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921.
A great deal of research into the experiential nature of language has demonstrated that our understanding of events is facilitated through mental simulations of the described linguistic input. However, to date little is understood about how contextual uncertainty about the described event might influence the content and strength of these mental representations or the cognitive effort involved. In this article, we report a single experiment in which participants read sentences such as “The old lady [knows/thinks] that the picnic basket is open.” Following a delay of 250 or 1,500 ms, they responded to pictures that varied in the physical form of the target object (matching vs. mismatching). Results revealed an expected facilitation effect for matching images, but more important, they also showed interference effects (longer reaction times) at the shorter interstimulus interval (ISI; 250 ms) following the uncertain verb thinks, as compared with the certain verb knows. At the longer ISI, this effect was no longer present. This suggests that at the short ISI, uncertain conditions required extra time to construct and map a simulation of events onto the available image. Results are discussed in terms of the mechanisms involved in representing possible events and with reference to related literature on perspective taking. 相似文献
922.
923.
Heather Bailey Janine M. Jennings 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2013,20(5):577-593
The current study examined the effects of responses on error-adjacent trials (i.e., those immediately preceding or following errors) on age differences in measures of intraindividual variability and the shape of response time (RT) distributions on a two-back task. Removing error-adjacent responses reduced variability as measured by the coefficient of variation, but did so similarly for younger and older adults. However, older adults’ standard deviations (SDs) were less than those of younger adults with comparable RTs, raising questions regarding the validity of the coefficient of variation. An ex-Gaussian analysis revealed that removing the RTs on error-adjacent trials reduced the length of the tails of distributions and the skewness of the distributions. These properties were reduced more for older adults than for younger adults. These results indicate that the influence of error-adjacent trials should be considered when analyzing intraindividual variability and the shape of RT distributions to test theories of cognitive aging. 相似文献
924.
Kerry Kittson Heather L. Gainforth Jaymi Edwards Renee Bolkowy Amy E. Latimer-Cheung 《Psychology of sport and exercise》2013,14(6):847-851
ObjectivesThis study examined whether a video featuring an adult with a physical disability engaging in either sport, exercise, or an activity of daily living (ADL) can mitigate negative stereotypes of disability held by people without a disability.DesignThis study used a pre-post design, involving three participant groups.MethodsParticipants (n = 212) read a vignette describing an adult with a disability (target). Consistent with the stereotype content model, participants judged the target's warmth and competence. One week later, participants viewed a video of the target participating in sport, exercise, or an ADL and judged the target's warmth and competence.ResultsJudgements of competence but not warmth changed over time. The greatest increases occurred in the sport condition. At follow-up, the typical high warmth low competence stereotype of disability was reversed; the character was judged as being more competent than warm especially in the sport condition.ConclusionVideos of adults with a disability engaging in physical activity, particularly sport, have potential to mitigate negative stereotypes of disability. 相似文献
925.
Heather V. Adair 《Pacific Philosophical Quarterly》2019,100(4):1055-1073
Over the past four decades, the paradox of fiction has sparked considerable debate among philosophers. Unfortunately, the most promising solution to this puzzle, thought theory, currently earns its plausibility by way of intuition rather than evidence. I aim to address this by updating thought theory in light of recent empirical findings on affect. I will draw upon a wide range of scientific research—on the cognitive mechanisms driving emotion, the role of affect in counterfactual mind wandering and prospection, and the evolutionary function of affect—to substantiate the claim that fictions can give rise to both real and rational emotional states. 相似文献
926.
Heather Elise Dillaway 《Sex roles》2017,77(1-2):135-136
927.
Receiving the results of genetic carrier testing may have an impact on the psychosocial health of the individual. Numerous
studies have been conducted to assess the psychosocial effects of carrier status for a range of conditions. To systematically
review research focused on the psychological and social impact of carrier testing on individuals in order to identify factors
affecting the impact of carrier testing results, and discern areas where further research is needed. Twenty relevant papers
meeting criteria for inclusion in this review were found. The main themes identified across these studies included: anxiety,
guilt and stigmatization, effect on family relationships, effect on self image, active coping mechanisms and reproductive
issues. Variables related to the psychosocial effect of carrier testing included whether the carrier has an affected child,
mode of inheritance, genetic counseling, and life stage. A key finding concerns carriers who already have an affected child;
they are more likely to experience guilt and self-blame, and change their reproductive plans compared to carriers without
affected children. Additionally, some participants reported clinical features of the disorder for which they were being tested.
Genetic counselors may erroneously assume that parents with affected children are aware of their own carrier status in the
absence of testing, and they may offer inadequate support. Additionally, counselors should attempt to address patient misconceptions
related to their health and carrier status. 相似文献
928.
Heather C. Lench 《Journal of Happiness Studies》2011,12(3):493-507
Trait optimism is associated with better health, but the reason for this association is unclear. The present investigation
focused on specific goals and negative emotions as potential pathways through which optimism can lead to better health. College
students (n = 336) in the U.S. reported their mental and physical health at the start of an academic term and during finals. Over the
course of the term, they reported three daily events and rated the extent to which they were motivated to attain positive
outcomes (approach goals) or avoid negative outcomes (avoidance goals). Greater optimism predicted fewer mental and physical
health symptoms at the end of the term, controlling for initial symptoms. This association between optimism and symptoms was
mediated by the intensity of avoidance goals and negative emotion during the term. These findings suggest that positive expectations
do predict better health and this relationship is partially due to the goals people set in their daily lives. 相似文献
929.
Gainforth HL Barg CJ Latimer AE Schmid KL O'Malley D Salovey P 《Psychology of sport and exercise》2011,12(6):615-620
New evidence-based physical activity (PA) guidelines and recommendations for constructing messages supplementing the guidelines have been put forth. As well, recent reviews have identified theoretical constructs that hold promise as targets for intervention: self-regulation, outcome expectancies and self-efficacy. The purpose of this study was to examine the integration of messages targeting self-regulation, self-efficacy and outcome expectancies in existing physical activity brochures. Twenty-two PA brochures from Canadian and American National Health Organizations were assessed for their use self-efficacy, self-regulatory processes and outcome expectancies. Brochures were analyzed line-by-line using a modified version of the validated Content Analysis Approach to Theory-Specified Persuasive Educational Communication (CAATSPEC; Abraham, Southby, Quandte, Krahé, & van der Sluijs, 2007). Two independent raters coded a third of the brochures (n = 7). Inter-rater reliability was acceptable for 17 of the 20 categories (rs > .79). Discrepancies in all categories were discussed and agreement was reached. The remaining brochures were coded by one of the two raters. Usage of the three key theoretical constructs accounted for only 36.43% of brochure content (20.23% self-efficacy, 10.40% outcome expectancies, 5.80% self-regulation). Brochures lacked the use of a variety of theoretical strategies, specifically goal-setting, planning and verbal persuasion and rarely highlighted the affective benefits of physical activity. In the future brochures should aim to place increased emphasis on self-regulation, self-efficacy, and affective outcome expectancies. 相似文献
930.
Jody L. Davis Jeni L. Burnette Scott T. Allison Heather Stone 《Social Psychology of Education》2011,14(3):331-346
An implicit theory of ability approach to motivation argues that students who believe traits to be malleable (incremental
theorists), relative to those who believe traits to be fixed (entity theorists), cope more effectively when academic challenges
arise. In the current work, we integrated the implicit theory literature with research on top dog and underdog status to predict
self-efficacy in an academic context. To examine our predictions, we assessed college students’ (N = 165) implicit theories of mathematical ability and manipulated their underdog versus top dog status in a math competition.
We hypothesized that holding an incremental (vs. entity) theory would interact with competition status (underdog vs. top dog)
to predict mathematical self-efficacy. When in an underdog position, incremental (vs. entity) theories boosted students’ mathematical
self-efficacy. Moreover, a mediated moderation model revealed that the experience of less helplessness accounted for greater
self-efficacy in mathematical ability among academic underdogs with incremental (vs. entity) theories. Implications for teaching
practices are discussed. 相似文献