首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   227篇
  免费   3篇
  230篇
  2023年   1篇
  2021年   1篇
  2020年   2篇
  2019年   4篇
  2018年   6篇
  2017年   4篇
  2016年   7篇
  2015年   7篇
  2014年   11篇
  2013年   24篇
  2012年   11篇
  2011年   19篇
  2010年   6篇
  2009年   6篇
  2008年   11篇
  2007年   7篇
  2006年   6篇
  2005年   12篇
  2004年   11篇
  2003年   9篇
  2002年   5篇
  2001年   7篇
  2000年   6篇
  1999年   8篇
  1998年   1篇
  1997年   2篇
  1995年   4篇
  1994年   1篇
  1993年   2篇
  1992年   2篇
  1991年   4篇
  1990年   4篇
  1989年   1篇
  1988年   2篇
  1987年   3篇
  1985年   1篇
  1984年   3篇
  1983年   4篇
  1982年   1篇
  1974年   1篇
  1973年   1篇
  1971年   1篇
  1963年   1篇
排序方式: 共有230条查询结果,搜索用时 15 毫秒
161.
162.
163.
Images and goals     
We propose that mental images are derived from goals. Goals are represented in a complex hierarchy and form a major part of the "working self". Images reflect the existence of specific goals and also act to maintain goals by facilitating the derivation of beliefs from the content of an image. Images in psychopathology may reflect the operation of dysfunctional goals: goals that are unconstrained and which increase discrepancy (experienced as anxiety) within the goal system. Another feature of the goal system is that it is conservative and avoids change. By this view some aspects of distortions in intrusive images of traumatic experiences might be viewed as a defence against goal change. Conversely generating new images might lead to the formation of new goals. These ideas are applied to the findings of the papers in this special issue of Memory and to several new case studies.  相似文献   
164.
Integrative complexity is a conceptually unique and very popular measurement of the complexity of human thought. We believe, however, that it is currently being underutilized because it takes quite a bit of time to score. More time‐efficient computer‐based measurements of complexity that are currently available are correlated with integrative complexity at fairly low levels. To help fill in this gap, we developed a novel automated integrative complexity system designed specifically from the integrative complexity theoretical framework. This new automated IC system achieved an alpha of .72 on the standard integrative complexity coding test. In addition, across nine datasets covering over 1,300 paragraphs, this new automated system consistently showed modest relationships with human‐scored integrative complexity (average alpha = .62; average r = .46). Further analyses revealed that this relationship consistently remained significant when controlling for superficial markers of complexity and that the new system accounted for both the differentiation and integration components of integrative complexity. Although the overlap between the automated and human‐scored systems is only modest (and thus suggests the continued usefulness of human scoring), it nonetheless provides the best automated integrative complexity measurement to date.  相似文献   
165.
Recent research into the very long-term retention of knowledge originally acquired during the process of formal education at school and university has demonstrated that such knowledge may be retained at high levels over very long retention intervals. The pattern of retention typically takes the form of a comparatively short period marked by forgetting (lasting between 1 and 6 years) followed by a long period of stable retention (usually longer than 30 years). For courses taken at school the level attained over a series of courses (e.g. in learning a foreign language or studying mathematics) is an important determinant of long-term retention. Students who attain moderate or advanced levels of learning show high levels of retention with very little forgetting, whereas students who attain only lower levels of learning show steady forgetting, and after a period of 6 years retain very little knowledge. Similar patterns of retention are present for university students taking single courses in science and literature subjects, and students with higher grades retain more knowledge although the reliable relationship here, between grade obtained and amount remembered, is weak and accounts for only small portions of the variance in retention. Taken together these findings suggest that the retention of knowledge acquired through formal education persists over longer periods of time than popularly believed. Recent theory proposes that these long-lasting effects of education are partly related to the types of learning schedules followed during acquisition and partly related to the nature of the to-be-acquired knowledge, and to whether or not knowledge can be represented schematically.  相似文献   
166.
Gender differences are frequently observed in autobiographical memory (AM). However, few studies have investigated the neural basis of potential gender differences in AM. In the present functional MRI (fMRI) study we investigated gender differences in AMs elicited using dynamic visual images vs verbal cues. We used a novel technology called a SenseCam, a wearable device that automatically takes thousands of photographs. SenseCam differs considerably from other prospective methods of generating retrieval cues because it does not disrupt the ongoing experience. This allowed us to control for potential gender differences in emotional processing and elaborative rehearsal, while manipulating how the AMs were elicited. We predicted that males would retrieve more richly experienced AMs elicited by the SenseCam images vs the verbal cues, whereas females would show equal sensitivity to both cues. The behavioural results indicated that there were no gender differences in subjective ratings of reliving, importance, vividness, emotion, and uniqueness, suggesting that gender differences in brain activity were not due to differences in these measures of phenomenological experience. Consistent with our predictions, the fMRI results revealed that males showed a greater difference in functional activity associated with the rich experience of SenseCam vs verbal cues, than did females.  相似文献   
167.
168.
169.
170.
This study addresses 3 questions regarding assessment center construct validity: (a) Are assessment center ratings best thought of as reflecting dimension constructs (dimension model), exercises (exercise model), or a combination? (b) To what extent do dimensions or exercises account for variance? (c) Which design characteristics increase dimension variance? To this end, a large set of multitrait-multimethod studies (N = 34) were analyzed, showing that assessment center ratings were best represented (i.e., in terms of fit and admissible solutions) by a model with correlated dimensions and exercises specified as correlated uniquenesses. In this model, dimension variance equals exercise variance. Significantly more dimension variance was found when fewer dimensions were used and when assessors were psychologists. Use of behavioral checklists, a lower dimension-exercise ratio, and similar exercises also increased dimension variance.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号