全文获取类型
收费全文 | 361篇 |
免费 | 16篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2020年 | 4篇 |
2019年 | 12篇 |
2018年 | 11篇 |
2017年 | 9篇 |
2016年 | 13篇 |
2015年 | 9篇 |
2014年 | 14篇 |
2013年 | 47篇 |
2012年 | 20篇 |
2011年 | 23篇 |
2010年 | 9篇 |
2009年 | 13篇 |
2008年 | 15篇 |
2007年 | 13篇 |
2006年 | 9篇 |
2005年 | 14篇 |
2004年 | 14篇 |
2003年 | 17篇 |
2002年 | 11篇 |
2001年 | 10篇 |
2000年 | 9篇 |
1999年 | 8篇 |
1998年 | 2篇 |
1997年 | 4篇 |
1996年 | 3篇 |
1995年 | 7篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 5篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1983年 | 4篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1980年 | 2篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1963年 | 1篇 |
排序方式: 共有377条查询结果,搜索用时 15 毫秒
141.
142.
143.
Lee A. Rosén Susan G. O'Leary Susan A. Joyce Glenn Conway Linda J. Pfiffner 《Journal of abnormal child psychology》1984,12(4):581-604
Teachers use both positive and negative consequences to influence classroom behaviors. Four experiments were conducted to examine the differential affects of these two types of consequences on the maintenance of appropriate behaviors of hyperactive children. Results of Experiment 1 showed that the use of both positive and negative consequences (combined) was associated with high levels of on-task behaviors. Withdrawal of negative consequences caused a significant and dramatic decrease in on-task performance. The withdrawal of positive consequences produced no change in the rate of on-task behaviors. In Experiments 2, 3, and 4, the on-task results of Experiment 1 were replicated using a different teacher, different children, a counterbalanced design, longer phases, and different types of negative consequences. The withdrawal of negative consequences led to decreases in productivity in Experiment 2. The results of Experiment 3 also suggested that a prudent (e.g., calm, concrete, and consistent) approach to discipline was more effective than an imprudent (e.g., loud, emotional, and inconsistent) approach. Some level of mild negative consequences for inappropriate behavior is an important ingredient in effective classroom management, and qualitatively different negative consequences may have drastically different effects on the behavior of hyperactive students.This research was supported in part by a grant from the Middle Country Central School District No. 11, Centereach, New York, to the second author. We are grateful for the district's continued support. In addition, the authors wish to thank K. Daniel O' Leary for his helpful editorial comments. 相似文献
144.
The effect of memory load on negative priming: An individual differences investigation 总被引:4,自引:0,他引:4
The effect of a verbal (Experiment 1) and a nonverbal (Experiment 2) memory load on negative priming was investigated by employing a concurrent memory task with a letter naming task. Across both experiments, negative priming was reliable only under conditions of zero memory load, suggesting that the processes that contribute to negative priming are resource demanding and dependent on a domain-free resource pool. Individual differences in negative priming were observed, such that high working memory capacity subjects showed reliable negative priming whereas low working memory capacity subjects did not. The results suggest that the negative priming effect results from allocation of controlled attention and that individual differences in working memory capacity correspond to the ability to efficiently handle irrelevant information. 相似文献
145.
We describe a study in which young and older groups of Bangladeshi participants recalled and dated autobiographical memories from across the lifespan. Memories were subsequently plotted in terms of the age of participants at time of encoding. As expected the reminiscence bump, preferential recall of memories from the period of 10 to 30 years of age, was observed. This was very marked in the younger group and but less so in the older group who also showed a second bump in the period 35 to 55 years of age. This second bump corresponded to the period of national conflict between Pakistan and the Bengalee people that resulted in the formation of an independent Bangladesh. It is proposed that both the reminiscence bump and later periods of unexpected rises in recall can be accounted for by the raised accessibility of sets of memories and this in turn is a product of the privileged encoding of highly self-relevant experiences. 相似文献
146.
Kelly Gurley Lambert Tara Neal Jill Noyes Conway Parker Pamela Worrel 《Current psychology (New Brunswick, N.J.)》1991,10(4):297-303
In the present study, the effect of food-related cues on the desire to eat chocolate in hungry and satiated subjects was investigated.
Subjects (n=46) were randomly assigned to either a hungry or satiated group and then assigned to a group receiving one of the following
stimuli: taste (2 M&Ms), sight (a photograph of M&Ms), cognition (a passage describin M&Ms), or control (no stimulus). In
each testing session, subjects rated their desire to eat chocolate before and after the 90-s presentation of the particular
stimulus. Each subject was then given a half pound of M&Ms so that actual consumption could also be measured. Results indicated
that, following the presentation of the sight and taste stimuli, the subjects’ desire to eat chocolate was significantly increased.
Furthermore, no differences in chocolate consumption due to state of hunger or type of food-related stimulus presented were
found. 相似文献
147.
An electrical system is described which produces pain-free touch sensations similar to those from mechanical stimulation. The apparatus is inexpensive, easily constructed, and can be used with human or animal Ss. 相似文献
148.
Five experiments employing an incidental learning procedure explored the effects of different input modalities on the long-term retention of word lists. In each of the first four experiments, mixed-mode presentations featuring three different modes of presentation were employed. In the baseline presentation mode in each experiment, subjects were to read words silently. In the two additional presentation modes, subjects were to vocalize or read and hear (Experiment 1), read and hear or mouth (Experiment 2), vocalize or write (Experiment 3), and vocalize or write without seeing the written word (Experiment 4). In Experiment 5, separate groups of subjects were presented with pure-mode lists that they were to read silently, write without seeing, write and see, mouth, hear, read and hear, or vocalize. The principal findings were that auditory presentation procedures led to best memory performance and that, of these, only vocalization was found to consistently enhance retention. These findings are conceptualized within a framework that proposes that both the temporal distinctiveness of auditory information and self-generated cues are employed in the process of retrieval. 相似文献
149.
Organization in autobiographical memory 总被引:4,自引:0,他引:4
Three experiments investigated timed autobiographical memory retrieval to cue words and phrases. In the first experiment, subjects retrieved memories to cues that named semantic category members and were primed with the superordinate category name or with a neutral word. No prime effects were observed. In the second experiment, subjects retrieved memories to primed and unprimed semantic category cues and to personal primes and personal history cues. Personal primes named lifetime periods (e.g., “school days”) and personal history cues named general events occurring in those lifetime periods for each subject (e.g., “holiday in Italy”). Only personal primes were found to significantly facilitate memory retrieval. A third experiment replicated this finding and also failed to find any prime effects to primes and cues naming activities not directly related to an individual’s personal history. In this experiment, characteristics of recalled events (e.g,, personal importance, frequency of rehearsal, pleasantness, and specificity of the memory) were found to be strongly associated with memories retrieved to personal cues and only mildly associated with memories retrieved to other types of cues. These findings suggest that one way in which autobiographical memories may be organized is in terms of a hierarchically structured abstracted personal history. 相似文献
150.
A sample of 415 university students (52 Crime Victims, 363 Nonvictims) who experienced indirectly the 9/11/01 disaster through media exposure, were administered the Davidson Trauma Scale. Crime victims had significantly more PTSD symptoms related to 9/11 exposure. 相似文献