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91.
Clay F Bowers JS Davis CJ Hanley DA 《Journal of experimental psychology. Learning, memory, and cognition》2007,33(5):970-976
Semantic and orthographic learning of new words was investigated with the help of the picture-word interference (PWI) task. In this version of the Stroop task, picture naming is delayed by the simultaneous presentation of a semantically related as opposed to an unrelated distractor word (a specific PWI effect), as well as by an unrelated word compared with a nonword (a general PWI effect). This interference is taken to reflect automatic orthographic and semantic processing. The authors observed that participants showed both types of PWI effects for newly learned words following a single study session. Interestingly, specific PWI effects were not obtained immediately after testing but did emerge a week later without additional practice. This suggests that a period of consolidation is involved in the establishment of word representations. In addition, identical PWI effects were obtained when the study and test words were presented in either the same or different letter case. This provides evidence that the newly acquired orthographic representations are coded in an abstract format. 相似文献
92.
“This way!”, “No! That way!”—3-year olds know that two people can have mutually incompatible desires
In theory of mind research, there is a long standing dispute about whether children come to understand the subjectivity of both desires and beliefs at the same time (around age 4), or whether there is an asymmetry such that desires are understood earlier. To address this issue, 3-year olds’ understanding of situations in which two persons have mutually incompatible desires was tested in two studies. Results revealed that (i) children were quite proficient at ascribing incompatible desires to two persons, and in simpler scenarios even incompatible desire-dependent emotions; (ii) children showed this proficiency even though they mostly failed the false belief task. Overall, these results suggest that there is an asymmetry such that young children come to understand the subjective nature of desires before they understand the corresponding subjectivity of beliefs. Possible explanations for this asymmetry are discussed in light of conceptual change and information-processing accounts of theory of mind development. 相似文献
93.
Antecedents and Outcomes of Perceived Locus of Causality: An Application of Self-Determination Theory 总被引:1,自引:0,他引:1
Daniel B. Turban Hwee Hoon Tan Kenneth G. Brown Kennon M. Sheldon 《Journal of applied social psychology》2007,37(10):2376-2404
We extended self-determination theory by examining personality antecedents and self-regulatory consequences of perceived locus of causality (PLOC), which is the extent to which individuals perceive their actions as caused by internal or external reasons. We theorized that personality would influence PLOC and that individuals with internal PLOC would engage in more self-regulatory activities, which would in turn predict performance and enjoyment. We used structural equation modeling with data collected from 260 students at 4 time points to test our hypotheses. The model fit the data well. Although personality had direct effects on the self-regulatory activities of effort and meta-cognitive strategies, in addition to the indirect effects via PLOC, tests confirmed that including the indirect effects produced the best-fitting model. 相似文献
94.
To evaluate psychometric properties the Chinese (mainland) version of the 30-item Job Content Questionnaire was administered to 889 employees in 4 industries of PetroChina. A retest at 3 months with 296 randomly chosen employees showed reliabilities ranged from .76 to .93. Cronbach coefficients alpha for the 8 dimensions ranged from .43 to .88, indicating that the Job Insecurity subscale had low internal consistency. Exploratory factor analysis showed 8 meaningful factors corresponding to the 8 theoretical dimensions of this questionnaire. This version has variable a but suitable retest to be a reliable and valid measure of job strain, applicable to the Chinese industrial working population of PetroChina. 相似文献
95.
The authors employed a virtual environment to investigate how humans use haptic and visual feedback in a simple, rhythmic object-manipulation task. The authors hypothesized that feedback would help participants identify the appropriate resonant frequency and perform online control adjustments. The 1st test was whether sensory feedback is needed at all; the 2nd was whether the motor system combines visual and haptic feedback to improve performance. Task performance was quantified in terms of work performed on the virtual inertia, ability to identify the correct rhythm, and variability of movement. Strict feedforward control was found to be ineffective for this task, even when participants had previous knowledge of the rhythm. Participants (N = 11) performed far better when feedback was available (11 times more work, 2.2 times more precise frequency, 30% less variability; p < .05 for all 3 performance measures). Using sensory feedback, participants were able to rapidly identify 4 different spring-inertia systems without foreknowledge of the corresponding resonant frequencies. They performed over 20% more work with 24% less variability when provided with both visual and haptic feedback than they did with either feedback channel alone (p < .05), providing evidence that they integrated online sensory channels. Whereas feedforward control alone led to poor performance, feedback control led to fast tuning or calibration of control according to the resonant frequency of the object, and to better control of the rhythmic movement itself. 相似文献
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99.
Woon Chia Liu C. K. John Wang Oon Seng Tan Jessie Ee Caroline Koh 《The British journal of educational psychology》2009,79(1):87-106
Background The project work (PW) initiative was launched in 2000 by the Ministry of Education, Singapore, to encourage application of knowledge across disciplines, and to develop thinking, communication, collaboration, and metacognitive skills. Although PW has been introduced for a few years, few studies have examined the motivation of students in PW, especially with the use of the recently proposed 2 × 2 achievement goal framework. Aim To use a cluster analytic approach to identify students' achievement goal profiles at an intra‐individual level, and to examine their links to various psychological characteristics and perceived outcomes in PW. Sample Participants were 491 Secondary 2 students (mean age=13.78, SD = 0.77) from two government coeducational schools. Method Cluster analysis was performed to identify distinct subgroups of students with similar achievement goal profiles. One‐way MANOVAs, followed by post hoc Tukey HSD tests for pairwise comparisons were used to determine whether there was any significant difference amongst clusters in terms of the psychological characteristics and perceived outcomes in PW. Results Four distinct clusters of students were identified. The cluster with high achievement goals and the cluster with moderately high goals had the most positive psychological characteristics and perceived outcomes. In contrast, the cluster with very low scores for all four achievement goals had the most maladaptive profile. Conclusio The study provides support for the 2 × 2 achievement goal framework, and demonstrates that multiple goals can operate simultaneously. However, it highlights the need for cross‐cultural studies to look into the approach–avoidance dimension in the 2 × 2 achievement goal framework. 相似文献
100.
Traditionally, liberals have confined religion to the sphere of the ‘private’ or ‘non-political’. However, recent debates
over the place of religious symbols in public spaces, state financing of faith schools, and tax relief for religious organisations
suggest that this distinction is not particularly useful in easing the tension between liberal commitments to equality on
the one hand, and freedom of religion on the other. This article deals with one aspect of this debate, which concerns whether
members of religious communities should receive exemptions from regulations that place a distinctively heavy burden on them.
Drawing on Habermas’ understanding of churches as ‘communities of interpretation’, we explore possible alternatives to both
the ‘rule-and-exemption’ approach and the ‘neutralist’ approach. Our proposal rests on the idea of mutual learning between
secular and religious perspectives. On this interpretation, what is required is (i) the generation and maintenance of public
spaces in which there could be discussion and dialogue about particular cases, and (ii) evaluation of whether the basic conditions
of moral discourse are present in these spaces. Thus deliberation becomes a touchstone for the building of a shared democratic
ethos. 相似文献