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51.
The present study aimed to develop an empirically-derived spatial activities questionnaire that would include gendered and neutral, as well as spatial and non-spatial activities. A total of 496 participants from Canada and the U.S. indicated how often they participated in 138 specific activities during their childhood. Exploratory factor analysis complemented by a multivariate analysis of variance resulted in eleven factors reflecting masculine-spatial; masculine-non- spatial; feminine-spatial; feminine-non-spatial and neutral-spatial components. Further item reduction resulted in a 27-item spatial activities questionnaire representing masculine spatial, masculine non-spatial, feminine spatial, and feminine non-spatial activities. This research constitutes the first step in the process of identifying a small set of activities that are clearly distinct in terms of their spatial nature and gender-typing. 相似文献
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Bremner AJ Mareschal D Lloyd-Fox S Spence C 《Journal of experimental psychology. General》2008,137(1):149-162
Two experiments investigated infants' ability to localize tactile sensations in peripersonal space. Infants aged 10 months (Experiment 1) and 6.5 months (Experiment 2) were presented with vibrotactile stimuli unpredictably to either hand while they adopted either a crossed- or uncrossed-hands posture. At 6.5 months, infants' responses were predominantly manual, whereas at 10 months, visual orienting behavior was more evident. Analyses of the direction of the responses indicated that (a) both age groups were able to locate tactile stimuli, (b) the ability to remap visual and manual responses to tactile stimuli across postural changes develops between 6.5 and 10 months of age, and (c) the 6.5-month-olds were biased to respond manually in the direction appropriate to the more familiar uncrossed-hands posture across both postures. The authors argue that there is an early visual influence on tactile spatial perception and suggest that the ability to remap visual and manual directional responses across changes in posture develops between 6.5 and 10 months, most likely because of the experience of crossing the midline gained during this period. 相似文献
54.
Isabelle D. Cherney 《Sex roles》2008,59(11-12):776-786
This study investigated how 3-D and 2-D computer game practice and delivery as well as individual differences affect performance on two tests of mental rotation (Vandenberg Mental Rotation Test and Card Rotation Test). Sixty-one US undergraduates from the Midwest completed 4 h of either massed or distributed practice. While computer game practice improved mental rotation scores in general, women’s gains were significantly greater than men’s, and the most significant gains were accomplished when practice was massed. High mathematical ability, gender, and type of practice significantly predicted improvement scores. The findings suggest that even very minimal computer game practice may improve performance on mental rotation tasks. 相似文献
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This study was designed to compare how 5- to 13-year-old children's leisure activity preferences differ with age and gender. Responses from 60 boys and 60 girls about their favorite toys, television shows, computer games, and outdoor activities were compared across leisure categories. The results showed that gender was a significant factor. Overall, boys spent more time in these leisure activities than girls did. They spent the most time engaged in sports, watching television, and playing computer games, whereas girls spent the most time watching television. Results from a gender index for all activities indicated that boys' leisure preferences became slightly more masculine with age. For girls, preferences for television shows became more feminine with age, but preferences for toys, computer games, and sports became less feminine. These self-chosen preferences may provide differential opportunities for the development of visual-spatial skills, achievement, initiative, self-regulation, and social skills. 相似文献
57.
Using a meta‐analytical procedure, the relationship between team composition in terms of the Big‐Five personality traits (trait elevation and variability) and team performance were researched. The number of teams upon which analyses were performed ranged from 106 to 527. For the total sample, significant effects were found for elevation in agreeableness (ρ = 0.24) and conscientiousness (ρ = 0.20), and for variability in agreeableness (ρ = ?0.12) and conscientiousness (ρ = ?0.24). Moderation by type of team was tested for professional teams versus student teams. Moderation results for agreeableness and conscientiousness were in line with the total sample results. However, student and professional teams differed in effects for emotional stability and openness to experience. Based on these results, suggestions for future team composition research are presented. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献
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Kathryn E. Chaffee Isabelle Plante Catherine Good Joshua M. Aronson Simon-Benoît Kinch Isabelle Gauvin 《Journal of applied social psychology》2024,54(2):71-82
There is growing concern about boys' lagging performance in school, not only in language arts, where the gap is particularly pronounced, but also in mathematics. Stereotypes associating one gender with language arts or with mathematics are likely to contribute to these gaps. Such stereotypes can translate into explicit beliefs such as the extent to which students are aware of societal stereotypes or the extent to which they personally believe stereotypes to be true, but also indirectly into performance following a stereotype threat manipulation. However, few studies have considered these multiple stereotype expressions in both mathematics and language arts to examine their importance in predicting boys' and girls' actual grades in school. To fill this gap, two complementary studies examined high school boys' and girls' awareness and endorsement of stereotypes about both language arts (n = 299) and mathematics (n = 243), as well as whether stereotype threat impaired boys' performance on a spelling test. Although the effect of stereotype threat was not significant overall, our results showed that students were aware of and endorsed strong stereotypes advantaging girls in language arts. In mathematics, students endorsed counter-traditional stereotypes slightly advantaging girls. Our results also showed that these multiple expressions of stereotypes related to students' grades. In doing so, our work provides insights regarding possible targets for interventions to reduce gender gaps disadvantaging boys in school. 相似文献
60.
Frederick L. Philippe Robert J. Vallerand Isabelle Richer ÉVelyne Vallières Jacques Bergeron 《Journal of applied social psychology》2009,39(12):3020-3043
The purpose of the present research was to investigate the relationship between passion for driving and aggressive driving behavior in 3 studies. Study 1 examined the association between passion and aggressive driving behavior in a sample of undergraduate students. Results showed that an obsessive passion for driving was associated with aggressive driving behavior, while harmonious passion was not. Study 2 replicated these results with an ecologically valid sample of community‐dwelling drivers. Finally, Study 3 replicated the results obtained in Studies 1 and 2 in a laboratory setting using a driving simulator under controlled frustrating driving situations with judges' assessment of aggressive driving behavior. Study 3 also showed that the emotion of anger mediated the obsessive‐passion/aggressive‐driving‐behavior relationship. 相似文献