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91.
We present an example of an innovative constructed response test format–a write-in/mark-in paper-and-pencil test–as an alternative to the traditional multiple-choice paper-and-pencil test, with the potential for reducing subgroup differences. We present subgroup differences data on these 2 paper-and-pencil test formats on an operational promotional exam in a sample of African American and White firefighters. The tests were designed to measure the same content domain. Using within-subjects data that compared the performance of 13 African American and 14 White fire captains, and between-subjects data that compared the performance of 21 African American and 49 White fire captains, several results were in the predicted direction such that subgroup differences were reduced on the constructed response test. However, these results did not reach statistical significance. Therefore, the study points to the need for additional research to further evaluate the promise of the constructed response test format. 相似文献
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The authors developed and tested a multistage model of distal and proximal predictors of leader performance in an effort to shed greater light on the intermediate linkages between broad leader traits and performance. Predictor and criterion data were obtained from 471 noncommissioned officers in the U.S. Army. A model with cognitive ability and 3 of the Big 5 personality factors as distal antecedents, leadership experiences and motivation to lead as semidistal antecedents, and the knowledge, skills, and ability (KSAs) to lead as proximal antecedents of leader performance provided a good fit to the data. More specifically, the effects of the distal and semidistal antecedents on leader performance were partially mediated by more proximal variables, whereas leader KSAs demonstrated a relatively strong, direct influence on performance. The 1 exception was that Conscientiousness—a hypothesized distal antecedent—had a notable direct effect on leader performance. The implications of these findings for leadership research and practice are discussed. 相似文献
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In Phase 1 of this study, communicators responded truthfully or deceptively to positive or negative interrogative probes. In Phase 2, the interviews were shown, at four levels of probe exposure, to observers who rated the communicators' eracity. In Phase 3, verbal and nonverbal cues were correlated with actual and perceived deception. Although exposure level had no effect on detection accuracy, liars and trulhtellers exposed to negative interrogative probes were judged more truthful than those exposed to positive probes. Analysis of the verbal and nonverbal cues revealed that none of the nonverbal cues relied on as indicators of deception were related to actual deception, and only one of the verbal cues (verbal content) was related to actual message veracity. Implications of these findings and suggestions for future research are offered. 相似文献
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This study investigated the relationship between an observer's familiarity with the normal, truthful communicative behavior of an individual, and the observer's ability to detect deception on the part of that individual. Specifically, an attempt was made to provide an experimental test of the degree of linearity between familiarity and judgmental accuracy in detecting deception. After exposure to varying amounts of a communicator's normal, truthful behavior (baseline segment), observers made judgments of a communicator's veracity following observation of truthful or lying behavior (test segment). The results indicate a significant deviation from linearity in the relationship between familiarity and judgmental accuracy, and that the relationship is better described by an inverted parabolic curve (quadratic function). The possibility of information overload, the possibility of communicator-specific characteristics which provide clues to deception, and the possibility of observer fatigue were proposed as possible explanations of these results. 相似文献
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GERALD S. HANNA HAROLD F. BLIGH JOANNE M. LENKE 《Journal of counseling and development : JCD》1970,48(6):465-468
Student-reported past grades were compared with school-reported grades as to their usefulness in predicting success in mathematics courses. Student-reported grades were as valid as school-reported grades in predicting criteria of algebra success but were slightly less valid in predicting criteria of geometry success. It is concluded that for the purposes described here, student-reported grades may be used. 相似文献