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81.
The Effects of Participation in Goal Setting and Goal Rationales on Goal Commitment: An Exploration of Justice Mediators 总被引:1,自引:0,他引:1
The interactive effect of participation in goal setting and goal rationales on goal commitment was examined in the present study. Two justice mediation models that might explain these effects were also hypothesized. The results of a laboratory study demonstrated that goal rationales were especially important for increasing goal commitment when goals were assigned rather than participatively set. Support was also found for the role of interactional justice in mediating the effect of goal rationales on goal commitment; however, the hypothesis that procedural justice would mediate the effect of goal participation on goal commitment was not supported. 相似文献
82.
Mirjam J. van Tricht Harriet M.M. SmedingJohannes D. Speelman Ben A. Schmand 《Brain and cognition》2010
Music has the potential to evoke strong emotions and plays a significant role in the lives of many people. Music might therefore be an ideal medium to assess emotion recognition. We investigated emotion recognition in music in 20 patients with idiopathic Parkinson’s disease (PD) and 20 matched healthy volunteers. The role of cognitive dysfunction and other disease characteristics in emotion recognition was also evaluated. 相似文献
83.
The authors describe 3 theoretical accounts of age-related increases in falsely remembering that imagined actions were performed (A. K. Thomas & J. B. Bulevich, 2006). To investigate these accounts and further explore age-related changes in reality monitoring of action memories, the authors used a new paradigm in which actions were (a) imagined only, (b) actually performed, or (c) both imagined and performed. Older adults were more likely than younger adults to misremember the source of imagined-only actions, with older adults more often specifying that the action was imagined and also that it was performed. For both age groups, illusions that the actions were only performed decreased as repetitions of the imagined-only events increased. These patterns suggest that both older and younger adults use qualitative characteristics when making reality-monitoring judgments and that repeated imagination produces richer records of both sensory details and cognitive operations. However, sensory information derived from imagination appears to be more similar to that derived from performance for older adults than for younger adults. 相似文献
84.
85.
Two experiments examined the exploratory behaviour of flower-naïve bumblebees. Bees were tested four times in a 12-arm radial arm maze in which they never received reward. Patterned and unpatterned stimuli were presented at the end of each corridor and the choices of the bees were recorded. We examined the effects of two variables, time and the presentation of a new stimulus, on habituation to a visual pattern. In Experiment 1, once bees had shown an unlearned preference for a pattern, and the preference had habituated, a response decrement was maintained after a confinement in the colony of two hours. After a 24 h confinement, however, the pattern preference was restored, i.e., spontaneous recovery was observed. In Experiment 2, the presentation of a new stimulus triggered renewed responding to the old pattern to which the bees had habituated, i.e., dishabituation was observed. Habituation to visual patterns is modulated by time and by exposure to new stimuli so that exploration in the face of failure to find food persists and unrewarding visual patterns are not eliminated for long as possible sources of food. 相似文献
86.
Linwood G. Vereen S. Kent Butler Franklyn C. Williams Jules A. Darg Trae K. E. Downing 《Journal of counseling and development : JCD》2006,84(1):10-15
According to the literature, humor is a critical tool to enhance the counseling process because it can reduce stress, build rapport, and aid in the increase of the client's self‐efficacy. In recent years, the critical nature of using humor appropriately from a cultural perspective has been explored. In this article, the authors further explore the cultural foundations, purpose, effectiveness, and implications of using humor when counseling African American college students. 相似文献
87.
88.
Brooke Butler 《Journal of applied social psychology》2007,37(3):549-560
The purpose of this study was to investigate the role of death qualification in capital trials involving juvenile defendants. Two hundred residents of the 12th Judicial Circuit in Florida completed a booklet of stimulus materials that contained the following: One question that measured participants' level of support for the death penalty; One Witt death‐qualification question; a summary of the guilt and penalty phases of a capital case involving either an adult or a juvenile defendant; sentence preference; the Revised Legal Attitudes Questionnaire (RLAQ); and standard demographic questions. Results indicated that death‐qualified participants were more likely to sentence both defendants to death. In addition, death‐qualified participants were more likely to recommend the death sentence for the juvenile defendant. Legal implications are discussed. 相似文献
89.
Two experiments investigated how the type and timing of feedback influence learning from a multiple-choice test. First, participants read 12 prose passages, which covered various general knowledge topics (e.g., The Sun) and ranged between 280 and 300 words in length. Next, they took an initial six-alternative, multiple-choice test on information contained in the passages. Feedback was given immediately for some of the multiple-choice items or after delay for other items. Participants were either shown the correct answer as feedback (standard feedback) or were allowed to keep answering until the correct answer was discovered (answer-until-correct feedback). Learning from the test was assessed on a delayed cued-recall test. The results indicated that delayed feedback led to superior final test performance relative to immediate feedback. However, type of feedback did not matter: discovering the correct answer through answer-until-correct feedback produced equivalent performance relative to standard feedback. This research suggests that delaying the presentation of feedback after a test is beneficial to learning because of the spaced presentation of information. 相似文献
90.
Using a name-based categorization task, Nazzi found in 2005 that French-learning 20-month-olds can make use of one-feature consonantal contrasts between new labels but fail to do so with one-feature vocalic contrasts. This asymmetry was interpreted as developmental evidence for the proposal that consonants play a more important role than vowels at the lexical level. In the current study using the same task, we first show that by 30 months French-learning infants can make use of one-feature vocalic contrasts (e.g., /pize/–/pyze/). Second, we show that in a situation where infants must neglect either a consonantal one-feature change or a vocalic one-feature change (e.g., match a /pide/ with either a /tide/ or a /pyde/), both French- and English-learning 30-month-olds choose to neglect the vocalic change rather than the consonantal change. We argue that these results suggest that by 30 months of age, infants still give less weight to vocalic information than to consonantal information in a lexically related task even though they are able to process fine vocalic information. 相似文献