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121.
Treadway DC Ferris GR Duke AB Adams GL Thatcher JB 《The Journal of applied psychology》2007,92(3):848-855
Nearly 2 decades ago, social influence theorists called for a new stream of research that would investigate why and how influence tactics are effective. The present study proposed that political skill affects the style of execution of influence attempts. It utilized balance theory to explain the moderating effect of employee political skill on the relationships between self- and supervisor-reported ingratiation. Additionally, supervisor reports of subordinate ingratiation were hypothesized to be negatively related to supervisor ratings of subordinate interpersonal facilitation. Results from a combined sample of 2 retail service organizations provided evidence that subordinates with high political skill were less likely than those low in political skill to have their demonstrated ingratiation behavior perceived by targets as a manipulative influence attempt. Also, when subordinates were perceived by their supervisors to engage in more ingratiation behavior, the subordinates were rated lower on interpersonal facilitation. Implications of these findings, limitations, and future research directions are provided. 相似文献
122.
Aynsley K. Verbeke Garry L. Martin Jennifer R. Thorsteinsson Colleen Murphy C. T. Yu 《Journal of Behavioral Education》2009,18(3):229-244
Level 6 of the Assessment of Basic Learning Abilities (ABLA) assesses the ease or difficulty with which persons with developmental
disabilities are able to learn a two-choice auditory-visual discrimination. We investigated whether participants who passed
ABLA Level 6 (Group 1) would more readily learn object naming (vocal tacts) than those who failed ABLA Level 6 (Group 2).
The groups were matched on the Communication Subscale of the Vineland Adaptive Behavior Scale. Results indicated that Group
1 met mastery criterion for a significantly larger number of naming responses and in significantly fewer trials than Group
2. The implications for language training are discussed. 相似文献
123.
Lauren French Matthew P. Gerrie Maryanne Garry Kazuo Mori 《Behavior research methods》2009,41(4):1224-1232
The MORI technique provides a unique way to research social influences on memory. The technique allows people to watch different
movies on the same screen at the same time without realizing that each of them sees something different. As a result, researchers
can create a situation in which people feel as though they share an experience, but systematic differences are introduced
into their memories, and the effect of those differences can be tracked through a discussion. Despite its methodological advances,
the MORI technique has been met with criticism, mostly because reviewers are worried that the MORI technique might not completely
block the alternate movie version from view, leading people in these studies to see their partner’s version of the movie as
well as their own. We addressed these concerns in two experiments. We found no evidence that subjects noticed the alternate
movie version while watching a movie via the MORI technique (Experiment 1) and no evidence that subjects remembered details
from the alternate movie version (Experiment 2). Taken together, the results provide support for the MORI technique as a valuable
research tool. 相似文献
124.
Darren C. Treadway Garry L. Adams Joseph M. Goodman 《Journal of business and psychology》2005,20(2):201-209
Merging the climate and politics literatures, this study evaluates whether organizations have a singular, shared political
climate or whether sub-climates, “pockets of politics,” exist. Sub-climate formation is investigated by utilizing both political
and climate explanations to determine the level of formation. The sample consisted of 891 employees of a retail services firm
and the results of the study indicate that political climates do exist and may be best distinguished by defining the employee’s
interactional patterns. 相似文献
125.
Garry Jacobs 《World Futures: Journal of General Evolution》2017,73(6):365-375
The facts of life, like facts of physical nature, are not subject to material premises applicable to physical nature. Like matter, life is a universal field of forces interacting, reacting, and seeking equilibrium, but the forces involved are vital energies of sensation, impulse, feeling, emotion, will, and aspiration characteristic of conscious or subconscious living beings. Universal principles govern the consequences of these interactions, although the appropriate methods for study differ. They explain the correspondence between inner subjective, psychological forces, and external results and are the basis for the capacity of conscious individuals to make life respond by their inner intentions. 相似文献
126.
Accurate and rapid identification of students displaying behavioral problems requires instrumentation that is user friendly and reliable. The purpose of the study was to evaluate a multi-item direct behavior rating scale called the Direct Behavior Rating-Multiple Item Scale (DBR–MIS) for disruptive behavior to determine the number of administrations necessary to achieve a dependable result. In addition, a study was conducted to determine to what degree the DBR-MIS correlated with a brief rating scale of attention deficit hyperactivity disorder behaviors. Participants were Kindergarten students (n = 18) who were observed and rated over nine 5-min observation periods by 2 raters with minimal training. Results indicated that the DBR-MIS provided reliable estimates of disruptive behavior by the seventh or eighth rating occasion. Correlations between the DBR-MIS and the attention deficit hyperactivity disorder rating scale were weak to moderate. Overall, the DBR-MIS for disruptive behavior efficiently achieved dependable results when screening groups of Kindergarten students in a public school setting. 相似文献
127.
Restating the role of phenomenal experience in the formation and maintenance of the Capgras delusion
Garry Young 《Phenomenology and the Cognitive Sciences》2008,7(2):177-189
In recent times, explanations of the Capgras delusion have tended to emphasise the cognitive dysfunction that is believed
to occur at the second stage of two-stage models. This is generally viewed as a response to the inadequacies of the one-stage
account. Whilst accepting that some form of cognitive disruption is a necessary part of the aetiology of the Capgras delusion,
I nevertheless argue that the emphasis placed on this second-stage is to the detriment of the important role played by the
phenomenology underlying the disorder, both in terms of the formation and maintenance of the delusional belief. This paper
therefore proposes an interactionist two-stage model in which the phenomenal experience of the Capgras patient is examined,
emphasised, and its relation to top-down processing discussed.
相似文献
Garry YoungEmail: |
128.
A psychotropic placebo can help people resist the misinformation effect, an effect thought to be caused by a shift to more stringent source monitoring. When this shift occurs has been unclear. To address this issue we gave some people - but not others - a phoney cognitive-enhancing drug we called R273. Shortly afterwards, everyone took part in a misinformation effect experiment. To gather evidence about source monitoring we surreptitiously recorded time to read the misleading postevent narrative, and response time at test. Our findings suggest that people shifted to more stringent source monitoring at test. Moreover, people with higher working memory capacity (WMC) performed better than people with lower WMC - but only when they were told they had received R273, a finding that fits with research showing that WMC can confer advantages in situations demanding effortful control, but not when automatic heuristics suffice. 相似文献
129.
130.
We surveyed rural elementary schools in New Zealand regarding their practice of parent involvement (PI). Interviews were conducted
at 22 schools using a schedule which focused on eleven aspects of PI: policy formation, acting as a resource, collaborating
with teachers, sharing information on children, channels of communication, liaison with school staff, parent education, parent
support, encouraging parents into school, involving diverse parents, and professional development for teachers. Analysis of
data from the interviews identified several common weaknesses in PI provision: a lack of written school policies on PI; the
ad hoc nature of the organization of PI; minimal parent education organized by schools; minimal focus on parent support; minimal
use of home visits; limited ideas to involve diverse parents; a minimal focus on involving parents of children with special
needs; and, limited professional development for teachers on working with parents. Implications for improving the practice
of PI in rural elementary schools are discussed. 相似文献