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51.
Huet M Jacobs DM Camachon C Missenard O Gray R Montagne G 《Journal of experimental psychology. Human perception and performance》2011,37(6):1841-1854
The present study reports two experiments in which a total of 20 participants without prior flight experience practiced the final approach phase in a fixed-base simulator. All participants received self-controlled concurrent feedback during 180 practice trials. Experiment 1 shows that participants learn more quickly under variable practice conditions than under constant practice conditions. This finding is attributed to the education of attention to the more useful informational variables: Variability of practice reduces the usefulness of initially used informational variables, which leads to a quicker change in variable use, and hence to a larger improvement in performance. In the practice phase of Experiment 2 variability was selectively applied to some experimental factors but not to others. Participants tended to converge toward the variables that were useful in the specific conditions that they encountered during practice. This indicates that an explanation for variability of practice effects in terms of the education of attention is a useful alternative to traditional explanations based on the notion of the generalized motor program and to explanations based on the notions of noise and local minima. 相似文献
52.
The preparatory attentional and memory processes theory of prospective memory (PM) assumes that PM retrieval requires resource-demanding
preparatory attentional processes, whereas the multiprocess theory assumes that retrieval can also occur spontaneously. On
the basis of showing slowing on an ongoing task (i.e., task interference) —even when the PM cue was highly salient (i.e.,
the participant’s own name) —Smith, Hunt, McVay, and McConnell (2007) concluded that preparatory attentional processes are
always necessary for PM retrieval. We argue that the presence of preparatory attentional processes cannot be used to rule
out the existence of spontaneous retrieval processes, and the goal of the present research was to examine whether PM retrieval
can occur in the absence of preparatory attentional processes. We varied whether we emphasized the importance of the PM task
or the ongoing task, and we assessed task interference across quarters of the ongoing task. Our results showed no evidence
of task interference and, hence, no evidence of preparatory attentional processes in the periods proximal to the target event,
and yet participants showed high PM performance. Thus, the results suggest the existence of spontaneous retrieval processes
and support the multiprocess theory. 相似文献
53.
Motivation and Emotion - The purpose of this study was to examine the psychometric properties and construct validity of The Motivation for Learning Music (MLM) questionnaire, designed to measure... 相似文献
54.
Gilles Lemmel 《Psychologie Fran?aise》2004,49(1):111-120
The objective of this article is to provide psychologists interested in using the Rorschach Comprehensive System with the French-language references on this topic as well as those written in other languages by French-speaking specialists. A brief commentary of the works of J. Exner is provided, followed by a presentation of investigations concerning the Comprehensive System addressing particular forms of psychopathology. 相似文献
55.
Gilles Lemmel 《Psychologie Fran?aise》2004,49(1):51-62
This study examines school under-achievement from the perspective of clinical psychology. We compare 2 groups of children in the 3rd grade (mean age 9) based on their results on a national test of French language and Mathematics. We present the Rorschach results of 7 high performers compared to 7 low performers, all of whom have IQ scores (K. ABC) that are in the average range (90 - 109). The Rorschach data (Comprehensive System) demonstrate no differences between these groups of children concerning affective functioning and stress tolerance. However, the quantitative and qualitative results are notably different concerning attitudes relative to complex situations, in the area of critical self-perception and conflict-resolution strategies. 相似文献
56.
Gilles Beaudry 《Contemporary Family Therapy》2002,24(1):79-91
This article presents the evolution of one of Satir's processes, namely family reconstruction, a psychodramatic reenactment of significant events in three generations of family life. Both the sameness and the differentness of the classical version as developed by Satir and the current shorter version are explored. The Satir model is a growth oriented approach based on the belief that people have the inner resources to resolve problem situations. Within this model, which focuses on what people can become, the therapist and the individual or family members join forces to move from a symptomatic base to wellness. 相似文献
57.
Gilles Dutilh Joachim Vandekerckhove Francis Tuerlinckx Eric-Jan Wagenmakers 《Psychonomic bulletin & review》2009,16(6):1026-1036
When people repeatedly perform the same cognitive task, their mean response times (RTs) invariably decrease. The mathematical
function that best describes this decrease has been the subject of intense debate. Here, we seek a deeper understanding of
the practice effect by simultaneously taking into account the changes in accuracy and in RT distributions with practice, both
for correct and error responses. To this end, we used the Ratcliff diffusion model, a successful model of two-choice RTs that
decomposes the effect of practice into its constituent psychological processes. Analyses of data from a 10,000-trial lexical
decision task demonstrate that practice not only affects the speed of information processing, but also response caution, response
bias, and peripheral processing time. We conclude that the practice effect consists of multiple subcomponents, and that it
may be hazardous to abstract the interactive combination of these subcomponents in terms of a single output measure such as
mean RT for correct responses. Supplemental materials may be downloaded from http://pbr .psychonomic-journals.org/content/supplemental. 相似文献
58.
Einstein GO 《Memory & cognition》1976,4(6):701-708
Learning and retention were examined under varying amounts of intratask interference during learning. All subjects were required to learn the same list of auditorily presented words while concurrently processing a visually presented interfering list. Differential amounts of interference were produced by varying the relatedness of the interfering list to the learning list. The common learning list consisted of four general categories that also contained members of more restricted subcategories. Some subjects were instructed about the existence and names of the subcategories. The results showed that interference lengthened learning but, in some cases, facilitated retention relative to control groups. Restricted category knowledge facilitated learning but had no effect on retention. There were no significant retention differences after I week, but after 5 weeks retention performance was significantly better for groups that learned under related interference conditions. The results were interpreted in terms of more elaborate encoding of the items in the high intratask interference conditions. 相似文献
59.
Einstein GO McDaniel MA Thomas R Mayfield S Shank H Morrisette N Breneiser J 《Journal of experimental psychology. General》2005,134(3):327-342
Theoretically, prospective memory retrieval can be accomplished either by controlled monitoring of the environment for a target event or by a more reflexive process that spontaneously responds to the presence of a target event. These views were evaluated in Experiments 1-4 by examining whether performing a prospective memory task produced costs on the speed of performing the ongoing task. In Experiment 5, the authors directly tested for the existence of spontaneous retrieval. The results supported the multiprocess theory (M. A. McDaniel & G. O. Einstein, 2000) predictions that (a) spontaneous retrieval can occur and can support good prospective memory and (b) depending on task demands and individual differences, people rely to different degrees on monitoring versus spontaneous retrieval for prospective remembering. 相似文献
60.
A frequent assumption in the area of prospective memory is that a reminder to do an activity in the future improves the likelihood of doing the activity. The results of four experiments indicated, however, that the most general version of this assumption is incorrect. Subjects were either reminded of a prospective memory task several times during a retention interval or not reminded of the prospective memory task. The most effective reminders referred both to the prospective memory target events and to the intended activity. Reminders that referred only to the target events did not improve prospective memory (relative to a no-reminder control). Reminders that referred only to the intended activity did improve prospective memory, but not to the level of reminders that referred both to the target events and to the intended activity. Instructions to imagine oneself performing the prospective memory task did not further improve prospective memory. Neither the delay between the prospective memory instructions and the prospective memory cover task nor the delay between a reminder and a prospective memory target event significantly influenced performance. The results, which are discussed in terms of theoretical and practical implications, support a new theory of prospective memory and suggest surprising conditions under which reminders fail to benefit prospective memory. 相似文献