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51.
‘Who's the Thief?’ The Influence of Knowledge and Experience on Early Detection of Criminal Intentions 下载免费PDF全文
Corinne Ines Koller Olive Emil Wetter Franziska Hofer 《Applied cognitive psychology》2016,30(2):178-187
Our study investigates if people are able to recognize thieves based on their nonverbal behavior prior to committing the crime. We implemented authentic closed‐circuit television footage from thefts committed at an international airport into a computer‐based test. Five groups of participants (students, police recruits, inexperienced police officers, experienced police officers, and criminal investigators) were studied. The results show that criminals display nonverbal behavior that can be used by observers for early recognition of criminal intentions. In addition, early recognition seems to benefit from knowledge about the criminals' modi operandi (criminal investigators performed best), which renders early recognition teachable and trainable. Further, all participants seem to be biased towards innocence, but this bias was less pronounced in police officers than in students. These findings are discussed in relation to the well‐documented truth‐bias and investigator‐bias in lie detection research as well as taking our measurement method into account.Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
52.
Early predictors of high school mathematics achievement 总被引:1,自引:0,他引:1
Siegler RS Duncan GJ Davis-Kean PE Duckworth K Claessens A Engel M Susperreguy MI Chen M 《Psychological science》2012,23(7):691-697
Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics achievement. Analyses of large, nationally representative, longitudinal data sets from the United States and the United Kingdom revealed that elementary school students' knowledge of fractions and of division uniquely predicts those students' knowledge of algebra and overall mathematics achievement in high school, 5 or 6 years later, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education. Implications of these findings for understanding and improving mathematics learning are discussed. 相似文献
53.
People tend to slow down after mistakes. This posterror slowing (PES) has commonly been explained by a change to a more conservative response threshold to avoid future errors. Alternatively, the attention-orienting account posits that all infrequent, surprising events (including errors) elicit an orienting response followed by a time-consuming process of task reorientation, explaining PES without increased response caution. In the present study, we employed both behavioral and electrophysiological measures to compare the predictions of these accounts using a flanker paradigm in which accurate or false external response feedback was provided. Participants demonstrated typical posterror adjustments, responding more slowly and accurately in posterror than in postcorrect trials. This finding provides initial evidence suggesting that posterror adjustments are motivated by the avoidance of subsequent mistakes. Most importantly, PES and an event-related potential relating to the attentional processing of feedback, the feedback-related P300 (f-P300), were modulated by feedback type. More specifically, the f-P300 was larger after false than after accurate feedback, suggesting that participants oriented their attention toward (i.e., were surprised by) inaccurate feedback signals. Interestingly, false feedback differentially modulated reaction times: Participants were slower after correct responses when feedback falsely informed of an error rather than confirmed the correct response. In contrast, faster responses were made after errors when feedback falsely indicated correct rather than incorrect performance. When these patterns of results are regarded together, they are best explained by theories of cognitive control in which posterror adjustments in choice reaction time tasks are assumed to reflect control processes leading to more conservative performance after error signals. 相似文献
54.
Beth M. Casey Nicole Andrews Holly Schindler Joanne E. Kersh Alexandra Samper Juanita Copley 《认知与教导》2013,31(3):269-309
This study investigated the use of block-building interventions to develop spatial-reasoning skills in kindergartners. Two intervention conditions and a control condition were included to determine, first, whether the block building activities themselves benefited children's spatial skills, and secondly, whether a story context further improved learning. Spatial measures included: spatial visualization, mental rotation, and block building. Results showed: for block building, interventions within a story context improved performance compared to the other two conditions. For spatial visualization, both types of block-building interventions improved performance compared to the control condition. Findings suggest: (1) storytelling provides an effective context for teaching spatial content, (2) teaching block building develops wider spatial skills, and (3) 3-dimensional mental rotation tasks show a male advantage in kindergartners. 相似文献
55.
Ines Schindler Veronika Zink Johannes Windrich Winfried Menninghaus 《Cognition & emotion》2013,27(1):85-118
Admiration and adoration have been considered as emotions with the power to change people, yet our knowledge of the specific nature and function of these emotions is quite limited. From an interdisciplinary perspective, we present a prototype approach to admiration and what has variously been labelled adoration, worship, or reverence. Both admiration and adoration contribute to the formation of personal and collective ideals, values, and identities, but their workings differ. We offer a detailed theoretical account of commonalities and differences in the appraisal patterns and action tendencies associated with the two emotions. This analysis reveals that admiration motivates the internalisation and emulation of ideals embodied by an outstanding role model. Adoration motivates adherence to the teachings and expectations of a meaning maker and benefactor perceived as superhuman or sacred. Thus, the primary function of admiration is to promote individual learning and change, whereas adoration primarily serves to bind communities together. 相似文献
56.
Samuel Schindler 《Synthese》2013,190(18):4137-4154
In this article I argue that a methodological challenge to an integrated history and philosophy of science approach put forth by Ronald Giere almost forty years ago can be met by what I call the Kuhnian mode of History and Philosophy of Science (HPS). Although in the Kuhnian mode of HPS norms about science are motivated by historical facts about scientific practice, the justifiers of the constructed norms are not historical facts. The Kuhnian mode of HPS therefore evades the naturalistic fallacy which Giere’s challenge is a version of. Against the backdrop of a discussion of Laudan’s normative naturalism I argue that the Kuhnian mode of HPS is a superior form of naturalism: it establishes contact to the practice of science without making itself dependent on its contingencies. 相似文献
57.
Victoria P. Schindler 《Occupational Therapy in Mental Health》2013,29(4):347-366
This study examined quantitative and qualitative outcomes of service users’ perceptions of and satisfaction with a program having higher education and employment goals. In a one-group post-test design, 48 participants with various mental health diagnoses completed a quantitative questionnaire and 29 of those participated in qualitative focus groups. Participants identified positive and negative aspects of the program and provided recommendations for change. Results indicated that service users with higher education and employment goals benefit from a multi-faceted program that includes person-centered individualized care, concrete, goal-directed activities, practitioners who are compassionate and knowledgeable, and plans addressing setbacks and obstacles. 相似文献
58.
In educational AIDS campaigns, initiators often use advertisements to warn about the threat of AIDS. The present Internet study (N = 283) tested the assumption of an inverted U-shaped relationship between the number of educational AIDS advertisements in a magazine and the perceived threat of AIDS among different groups (i.e., homosexual men and heterosexual men and women). This expectation was primarily based on signaling theory, which assumes that recipients use repetition frequency as a cue for judgments about the message. Results provided support for the expected inverted U-curve. 相似文献
59.
Samuel Schindler 《Synthese》2011,182(1):39-55
Some twenty years ago, Bogen and Woodward challenged one of the fundamental assumptions of the received view, namely the theory-observation
dichotomy and argued for the introduction of the further category of scientific phenomena. The latter, Bogen and Woodward
stressed, are usually unobservable and inferred from what is indeed observable, namely scientific data. Crucially, Bogen and
Woodward claimed that theories predict and explain phenomena, but not data. But then, of course, the thesis of theory-ladenness,
which has it that our observations are influenced by the theories we hold, cannot apply. On the basis of two case studies,
I want to show that this consequence of Bogen and Woodward’s account is rather unrealistic. More importantly, I also object
against Bogen and Woodward’s view that the reliability of data, which constitutes the precondition for data-to-phenomena inferences,
can be secured without the theory one seeks to test. The case studies I revisit have figured heavily in the publications of
Bogen and Woodward and others: the discovery of weak neutral currents and the discovery of the zebra pattern of magnetic anomalies.
I show that, in the latter case, data can be ignored if they appear to be irrelevant from a particular theoretical perspective
(TLI) and that, in the former case, the tested theory can be critical for the assessment of the reliability of the data (TLA).
I argue that both TLI and TLA are much stronger senses of theory-ladenness than the classical thesis and that neither TLI
nor TLA can be accommodated within Bogen and Woodward’s account. 相似文献
60.
Jenni OG Chaouch A Locatelli I Thoeni I Diezi M Werner H Caflisch J Rousson V 《Human movement science》2011,30(6):1272-1282
This study investigates the intra-individual stability of the speed of several motor tasks and the intensity of associated movements in 256 children (131 girls, 125 boys) from the Zurich generational study using the Zurich neuromotor assessment battery (ZNA) over a 12-year period from the age of 6 to 18 years. The stability was assessed by correlograms of standard deviation scores calculated from age- and gender-adjusted normative values and compared with standing height and full scale intelligence quotient (IQ). While motor tasks of hand, finger and foot (HFT) and contralateral associated movements (CAM) exhibited a moderate stability (summary measure as correlation coefficients between two measurements made 4 years apart: .61 and .60), other tasks (dynamic balance, static balance and pegboard) were only weakly stable (.46, .47 and .49). IQ and height were more stable than neuromotor components (.72 and .86). We conclude that the moderately stable HFT and CAM may reflect “motor traits”, while the stability of the pegboard and balance tasks is weaker because these skills are more experience related and state-dependent. 相似文献