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Smith PT Turner JE Brown PA Henry LA 《Quarterly journal of experimental psychology (2006)》2006,59(12):2121-2134
We report two studies of the distinct effects that a word's age of acquisition (AoA) and frequency have on the mental lexicon. In the first study, a purely statistical analysis, we show that AoA and frequency are related in different ways to the phonological form and imageability of different words. In the second study, three groups of participants (34 seven-year-olds, 30 ten-year-olds, and 17 adults) took part in an auditory lexical decision task, with stimuli varying in AoA, frequency, length, neighbourhood density, and imageability. The principal result is that the influence of these different variables changes as a function of AoA: Neighbourhood density effects are apparent for early and late AoA words, but not for intermediate AoA, whereas imageability effects are apparent for intermediate AoA words but not for early or late AoA. These results are discussed from the perspective that AoA affects a word's representation, but frequency affects processing biases. 相似文献
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Classroom exams can assess students' knowledge of only a subset of the material taught in a course. What are the implications of this approach for long-term retention? Three experiments (N = 210) examined how taking an initial test affects later memory for prose materials not initially tested. Experiment 1 shows that testing enhanced recall 24 hr later for the initially nontested material. This facilitation was not seen for participants given additional study opportunities without initial testing. Experiment 2 extends this facilitative effect to a within-subjects design. Experiment 3 demonstrates that this facilitation can be modulated by conscious strategies. These results have implications for educational practice and the theoretical developments of the testing effect, associative memory, and retrieval inhibition. 相似文献
126.
Monahan J Steadman HJ Appelbaum PS Grisso T Mulvey EP Roth LH Robbins PC Banks S Silver E 《Behavioral sciences & the law》2006,24(6):721-730
The Classification of Violence Risk (COVR) is an interactive software program designed to estimate the risk that a person hospitalized for mental disorder will be violent to others. The software leads the evaluator through a chart review and a brief interview with the patient. At the end of this interview, the software generates a report that contains a statistically valid estimate of the patient's violence risk-ranging from a 1% to a 76% likelihood of violence-including the confidence interval for that estimate, and a list of the risk factors that the program took into account to produce the estimate. In this article, the development of the COVR software is described and several issues that arise in its administration are discussed. 相似文献
127.
Three experiments explored different schedules of retrieval practice in young adults, older adults, and individuals with dementia of the Alzheimer type. In each experiment, an initial acquisition phase was presented in which participants studied or attempted to retrieve response words to cues, followed by a later cued-recall test. Experiment 1 produced a benefit of expanded retrieval over equal-interval retrieval during acquisition, but this benefit was lost in final cued recall. In Experiments 2 and 3, participants received corrective feedback during acquisition and modified spacing schedules. There was again no evidence of a difference between expanded and equal-interval conditions in final cued recall. Discussion focuses on the potential benefits and costs of expanded retrieval on a theoretical and applied level. 相似文献
128.
Reyna C Henry PJ Korfmacher W Tucker A 《Journal of personality and social psychology》2006,90(1):109-128
Why do educated conservatives oppose affirmative action? Those in the "principled conservatism" camp say opposition is based on principled judgments of fairness about the policies. Others, however, argue that opposition is based on racism. The present article offers an alternative perspective that may reconcile these contradictory points of view. In 2 studies, the authors show 2 major findings: (a) that conservatives oppose affirmative action more for Blacks than for other groups, in this case women, and (b) that the relationship between conservatism and affirmative action attitudes is mediated best by group-based stereotypes that offer deservingness information and not by other potential mediators like old-fashioned racism or the perceived threat that affirmative action poses to oneself. The authors conclude that educated conservatives are indeed principled in their opposition to affirmative action, but those principles are group based not policy based. 相似文献
129.
Expanding retrieval practice refers to the idea that gradually increasing the spacing interval between repeated tests ought to promote optimal long-term
retention. Belief in the superiority of this technique is widespread, but empirical support is scarce. In addition, virtually
all research on expanding retrieval has examined the learning of word pairs in paired-associate tasks. We report two experiments
in which we examined the learning of text materials with expanding and equally spaced retrieval practice schedules. Subjects
studied brief texts and recalled them in an initial learning phase. We manipulated the spacing of the repeated recall tests
and examined final recall 1 week later. Overall we found that (1) repeated testing enhanced retention more than did taking
a single test, (2) testing with feedback (restudying the passages) produced better retention than testing without feedback,
but most importantly (3) there were no differences between expanding and equally spaced schedules of retrieval practice. Repeated
retrieval enhanced long-term retention, but how the repeated tests were spaced did not matter. 相似文献
130.
We examined the effect of three variables (test list structure, report option, and framing) on retrospective bias in global
evaluations of test performance (postdictions). Participants answered general knowledge questions and estimated correctness
of their performance after each block. The ordering of the questions within a block affected bias: Participants believed they
had answered more questions correctly when questions were sorted from the easiest to the hardest than when the same questions
were randomized or sorted from the hardest to the easiest. This bias was obtained on global postdictions but was not apparent
on item-by-item ratings, pointing to a memory-based phenomenon. In addition, forcing participants to produce a response to
every question increased performance without affecting evaluations. Finally, framing the evaluation question in terms of the
number of questions answered incorrectly (rather than the number correctly answered) did not affect how positively participants
evaluated their performance, but did render postdictions less accurate. Our results provide evidence that students’ evaluations
of performance after a test are prone to retrospective memory biases. 相似文献