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231.
Sara A. Stevens Greg L. West Naseem Al-Aidroos Ulrich W. Weger Jay Pratt 《Psychonomic bulletin & review》2008,15(6):1148-1153
It has been suggested that two types of uninformative central cues produce reflexive orienting: gaze and arrow cues. Using
the criterion that voluntary shifts of attention facilitate both response speed and perceptual accuracy, whereas reflexive
shifts of attention facilitate only response speed (Prinzmetal, McCool, & Park, 2005), we tested whether these cues produce
reflexive or volitional shifts of attention. A cued letter discrimination task was used with both gaze (Experiments 1A and
1B) and arrow (Experiments 2A and 2B) cues, in which participants responded to the identity of the target letter. In the response
time (respond speed) tasks, participants were asked to respond as quickly as possible to the target; in the accuracy (perceptual
quality) tasks, participants were asked to respond as accurately as possible. For both cue types, compatible cues were found
to facilitate response speed but not perceptual accuracy, indicating that both gaze and arrow cues generate reflexive shifts
in attention. 相似文献
232.
The progressive demasking (PDM) task is a perceptual identification task using degraded stimulus presentation procedures, but with the advantage of providing response time (RT) measures on each trial. Participants simply press a response button whenever they recognize a word. In this article, we present newly developed, easy-to-use freeware for PDM. Considering the difficulty of programming such a paradigm with standard experimental software, we developed a program based on high-level C libraries to be executed on Windows XP computers. The program execution is millisecond accurate forRT measurements and generates the fewest possible display duration errors. 相似文献
233.
Piper ME Federmen EB McCarthy DE Bolt DM Smith SS Fiore MC Baker TB 《Journal of abnormal psychology》2008,117(1):94-105
Various theories have proposed mechanisms for drug motivation and relapse. For instance, negative reinforcement theories focus on the alleviation of withdrawal. However, other theories and some data cast doubt on the importance of withdrawal as a motivator of addictive drug use. Using data from a randomized double-blind placebo-controlled smoking cessation treatment study (N=608), this research examined the impact of withdrawal on drug motivation and the ability to maintain abstinence. Withdrawal was experimentally manipulated by randomly assigning participants to receive active bupropion versus placebo. Mediation analyses revealed that active bupropion reduced the amount of withdrawal and craving that individuals reported in the 1st week post quit; modest support was also found for smaller declines in positive affect. These effects, in turn, were all positively associated with posttreatment abstinence. These results implicate withdrawal as an important factor in motivating persistent tobacco use. 相似文献
234.
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
235.
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
236.
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: |
237.
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
238.
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
239.
240.