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31.
The experiment attempted to determine whether or not Ss' verbal reaction time to name words was influenced by the number of possible word stimuli in a set. It was suggested that a discrepancy between the results of previous investigators was an artefact of the manner in which some of the data had been analysed. The results of the experiment indicate that set size does have a small but significant effect on reaction time to this task. 相似文献
32.
The development of on-line computer systems can be facilitated by higher-level programming languages that are more powerful and easier to learn than machine-level Assembly languages. In general, it is not possible to speak ofa programming language without also describing the operating system and functional problem domain of the small computer system for which it is intended. This is because of the great variety in the architecture and configuration of small computers. However, it is possible to state more general requirements and design criteria for on-line computer languages in psychology. APCOL is an example of an integrated programming system. One of the important distinguishing features of the system is that it is implemented both on the small-scale laboratory computer and on a large general-purpose computer linked to the smaller machine via a high-speed communications network. This arrangement permits firsthand access to interactive program construction with immediate test of program function by using the on-line implementation as well as access to the text-editing and mass storage facilities of the large-scale machine. 相似文献
33.
Gregg Melissa K. Irsik Vanessa C. Snyder Joel S. 《Attention, perception & psychophysics》2017,79(8):2564-2575
Attention, Perception, & Psychophysics - Change deafness, the inability to notice changes to auditory scenes, has the potential to provide insights about sound perception in busy situations... 相似文献
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Psychonomic Bulletin & Review - Recent studies show that recognition memory for pictures is consistently better than recognition memory for sounds. The purpose of this experiment was to compare... 相似文献
37.
Clinical interviews administered to third- to sixth-graders explored children's conceptualizations of rational number and of certain extensive physical quantities. We found within child consistency in reasoning about diverse aspects of rational number. Children's spontaneous acknowledgement of the existence of numbers between 0 and 1 was strongly related to their induction that numbers are infinitely divisible in the sense that they can be repeatedly divided without ever getting to zero. Their conceptualizing number as infinitely divisible was strongly related to their having a model of fraction notation based on division and to their successful judgment of the relative magnitudes of fractions and decimals. In addition, their understanding number as infinitely divisible was strongly related to their understanding physical quantities as infinitely divisible. These results support a conceptual change account of knowledge acquisition, involving two-way mappings between the domains of number and physical quantity. 相似文献
38.
James W Pellegrino Carla Posnansky Gregg T Vesonder 《Journal of experimental child psychology》1977,24(1):86-96
Free-recall learning and organization were measured for 3rd, 7th, and 11th graders under conditions which varied the type and amount of task structure. Task structure for the input or list-presentation phase was manipulated by using a random, constant, or alphabetic item sequence across trials. Task structure for the output or recall phase was manipulated by providing standard instructions or instructions which suggested the possible use of an alphabetic ordering scheme. Recall performance and organization showed an interaction between age and both manipulations of task structure. The 3rd graders required the maximal amount of task structure (alphabetic order with alphabetic instructions) to demonstrate recall facilitation relative to the completely unstructured control condition. The 7th graders showed recall facilitation for intermediate and high levels of task structure, and the 11th graders showed recall facilitation for low, intermediate, and high levels of task structure. The results are related to current hypotheses about developmental changes in recall performance and their relationship to changes in the systematic use of organizational strategies. 相似文献
39.
Gregg H. Recanzone William M. Jenkins Gary T. Hradek Michael M. Merzenich 《Behavior research methods》1991,23(3):357-369
A psychophysical apparatus and procedure that can be used to define the performance and estimate the thresholds of frequency discrimination in adult primates is described. This protocol has been used to train adult owl monkeys to discriminate differences in the frequencies of successively presented sinusoidal tactile stimuli delivered to a restricted skin surface of a single digit, and to train a second set of adult owl monkeys to discriminate. differences in frequencies between paired auditory tonal stimuli. The thresholds estimated with this procedure are comparable to those measured in other primates. The advantages of using this procedure for combined behavioral and physiological studies are discussed. 相似文献
40.
We know that reading involves coordination between textual characteristics and visual attention, but research linking eye movements during reading and comprehension assessed after reading is surprisingly limited, especially for reading long connected texts. We tested two competing possibilities: (a) the weak association hypothesis: Links between eye movements and comprehension are weak and short-lived, versus (b) the strong association hypothesis: The two are robustly linked, even after a delay. Using a predictive modeling approach, we trained regression models to predict comprehension scores from global eye movement features, using participant-level cross-validation to ensure that the models generalize across participants. We used data from three studies in which readers (Ns = 104, 130, 147) answered multiple-choice comprehension questions ~30 min after reading a 6,500-word text, or after reading up to eight 1,000-word texts. The models generated accurate predictions of participants' text comprehension scores (correlations between observed and predicted comprehension: 0.384, 0.362, 0.372, ps < .001), in line with the strong association hypothesis. We found that making more, but shorter fixations, consistently predicted comprehension across all studies. Furthermore, models trained on one study's data could successfully predict comprehension on the others, suggesting generalizability across studies. Collectively, these findings suggest that there is a robust link between eye movements and subsequent comprehension of a long connected text, thereby connecting theories of low-level eye movements with those of higher order text processing during reading. 相似文献