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   848篇
  免费   7篇
  855篇
  2024年   7篇
  2023年   12篇
  2022年   13篇
  2021年   18篇
  2020年   20篇
  2019年   35篇
  2018年   38篇
  2017年   53篇
  2016年   49篇
  2015年   29篇
  2014年   18篇
  2013年   103篇
  2012年   63篇
  2011年   76篇
  2010年   27篇
  2009年   28篇
  2008年   45篇
  2007年   36篇
  2006年   40篇
  2005年   28篇
  2004年   30篇
  2003年   25篇
  2002年   18篇
  2001年   7篇
  2000年   3篇
  1999年   5篇
  1998年   2篇
  1996年   3篇
  1995年   1篇
  1994年   4篇
  1993年   2篇
  1992年   3篇
  1991年   1篇
  1988年   3篇
  1986年   1篇
  1985年   1篇
  1983年   1篇
  1982年   1篇
  1981年   3篇
  1980年   1篇
  1978年   1篇
  1973年   1篇
排序方式: 共有855条查询结果,搜索用时 15 毫秒
21.
We examine whether children with early unilateral brain injury show an IQ decline over the course of development. Fifteen brain injured children were administered an IQ test once before age 7 and again several years later. Post-7 IQ scores were significantly lower than pre-7 IQ scores. In addition, pre-7 IQ scores were lower for children with larger lesions, but children with smaller lesions and higher pre-7 IQ scores showed a greater IQ decline over time. These findings suggest that the cognitive outcomes of children with early lesions, particularly those with relatively small lesions, change over the course of development.  相似文献   
22.
23.
24.
Processing visually degraded stimuli is a common experience. We struggle to find house keys on dim front porches, to decipher slides projected in overly bright seminar rooms, and to read 10th-generation photocopies. In this research, we focus specifically on stimuli that are degraded via reduction of stimuluscontrast and address two questions. First, why is it difficult to process low-contrast, as compared with high-contrast, stimuli? Second, is the effect of contrastfundamental in that its effect is independent of the stimulus being processed and the reason for processing the stimulus? We formally address and answer these questions within the context of a series of nested theories, each providing a successively stronger definition of what it means for contrast to affect perception and memory. To evaluate the theories, we carried out six experiments. Experiments 1 and 2 involved simple stimuli (randomly generated forms and digit strings), whereas Experiments 3–6 involved naturalistic pictures (faces, houses, and cityscapes). The stimuli were presented at two contrast levels and at varying exposure durations. The data from all the experiments allow the conclusion that some function of stimulus contrast combines multiplicatively with stimulus duration at a stage prior to that at which the nature of the stimulus and the reason for processing it are determined, and it is the result of this multiplicative combination that determines eventual memory performance. We describe a stronger version of this theory— the sensory response, information acquisition theory—which has at its core, the strong Bloch’s-law-like assumption of a fundamental visual system response that is proportional to the product of stimulus contrast and stimulus duration. This theory was, as it has been in the past, highly successful in accounting for memory for simple stimuli shown at short (i.e., shorter than an eye fixation) durations. However, it was less successful in accounting for data from short-duration naturalistic pictures and was entirely unsuccessful in accounting for data from naturalistic pictures shown at longer durations. We discuss (1) processing differences between short- and long-duration stimuli, (2) processing differences between simple stimuli, such as digits, and complex stimuli, such as pictures, (3) processing differences between biluminant stimuli (such as line drawings with only two luminance levels) and multiluminant stimuli (such as grayscale pictures with multiple luminance levels), and (4) Bloch’s law and a proposed generalization of the concept ofmetamers.  相似文献   
25.
The authors address whether a hindsight bias exists for visual perception tasks. In 3 experiments, participants identified degraded celebrity faces as they resolved to full clarity (Phase 1). Following Phase 1, participants either recalled the level of blur present at the time of Phase 1 identification or predicted the level of blur at which a peer would make an accurate identification. In all experiments, participants overestimated identification performance of naive observers. Visual hindsight bias was greater for more familiar faces--those shown in both phases of the experiment--and was not reduced following instructions to participants to avoid the bias. The authors propose a fluency-misattribution theory to account for the bias and discuss implications for medical malpractice litigation and eyewitness testimony.  相似文献   
26.
27.
28.
29.
Antecedents and consequences of emotional display rule perceptions   总被引:6,自引:0,他引:6  
Central to all theories of emotional labor is the idea that individuals follow emotional display rules that specify the appropriate expression of emotions on the job. This investigation examined antecedents and consequences of emotional display rule perceptions. Full-time working adults (N = 152) from a variety of occupations provided self-report data, and supervisors and coworkers completed measures pertaining to the focal employees. Results using structural equation modeling revealed that job-based interpersonal requirements, supervisor display rule perceptions, and employee extraversion and neuroticism were predictive of employee display rule perceptions. Employee display rule perceptions, in turn, were related to self-reported job satisfaction and coworker ratings of employees' emotional displays on the job. Finally, neuroticism had direct negative relationships with job satisfaction and coworker ratings of employees' emotional displays.  相似文献   
30.
Background. Although class attendance is linked to academic performance, questions remain about what determines students' decisions to attend or miss class. Aims. In addition to the constructs of a common decision‐making model, the theory of planned behaviour, the present study examined the influence of student role identity and university student (in‐group) identification for predicting both the initiation and maintenance of students' attendance at voluntary peer‐assisted study sessions in a statistics subject. Sample. University students enrolled in a statistics subject were invited to complete a questionnaire at two time points across the academic semester. A total of 79 university students completed questionnaires at the first data collection point, with 46 students completing the questionnaire at the second data collection point. Method. Twice during the semester, students' attitudes, subjective norm, perceived behavioural control, student role identity, in‐group identification, and intention to attend study sessions were assessed via on‐line questionnaires. Objective measures of class attendance records for each half‐semester (or ‘term’) were obtained. Results. Across both terms, students' attitudes predicted their attendance intentions, with intentions predicting class attendance. Earlier in the semester, in addition to perceived behavioural control, both student role identity and in‐group identification predicted students' attendance intentions, with only role identity influencing intentions later in the semester. Conclusions. These findings highlight the possible chronology that different identity influences have in determining students' initial and maintained attendance at voluntary sessions designed to facilitate their learning.  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