全文获取类型
收费全文 | 321篇 |
免费 | 8篇 |
出版年
2024年 | 1篇 |
2023年 | 1篇 |
2022年 | 3篇 |
2021年 | 4篇 |
2020年 | 7篇 |
2019年 | 7篇 |
2018年 | 6篇 |
2017年 | 9篇 |
2016年 | 11篇 |
2015年 | 3篇 |
2014年 | 9篇 |
2013年 | 44篇 |
2012年 | 16篇 |
2011年 | 24篇 |
2010年 | 9篇 |
2009年 | 6篇 |
2008年 | 21篇 |
2007年 | 21篇 |
2006年 | 10篇 |
2005年 | 10篇 |
2004年 | 12篇 |
2003年 | 15篇 |
2002年 | 11篇 |
2001年 | 2篇 |
2000年 | 8篇 |
1999年 | 2篇 |
1998年 | 5篇 |
1997年 | 5篇 |
1996年 | 4篇 |
1995年 | 3篇 |
1993年 | 1篇 |
1992年 | 5篇 |
1991年 | 2篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 6篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1975年 | 2篇 |
1973年 | 2篇 |
1968年 | 4篇 |
排序方式: 共有329条查询结果,搜索用时 15 毫秒
31.
Joachim Funke 《International Journal of Selection & Assessment》1998,6(2):90-96
The use of PC-based simulations for selection and training for jobs which require complex problem solving skills is ever-increasing. This paper gives a short review of such simulations along with a list of advantages and disadvantages of their use. Possible future developments are sketched. 相似文献
32.
33.
34.
35.
Two-choice response times are a common type of data, and much research has been devoted to the development of process models for such data. However, the practical application of these models is notoriously complicated, and flexible methods are largely nonexistent. We combine a popular model for choice response times-the Wiener diffusion process-with techniques from psychometrics in order to construct a hierarchical diffusion model. Chief among these techniques is the application of random effects, with which we allow for unexplained variability among participants, items, or other experimental units. These techniques lead to a modeling framework that is highly flexible and easy to work with. Among the many novel models this statistical framework provides are a multilevel diffusion model, regression diffusion models, and a large family of explanatory diffusion models. We provide examples and the necessary computer code. 相似文献
36.
Malte Schwinger Joachim Stiensmeier‐Pelster 《The British journal of educational psychology》2011,81(4):680-699
Background. Students’ perceptions of classroom goals influence their adoption of personal goals. To assess different forms of classroom goals, recent studies have favoured an overall measure of performance classroom goals, compared to a two‐dimensional assessment of performance‐approach and performance‐avoidance classroom goals (PAVCG). Aims. This paper considered the relationship between students’ perceptions of classroom goals and their endorsement of personal achievement goals. We proposed that three (instead of only two) classroom goals need to be distinguished. We aimed to provide evidence for this hypothesis by confirmatory factor analysis (CFA) and also by divergent associations between the respective classroom goal and students’ personal goal endorsement. Sample. A total of 871 (474 female) 10th grade students from several German high schools participated in this study. Method. Students responded to items assessing their perception of mastery, performance‐approach, and performance‐avoidance goals in the classroom. Additionally, the students reported how much they personally pursue mastery, performance‐approach, and performance‐avoidance goals. All items referred to German as a specific school subject. Results. A CFA yielded empirical support for the proposed distinction of three (instead of only two) different kinds of classroom goals. Moreover, in hierarchical linear modelling (HLM) analyses all three classroom goals showed unique associations with students’ personal goal adoption. Conclusions. The findings emphasized the need to distinguish performance‐approach and PAVCG. Furthermore, our results suggest that multiple classroom goals have interactive effects on students’ personal achievement strivings. 相似文献
37.
Annette van Randenborgh Joachim Hüffmeier Joelle LeMoult Jutta Joormann 《Motivation and emotion》2010,34(4):325-332
Self-regulation of behavior frequently requires that people disengage from goals that are too difficult to attain. The current
studies investigate whether self-focused rumination hinders the execution of this crucial self-regulatory competence. In study
one, participants attempted to solve anagrams, some of which were unsolvable, and their predisposition to engage in self-focused
rumination was assessed. The tendency to ruminate was associated with getting stuck in the attempt to solve unsolvable anagrams.
In study two, ruminative thoughts were manipulated by asking participants to focus on their self, personality, and goals in
life, a task frequently employed to induce rumination. Compared to participants undergoing a distraction induction, ruminating
participants were more likely to get stuck trying to solve unsolvable anagrams. These results suggest that self-focused rumination
hinders disengagement from unattainable goals. 相似文献
38.
Previous research has shown that the formation of units or chunks contributes to sequence learning in serial reaction time
(SRT) tasks (Koch & Hoffmann, Psychological Research 63:22–35, 2000). However, some of these results were assumed to be unrelated to sequence learning and to reflect preexistent response tendencies
(Jiménez, Psychological Research 72:387–396, 2008). In the Experiment of this study, we aimed to evaluate this issue. One group of participants responded to a strongly structured
sequence of digits by pressing one out of six response keys depending on digit identity. In a second experimental group, a
weakly structured sequence was presented, which contained comparable transitions among the single items, but did not have
series of ascending and descending triplets of successive digits. The results indicated that serial learning in general as
well as response tendencies to certain fragments of the sequence were modulated by the manipulation of the strength of relational
patterns. The data are consistent with the notion that relational patterns contribute to the formation of chunks as suggested
in the original study. 相似文献
39.
Joachim Funke 《Cognitive processing》2010,11(2):133-142
Complex problem solving (CPS) emerged in the last 30 years in Europe as a new part of the psychology of thinking and problem solving. This paper introduces into the field and provides a personal view. Also, related concepts like macrocognition or operative intelligence will be explained in this context. Two examples for the assessment of CPS, Tailorshop and MicroDYN, are presented to illustrate the concept by means of their measurement devices. Also, the relation of complex cognition and emotion in the CPS context is discussed. The question if CPS requires complex cognition is answered with a tentative “yes.” 相似文献
40.
The classification of human beings into distinct groups is a fundamental feature of social perception. Problematic phenomena, such as prejudice, discrimination, and intergroup conflict, are commonly traced back to categorization. We explore the minimal conditions under which categorization occurs and the basic mechanisms by which it affects cognition and behavior. We show that comparisons between groups are not necessary for categorization, reveal the conditions under which people overestimate or underestimate differences between groups, and sketch a model showing how social categorization gives rise to differences in the evaluation of ingroups and outgroups and to differences in the accuracy of judgments of ingroups and outgroups. We conclude with reflections on intergroup conflict and the role of moral judgment in such conflicts. 相似文献