipulations. Throughout the literature, multiple different versions of global/local stimuli have been used, such as traditional hierarchical letters and numbers (i.e., Navon letters), abstract hierarchical shapes, and high- and low-spatial-frequency gratings and faces. However, currently it is unclear how reliable or stable performance is on these measures within individuals over time, and whether these seemingly different measures are tapping into the same underlying process. As such, the purpose of the present study was to examine the stability of individual performance on three distinct global/local measures over time and to examine the relationships among the measures. In two studies, we examined the reliability of the biases within, and the relationships among, standard Navon letters in a traditional interference task, hierarchical shapes in a forced choice task, and superimposed high- and low-pass spatial frequency faces in a forced choice task. In both studies, participants completed all three of the tasks, and then returned 7–10 days later to again complete the same tasks. The degree of global/local bias within an individual was found to be highly reliable in the hierarchical shape task and the spatial frequency face task, but less reliable in the traditional Navon letter task. Interestingly, in both studies we found that none of the three measures of global bias were related to each other. Therefore, while these measures do appear to be reliable over time, they may be tapping into distinct aspects of global/local processing. 相似文献
147.
Developmental norms for young children’s vocabularies have a number of applications in research design, assessment, and intervention, but have previously been very difficult to obtain. In the present study, month-by-month norms for comprehension and production of 396 words from 8 to 16 months, and production of 680 words from 16 to 30 months, were derived from a norming study of 1,789 children between the ages of 8 and 30 months using the MacArthur Communicative Development Inventories (Fenson et al., 1993). The norms are available in the form of a database program, LEX, for MS-DOS-based computers. 相似文献
148.
Despite the amount of clinical material relating to adults who were abused as children, there is a dearth of research which has examined the effectiveness of counselling such clients. In order to examine the perceived efficacy of counselling with this client group, a total of 53 in-depth interviews were undertaken with a sample that included adults abused as children who had received counselling, counsellors working with this client group, and counselors-who-were-abused-as-children. The findings indicate that there are many similarities in what abused clients and the general client population judged to be helpful and unhelpful factors in counselling. However, certain aspects of the counsellor-client relationship appear to have specific impacts and meaning for an abused client group, especially when they have little prior knowledge or experience of counselling. Data are presented relating to clients' evaluations of counselling. These illustrate clinically relevant issues in relation to communication and experiences of dissatisfaction. One conclusion from the study is that in terms of their responses to counselling, it is simplistic for adults who were abused as children to be categorisied as a unitary group. Nevertheless, there are certain aspects of counselling with such clients which do merit particular attention if practitioners are to minimise the possibility of counselling being ineffective, unhelpful or, at worst, re-traumarising. 相似文献
149.
150.
Most people believe that they should avoid changing their answer when taking multiple-choice tests. Virtually all research on this topic, however, has suggested that this strategy is ill-founded: Most answer changes are from incorrect to correct, and people who change their answers usually improve their test scores. Why do people believe in this strategy if the data so strongly refute it? The authors argue that the belief is in part a product of counterfactual thinking. Changing an answer when one should have stuck with one's original answer leads to more "if only . . ." self-recriminations than does sticking with one's first instinct when one should have switched. As a consequence, instances of the former are more memorable than instances of the latter. This differential availability provides individuals with compelling (albeit illusory) personal evidence for the wisdom of always following their 1st instinct, with suboptimal test scores the result. 相似文献