全文获取类型
收费全文 | 277篇 |
免费 | 10篇 |
出版年
2023年 | 7篇 |
2022年 | 2篇 |
2020年 | 5篇 |
2019年 | 9篇 |
2018年 | 11篇 |
2017年 | 8篇 |
2016年 | 15篇 |
2015年 | 2篇 |
2014年 | 5篇 |
2013年 | 33篇 |
2012年 | 15篇 |
2011年 | 8篇 |
2010年 | 5篇 |
2009年 | 5篇 |
2008年 | 12篇 |
2007年 | 11篇 |
2006年 | 9篇 |
2005年 | 17篇 |
2004年 | 19篇 |
2003年 | 16篇 |
2002年 | 13篇 |
2001年 | 8篇 |
2000年 | 6篇 |
1999年 | 7篇 |
1998年 | 3篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 3篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1964年 | 1篇 |
排序方式: 共有287条查询结果,搜索用时 15 毫秒
121.
Two experiments were conducted to examine the effects of elaboration on recognition memory. Subjects were given either simple or complex sentences to learn and were tested for recognition of either an individual target word or the entire sentence. Complex sentences supported better recognition performance only when the test item allowed the subject to easily redintegrate the initial encoding context, either by re-presenting the encoded sentence as the test item or by constructing sentences such that the component words of the sentence could be easily redintegrated from an individual target item. It was suggested that complex, elaborate encoding established a richer trace, but that this richness can be utilized to enhance recognition only when the test conditions permit a reinstatement of the original encoding context. 相似文献
122.
Bialystok E Craik FI Ruocco AC 《Quarterly journal of experimental psychology (2006)》2006,59(11):1968-1983
Two experiments are reported in which monolingual and bilingual participants who were younger (Experiment 1) or older (Experiment 2) adults performed in a dual-task classification paradigm. Visually (primary task) and auditorily (secondary task) presented stimuli were classified into two categories. The stimuli belonged to two domains, letters or numbers (LN) and animals or musical instruments (AM), and the two task modalities used stimuli from the same (related) or opposite (unrelated) domains. For both age groups, bilinguals were less disrupted than monolinguals in visual sorting in the LN domain, and relatedness affected performance only in the AM domain. The results indicate different processing demands for the two domains, with the simpler domain (LN) favouring bilinguals and the more semantically complex domain (AM) favouring related judgements for the two task modalities. 相似文献
123.
McGrath RE 《Journal of personality assessment》2005,85(2):112-124
Despite a century of methodological and conceptual advances in the technology of psychosocial measurement, poor correspondence between indicators and the constructs they are intended to represent remains a limiting factor to the accumulation of scientific knowledge. Longstanding conventions in measurement may contribute to the failure to develop optimal criteria. These conventions include the focus on complex over simple constructs and the use of multi-item measures of disparate content to represent those constructs. Several arguments suggest that such a measurement model compromises the potential for developing measures that accurately reflect psychosocial phenomena. The article concludes with some preliminary suggestions concerning an alternative model that may address this construct validity problem more effectively. 相似文献
124.
Following pretraining with everyday objects, 10 children aged from 1 to 4 years were given common vocal tact training with a set of three pairs of arbitrary stimuli of differing shapes; Set 1. Nine children learned to tact one stimulus as "zog" and the other as "vek" in each pair, and all passed subsequent pairwise tests for the corresponding listener behavior to each listener stimulus (i.e., /zog/ and /vek/, respectively). The children were next trained to clap to one stimulus of Pair 1 and wave to the other, and all then showed name-consistent transfer of these behaviors to the stimuli of Pair 2 and Pair 3. Seven children also were given a test of listener responding to experimenter-modeled clap and wave gestures, respectively, which they all passed. Four of the children next participated in a category match-to-sample test for the Set 1 stimuli; all 4 passed. For each pair of two additional six-stimuli sets, Set 2 and Set 3, 3 children were trained to wave to one stimulus and to clap to the other. For each set, all 3 children showed perfect transfer of the vocal tacts trained to Set 1, and of listener behavior both to the auditory stimuli /zog/ and /vek/ and to experimenter-modeled clap and wave gestures. They also sorted the stimuli perfectly in category match-to-sample tests for Set 2, Sets 1 and 2 combined, Set 3, and Sets 1, 2, and 3 combined. The results show that even in very young children, naming is a powerful means of generating new category relations among as many as 18 arbitrary stimuli. 相似文献
125.
Divided attention in younger and older adults: effects of strategy and relatedness on memory performance and secondary task costs 总被引:4,自引:0,他引:4
Naveh-Benjamin M Craik FI Guez J Kreuger S 《Journal of experimental psychology. Learning, memory, and cognition》2005,31(3):520-537
Divided attention at encoding leads to a significant decline in memory performance, whereas divided attention during retrieval has relatively little effect; nevertheless, retrieval carries significant secondary task costs, especially for older adults. The authors further investigated the effects of divided attention in younger and older adults by using a cued-recall task and by measuring retrieval accuracy, retrieval latency, and the temporal distribution of attentional costs at encoding and retrieval. An age-related memory deficit was reduced by pair relatedness, whereas strategy instructions benefited both age groups equally. Attentional costs were greater for retrieval than for encoding, especially for older adults. These findings are interpreted in light of notions of an age-related associative deficit (M. Naveh-Benjamin, 2000) and age-related differences in the use of self-initiated activities and environmental support (F. I. M. Craik, 1983, 1986). 相似文献
126.
Peter?KutnickEmail author Peter?Blatchford Ed?Baines 《Social Psychology of Education》2005,8(4):349-374
Pupil groupings within classrooms are a constant social pedagogic factor which effect participation and learning. The grouping
of pupils provides a dynamic relationship between learning tasks and the classroom context within which learning takes place.
This paper explores types of pupil groupings found in secondary school classrooms related to themes of group size and composition,
learning task, group interaction and teacher presence. The paper questions how classroom groupings may be related to the circumstances
that promote or inhibit school learning. Previous studies concerning classroom grouping in secondary schools have been dominated
by ability or attainment level of the child. The approach and review presented in this study advances a new and more extensive
understanding of social pedagogic activity within classrooms. Empirically, a novel classroom “mapping” method with follow-up
questions for teachers was used to identify within-class grouping characteristics of children aged 12 and 15 years (in school
Years 7 and 10), across curriculum subjects (English, mathematics, science and humanities) in secondary schools. Maps were
drawn for 250 classrooms and explained by teachers from 47 schools in England. Results identified that a variety of groupings
were found in most classes. Use of particular groupings related to phase of lesson and, to some extent, curriculum. The results
showed: little pedagogic association with learning task or interaction; teacher presence associated with control of knowledge;
and group composition dominated by stereotypical adolescent friendships. Discussion considers the social pedagogic potential
of grouping (with regard to relational capital), control of knowledge and social structure of the classroom attributed to
the teacher, and patterns of grouping that may be associated with polarisation in the classroom.
*Research reported was part of the GRIS (The Nature and Use of Within Class Groupings in Secondary Schools) project funded
by the ESRC, grant number R000238172. 相似文献
127.
Coghlan P 《Theoretical medicine and bioethics》2005,26(3):195-206
At the heart of Peter Singer’s utilitarianism is the impartial weighing of the interests of those affected by our actions. Singer calls this the Principle of Equal Consideration of Interests. This paper argues that Singer’s Principle does not accord with our moral intuitions and the logic of our moral thinking. It discusses the Principle in the context of the parable of the Prodigal Son and his Brother – a parable that raises the issue of impartiality in a particularly challenging way. What the parable shows is, first, that our moral thinking often turns on judgements of fairness that are prior to any impartial weighing of interests; and, second, that impartial fairness itself is sometimes transcended by compassionate love. Both of these points have important implications for bioethics. 相似文献
128.
This research is a preliminary evaluation study to determine whether group counselling based on schema therapy has an effect on academic expectation stress in high school students. In this study, a 2 × 3 split-plot design was used. The Academic Expectation Stress Inventory was applied for data collection purposes. The effect of group counselling based on schema therapy on academic expectation stress was tested using a two-factor ANOVA for mixed measurements. As a result of the analysis, the intervention*time effect was found to be significant with regard to academic expectation stress. The findings obtained in the study reveal that group counselling based on schema therapy creates a significant decrease in adolescents' academic expectation stress level, and this decline continues, as shown in the follow-up test. As a result, it can be said that the group counselling programme based on schema therapy, which was developed as a preliminary evaluation study, has the potential to reduce the academic expectation stress level of high school students. 相似文献
129.
130.