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111.
Cosand LD Cavanagh TM Brown AA Courtney CG Rissling AJ Schell AM Dawson ME 《Consciousness and cognition》2008,17(4):1105-1113
There are wide individual differences in the ability to detect a stimulus contingency embedded in a complex paradigm. The present study used a cognitive masking paradigm to better understand individual differences related to contingency learning. Participants were assessed on measures of electrodermal arousal and on working memory capacity before engaging in the contingency learning task. Contingency awareness was assessed both by trial-by-trial verbal reports obtained during the task and by a short post-task recognition questionnaire. Participants who became aware had fewer non-specific skin conductance responses and tended to score higher on a digit span assessment. Skin conductance level was not significantly lower in the aware group than in the unaware group. These findings are consistent with studies showing that lower arousal and greater cognitive processing capacity facilitate conscious perception of a greater breadth of information within a scene or a task. 相似文献
112.
John C Courtney Juliet P Dinkins Lyle M Allen Katherine Kuroski 《Child neuropsychology》2003,9(2):109-116
The assessment of effort is a fundamental component of test performance analysis, since effort determines whether a psychological evaluation is valid. The assessment of effort in children has proven problematic. This may be related to the variable and inconsistent nature of children's developing self-regulatory systems, and the fact that measures commonly used to assess effort were standardized on adults. If one uses effort measures designed for adults to assess children, then one must presume that the maintenance of effort in children is comparable to the same behavior in adults. However, because children's executive functioning, including their abilities to self-regulate, attend, concentrate, and to engage in various cognitive activities improve with time (Barkley, 1997, pp. 209-234), our hypothesis is that young children's effort regulation is dissimilar to that of adults, and the presumption of similarity is implausible. The purpose of this study was to determine whether age is a significant influence upon young children's performances on the Computerized Assessment of Response Bias (CARB) and Word Memory Test (WMT). Statistical analysis suggests that younger children (those under 10 years of age) tended to produce poorer performance on these instruments. Younger children's scores differed significantly from children ages 10 and older. Children 11 years and older produced CARB and WMT results similar to adult participants, suggesting a viability for adult normative comparisons with children in this age range. The current investigation concluded that children's maintenance of effort appears to be significantly related to age and reading ability level. Consequently, the use of current adult-based norms with the CARB and WMT, without regard for a child's developmental status and other contextual factors such as the child's ability to read, appears ill-advised especially with children under 11 years of age. 相似文献
113.
Client satisfaction with therapy services and therapists' perspectives of treatment evaluation were examined in relation to therapist and client racial similarity. Secondary data from a university marriage and family therapy clinic located in the southeast was used to pair therapists and clients on racial similarity or difference. Statistical analyses revealed no major differences in clients' perceptions of satisfaction based on similarity to therapists' race. Therapists indicated some differences in their perceptions of the success of services provided to clients based on similarity to client's race. Implications for researchers, clinicians, and educators are included. 相似文献
114.
Children’s social interactions are often dependent upon the setting or context in which they occur. The current study explored
the school bus as a unique context for social interaction. One hundred and fifty-seven elementary school students (78 males
and 79 females), in grades 3, 4, and 5, completed a questionnaire concerning the rate and types of prosocial and aggressive
behaviors that occur on the school bus ride. Overall, findings indicated that students were prosocial more often on the school
bus than they were aggressive. Regarding the types of social behaviors, differences found in the current study were distinctive.
Participants mentioned non-traditionally studied prosocial behaviors (e.g., companionship and benevolence) more often than
traditionally studied behaviors (e.g., sharing and helping). In addition, participants mentioned physical aggression more
often among their female peers than among their male peers. This study reveals the importance of context in understanding
children’s social behaviors. It is concluded that the present results have important implications for the school bus context
and for future research on children’s social interactions.
相似文献
Courtney C. GalligerEmail: |
115.
Teaching is a powerful form of social learning, but there is little systematic evidence that it occurs in species other than humans. Using long-term video archives the foraging behaviors by mother Atlantic spotted dolphins (Stenella frontalis) were observed when their calves were present and when their calves were not present, including in the presence of non-calf conspecifics. The nine mothers we observed chased prey significantly longer and made significantly more referential body-orienting movements in the direction of the prey during foraging events when their calves were present than when their calves were not present, regardless of whether they were foraging alone or with another non-calf dolphin. Although further research into the potential consequences for the naïve calves is still warranted, these data based on the maternal foraging behavior are suggestive of teaching as a social-learning mechanism in nonhuman animals. 相似文献
116.
Kathleen H. Corriveau Angie L. Kim Courtney E. Schwalen Paul L. Harris 《Cognition》2009,113(2):213-225
Based on the testimony of others, children learn about a variety of figures that they never meet. We ask when and how they are able to differentiate between the historical figures that they learn about (e.g., Abraham Lincoln) and fantasy characters (e.g., Harry Potter). Experiment 1 showed that both younger (3- and 4-year-olds) and older children (5-, 6-, and 7-year-olds) understand the status of familiar figures, correctly judging historical figures to be real and fictional figures to be pretend. However, when presented with information about novel figures embedded in either a realistic narrative or a narrative with obvious fantasy elements, only older children used the narrative to make an appropriate assessment of the status of the protagonist. In Experiment 2, 3-, and 4-year-olds were prompted to judge whether the story events were really possible or not. Those who did so accurately were able to deploy that judgment to correctly assess the status of the protagonist. 相似文献
117.
Reductions in shock frequency and response effort as factors in reinforcement by timeout from avoidance 总被引:1,自引:1,他引:0 下载免费PDF全文
Rats' presses on one lever canceled shocks programmed after variable cycles, while presses on a second lever occasionally produced a 2-min timout during which the shock-delection schedule was suspended and its correlated stimuli removed. These concurrent schedules of avoidance and timeout were embedded in a multiple schedule whose components differed, within and across conditions, in terms of the programmed shock rate associated with the shock-deletion schedule. Analyses based on the generalized matching law suggest that the reduction in the response requirement correlated with termination of the avoidance schedule was a more important factor in the reinforcing effectiveness of timeout than was shock-frequency reduction, at least in 2 of 3 rats. After training in each condition, responding on the timeout lever was extinguished by withholding timeouts in both components over seven sessions. Resistance to extinction varied directly with the rates of both shock-frequency reduction and avoidance-response reduction experienced during training. Although reduction in response effort appeared to dominate shock-frequency reduction in the maintenance of responding, neither factor had a clear advantage in predicting the course of extinction. 相似文献
118.
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120.
Paul W. Clement
D. Courtney Milne
《Behaviour research and therapy》1967,5(4):301-312Eleven third-grade boys were randomly assigned to three play therapy groups. The boys had been referred by their teachers because of shy, withdrawn behavior. The Token Group met in a play group (4 Ss), had a therapist, and received tangible reinforcements for social approach behavior. The Verbal Group (4 Ss) was treated similarly to the Token Group except that no tangible reinforcements were used. The Control Group (3 Ss) met in a play group without a therapist present. Fourteen play sessions were held for each group. The Token Group changed more than the Verbal Group; the Verbal Group changed more than the Control Group; the Control Group showed no change on the objective measures used. The Token Group exhibited an increase in social approach behavior and a decrease in discrete, problem behavior. The Verbal Group increased slightly in social approach behavior. All groups failed to demonstrate changes in “productivity”, “anxiety” and “general psychological adjustment”. 相似文献