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The relationship between gender and word ending in French is a quasiregular one (e.g., most words ending in -ette are feminine, but not all). As such, the gender of low-frequency irregular forms (e.g., squelette, which is masculine) should take longer to classify than low-frequency regular forms according to neural network models. A regularity effect was found in Experiment 1, but it did not interact with word frequency. It was further revealed that there was difficulty in making gender decisions (Experiment 2) and gender verification responses (Experiment 3) to words whose endings were highly informative of gender, but whose associated article was not. These words were place names beginning with a vowel, like Australie, which do not take an indefinite article and whose definite article is ambiguous (1'). How a neural network might handle these results is discussed, and an alternative account is considered whereby there are two potential sources of gender information, lexical and nonlexical, with the latter being used to confirm the former. 相似文献
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Multicultural psychology has 2 related but often disconnected streams, namely cross-cultural psychology and racial and ethnic minority psychology (Hall & Maramba, 2001). We propose that advances in both fields will be facilitated if there is greater cross-fertilization, especially in methodological approaches given that proponents in both fields are interested in studying and understanding the role and impact of culture on human behavior. To facilitate this cross-fertilization, we present 3 methodological approaches that would be of value in racial and ethnic minority psychology. First, we present an overview of the importance of and the approaches to evaluating and establishing measurement equivalence. Second, we discuss recent advances in the understanding of conceptual equivalence in light of indigenous approaches, cultural manipulation, and multilevel analysis. Third, we present a combined etic-emic approach to cross-cultural personality research as illustrated by the Cross-Cultural Personality Assessment Inventory developed by Fanny Cheung and her colleagues. 相似文献
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Fanny Gyberg Ann Frisén 《Identity: An International Journal of Theory and Research》2017,17(4):239-252
The aim of this study was to investigate identity status globally and across identity domains among young Swedish adult women and men. Also, potential differences in social comparison among identity statuses were evaluated. The results showed that most of the 124 participants (50% women, Mage 33.29 years) were assigned to an achieved global identity and had made identity-defining commitments across domains. Gender differences in identity status were found in the occupational and parenthood domains. In addition, differences in social comparison orientation were found only in the parenthood domain, whereas those assigned to moratorium scored higher in social comparison than did those assigned to foreclosure and diffusion. These results bring important knowledge to our understanding of identity during young adulthood. 相似文献
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We review recent developments in the study of culture and personality measurement. Three approaches are described: an etic approach that focuses on establishing measurement equivalence in imported measures of personality, an emic (indigenous) approach that studies personality in specific cultures, and a combined emic-etic approach to personality. We propose the latter approach as a way of combining the methodological rigor of the etic approach and the cultural sensitivity of the emic approach. The combined approach is illustrated by two examples: the first with origins in Chinese culture and the second in South Africa. The article ends with a discussion of the theoretical and practical implications of the combined emic-etic approach for the study of culture and personality and for psychology as a science. 相似文献
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Two experiments were conducted to examine the effectiveness of the combination of instructions used in the Cognitive Interview (CI) and the effectiveness of a new mnemonic, the ‘cued recall’ (CR), on children's recall and suggestibility levels. In the first experiment, 229 children, ages 4–5 and 8–9, participated in a painting session. They were then interviewed with one of six interview protocols: A full CI, four of its variations, or a Structured Interview (SI). The children were then asked some misleading questions. All of the variations of the CI elicited more correct details than the SI, without a concomitant in errors or confabulations. Moreover, the CI with the change order instruction (CO) omitted reduced the children's suggestibility level. In the second experiment, this variation of the CI was tested on 57 children. Results confirmed the effectiveness of this protocol. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献