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181.
182.
Michael E. Hyland Sidney H. Irvine Clive Thacker Peter L. Dann Ian Dennis 《Current psychology (New Brunswick, N.J.)》1989,8(3):228-233
The factor structure of the Stunkard-Messick Eating Questionnaire (SMEQ) differs from that of the Dutch Eating Behavior Questionnaire
(DEBQ). Using students and members of a weight watchers club, we factor-analyzed responses to the SMEQ and produced a solution
which was different from that obtained by Stunkard and Messick, but which had some similarities to the factor structure of
the DEBQ. “External” taste items and “internal” hunger items loaded on the same factor, a finding inconsistent with externality
theory but consistent with the common sense notion of appetite strength. Although our finding suggests factor instability
of the SMEQ, the stability of the DEBQ appears to be the consequence of a restricted range of DEBQ items compared with SMEQ
items.
Financial support for this research was given by Lilly Industries. 相似文献
183.
Sidney Rosen Susan E. Mickler Wai Hing Cheuk William D. McIntosh Thomas F. Harlow Patrick Rawa Winona Cochran 《Current psychology (New Brunswick, N.J.)》1996,15(2):99-112
Two experiments support and extend the thesis that rejection of their help is stressful for would-be helpers, and that it leads to “damage controlling” reactions whose eventual goal is to restore their self-image of being efficacious at helping and caring. American college students were invited to offer help, if they wished, to a poorly performing (confederate) recipient who then either rejected or accepted it. Rejected helpers expressed relatively negative affect, biased postdictions of low acceptance, claims of low decision control, recipient- and self-devaluation, and less desire for further association. Individual differences in self-perceived “efficacious caring” and manipulated level of recipient need were shown to moderate some of these outcome reactions. Violated expectancy of acceptance was shown to mediate some of these reactions. Studies were cited showing the generalizability of these findings and theoretical framework to applied contexts and across cultural settings. 相似文献
184.
Sidney Strauss Tamar Globerson Rachel Mintz 《Journal of applied developmental psychology》1983,4(2):125-147
The present study was conducted for two purposes. The first was to test the relations between the schema of atomism and the concept of density, and to examine the effects of Piagetian stage and M-capacity on these relations. This was accomplished by giving training for the schema of atomism to children at different stages and with varying M- capacities. The second purpose was to test the effects of age (9–10 versus 11–12 years) and IQ (gifted versus nongified children) as variables that would influence the outcome of training. A total of 120 children were tested. The findings were that the effects of the training and the IQ variables were significant while the effect of the age variable was not. When stage and M-capacity were covaried the effects of training and IQ remained significant. Implications for issues of developmental theory and educational practice are discussed. 相似文献
185.
Sidney H. Irvine 《International journal of psychology》1969,4(3):217-228
L'A présente les résultats d'un certain nombre d'expéricnces qui ont été réalisées avec les Progressive Matrices de Raven en Afrique et en Grande-Bretagne. II a utilisé des méthodes d'analyse factorielle pour comparer la difficulté des items d'une culture à L'autre et pour décrire les différentes stratégies individuelles des répondants. Les principales conclusions sont les suivantes : 1. Les tests qui utilisent des dessins et des figures sont des instruments complexes qui entraînent des biais caractéristiques dans les réponses. 2. Ces biais jettent un certain doute sur L'idée qu'il peut exister des tests libres de toute influence culturelle ou même dans lesquels les facteurs culturels seraient réduits. 3. Les résultats sont mis en liaison avec une théorie de L'intelligence qui met L'accent sur le rôle du système de valeurs en vigueur dans une société donnée; le système de valeurs dètermine en partie la nature des capacités humaines et leurs rclations. 相似文献
186.
This study examined the relationship between performance outcome, time spent working at a task, and attributions to ability versus effort. It also explored differences in performance time as a function of self-esteem and task-performance expectancies. Subjects worked on a series of concept-attainment items and then were given either success or failure feedback regarding their performance and also information that they had worked either faster or slower than other subjects. They then evaluated their performance and that of a fictitious subject who had also purportedly done the task. Subjects attributed their own and other subjects' successes more to ability if they spent less time at the task and failure outcomes more to ability if they had spent more time at the task. Attributions to success and failure outcomes differed as a function of the interactive effect of self-esteem and task-specific expectancies. Low self-esteem subjects tended to attribute expected outcomes more to ability and unexpected outcomes more to effort, whereas high self-esteem subjects attributed successes more to ability and failure more to effort. Practice time and criteria for satisfaction were also a joint function of self-esteem and task-performance expectancy. The results suggest that task-performance expectancies must be considered when evaluating the role of self-esteem in determining people's responses in performance situations. 相似文献
187.
188.
This research investigated the influence of parental practices on helpless behaviors of struggling readers during homework tasks. Parents (N = 36) of elementary students reported on their children's helpless behaviors, such as task avoidance and negative affect, during homework assignments, and on the nature and frequency of their support. Distinctions were made between parental support considered to be strategic, compensatory, or intrusive. Additional variables that influence achievement behaviors were assessed, including children's language skills, academic abilities, and behavior regulation. Parent support considered intrusive, such as unsolicited interruptions and corrections, along with children's behavior regulation abilities, accounted for the greatest variation in struggling readers' helpless behaviors. 相似文献
189.
Respond,don’t react: The influence of mindfulness training on performance monitoring in older adults
Colette M. Smart Sidney J. Segalowitz 《Cognitive, affective & behavioral neuroscience》2017,17(6):1151-1163
A sizeable body of literature demonstrates positive effects of mindfulness training on brain, behavior, and psychological processes in both novice and expert practitioners as compared to non-meditators. However, only more recently has research begun to examine the specific mechanisms by which mindfulness exerts these effects. In the current study, we used event-related potentials (error-related negativity (ERN), error positivity (Pe)) to test the hypothesis that performance monitoring is one such mechanism. We conducted a randomized controlled trial in healthy older adults (n = 36), relevant because markers of performance monitoring are known to decline with normal aging. Compared to an active control condition, mindfulness participants showed an increase in the ERN, without an increase in the Pe. Participants in both groups reported a reduction in self-report of anxiety and self-judgment of one’s own mental functioning, indicating the subjective impression of benefit from each intervention type. The current results are important insofar as they support the purported self-regulatory functions of mindfulness (i.e., learning to respond, not react), as well as demonstrating that such positive effects can be obtained in an older adult sample, both of which have important implications for intervention. 相似文献
190.
Sidney Rosen Lynn M. Musser Joyce Smith Brown 《Current psychology (New Brunswick, N.J.)》2002,21(4):319-332
Being imitated has generally been regarded as a positive experience conducive to reciprocal imitation of and increased attraction
to one’s imitator. An experiment on 3rd-graders, in an adaptation of a Thelen-Kirkland paradigm, investigates whether the
receipt of public recognition for a good product would simply amplify those positive effects, or would tend to reverse them,
and explores whether gender would moderate models, reactions under such conditions. Recognition allocation was manipulated
by having an “authority” award a symbolic star solely to the model, to the confederate imitator alone, to the confederate
nonimitator alone, or to no one. The results suggested that the boys rather than girls showed amplification effects of receiving
sole recognition: they reciprocally imitated more, and expressed greater attraction to, their same-sex imitator than did the
girls. Overall, models expressed relatively less attraction to the imitator than to the nonimitator. When interviewed, the
models were equally divided as to which of the two deserved the recognition when they themselves or their imitator received
it, but they stated unequivocally that the nonimitator who received the recognition deserved it. They also clearly stated
a preference for those tasks on which they themselves had been imitated—given that they themselves or their imitator had received
recognition credit, compared to models in the nonimitator-recognition and control conditions. It is clear that recognition
allocation is an important construct that should be considered in investigating models, reactions to being imitated, particularly
in the light of its significance in the adult world, at least of this culture. Several directions are proposed for pursuing
this construct further. 相似文献