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61.
Psychological change is difficult to assess, in part because self-reported beliefs and attitudes may be biased or distorted.
The present study probed belief change, in an educational context, by using the hindsight bias to counter another bias that
generally plagues assessment of subjective change. Although research has indicated that skepticism courses reduce paranormal
beliefs, those findings may reflect demand characteristics (biases toward desired, skeptical responses). Our hindsight-bias
procedure circumvented demand by asking students, following semester-long skepticism (and control) courses, to recall their
precourse levels of paranormal belief. People typically remember themselves as previously thinking, believing, and acting
as they do now, so current skepticism should provoke false recollections of previous skepticism. Given true belief change,
therefore, skepticism students should have remembered themselves as having been more skeptical than they were. They did, at
least about paranormal topics that were covered most extensively in the course. Our findings thus show hindsight to be useful
in evaluating cognitive change beyond demand characteristics. 相似文献
62.
Multiple regression is a widely used technique for data analysis in social and behavioral research. The complexity of interpreting such results increases when correlated predictor variables are involved. Commonality analysis provides a method of determining the variance accounted for by respective predictor variables and is especially useful in the presence of correlated predictors. However, computing commonality coefficients is laborious. To make commonality analysis accessible to more researchers, a program was developed to automate the calculation of unique and common elements in commonality analysis, using the statistical package R. The program is described, and a heuristic example using data from the Holzinger and Swineford (1939) study, readily available in the MBESS R package, is presented. 相似文献
63.
Michael Borenstein Jacob Cohen Hannah R. Rothstein Simcha Pollack John M. Kane 《Behavior research methods》1992,24(4):565-572
Computer programs for statistical power analysis typically require the user to provide a series of values and respond by reporting the corresponding power. These programs provide essentially the same functions as a published text, albeit in a more convenient form. In this paper, we describe a program that instead uses innovative graphic techniques to provide insight into the interaction among the factors that determine power. For example, fort tests, the means and standard deviations of the two distributions, sample sizes, and alpha are displayed as bar graphs. As the researcher modifies these values, the corresponding values of beta (also displayed as a bar graph) and power are updated and displayed immediately. By displaying all of the factors that are instrumental in determining power, the program ensures that each will be addressed By allowing the user to determine the impact that any modifications will have on power, the program encourages an appropriate balance between alpha and beta while working within the constraints imposed by a limited sample size. The program also allows the user to generate tables and graphs to document the impact of the various factors on power. In addition, the program enables the user to run on-screen Monte Carlo simulations to demonstrate the importance of adequate statistical power, and as such, it can serve as a unique educational tool. 相似文献
64.
James T Tedeschi Catherine A Riordan Gerald G Gaes Thomas Kane 《Journal of research in personality》1983,17(2):218-225
The effects of verbal accounts offered by a threatener on targets' subsequent attributions of the threatener's social motives was studied. Following a standardized interaction in a Prisoner's Dilemma game the subjects' opponent offered one of three accounts for using threats: cooperative intent, establishment of transrelational equity, or ignorance. In a fourth condition the confederate offered no account for his actions. Attributions were assessed by having subjects rate each of four responses representative of the social motives of cooperation, competition, apathy, and deceit in five different situations. It was found that the type of account had specific attributional effects. A cooperative account led to a correspondent inference of a cooperative disposition, a transrelational equity account was apparently perceived as illegitimate and led to an attribution of a deceitful motive, and an excuse of ignorance was linked with apathy. 相似文献
65.
66.
V. William Harris Don Bushell James A. Sherman John F. Kane 《Journal of applied behavior analysis》1975,8(4):462-462
The study was conducted within a training and demonstration center for teachers from several different school districts. The teachers staffing the center were employees of the host school district who volunteered to serve in the center. Unfortunately, these volunteers did not always use the program materials appropriately and therefore did not always provide clear models for visiting teachers. In particular, four of the volunteer teachers did not always instruct their students from the appropriate reading text, even when encouraged to do so by the principal of the school in which the center was located. Various procedures were employed to alter this situation. The experimenter, (associate director of the training and demonstration center) provided instructions, feedback, and praise regarding use of the appropriate reading text. These procedures had clear effects with only one teacher. Then, merit or bonus payments were provided for teachers who used the appropriate reading text for criterion periods of time; a procedure that was very effective with all four teachers. The problem worked on in this study is typical of those faced by workers in public institutions where change cannot be brought about by the researcher's authority. All teachers in the present study had the necessary skills to demonstrate accurately the prescribed program procedures, but they did not always do so until the bonus payment was used. Although the bonus payment procedure might be inappropriate in some school situations, the procedure could easily be adjusted to accommodate the established practices of many schools. For example, establishment of explicit performance criterion and use of in-service stipends for meeting criterion performance during school hours, rather than attendance at meetings after school, might well be comparably effective. 相似文献
67.
Using the assumption of randomly parallel tests and concepts from generalizability theory, three signal/noise ratios for domain-referenced
tests are developed, discussed, and compared. The three ratios have the same noise but different signals depending upon the
kind of decision to be made as a result of measurement. It is also shown that these ratios incorporate a definition of noise
or error which is different from the classical definition of noise typically used to characterize norm-referenced tests.
Part of the work leading to this paper was accomplished while the authors were assistant professors at the State University
of New York at Stony Brook. 相似文献
68.
M J Kane 《Adolescence》1988,23(90):253-264
This study examined the relationship between female athletic participation and status attainment within the social status systems of high school adolescents. Although earlier research has consistently demonstrated that the athletic role for males is associated with greatest status within the school, findings regarding the status of female athletes have been contradictory: Some studies have found high status rankings for female athletes while others have revealed negative results. It was therefore argued that current research go beyond the general construct of "female athlete" and consider the type of sport with which the adolescent female is associated as a possible status determinant. Employing a sport typology proposed by Metheny (1967), it was predicted that females associated with sex-appropriate or "feminine" sports (e.g., tennis) would receive significantly higher status ratings than those identified with sex-inappropriate or "masculine" sports (e.g., basketball). One hundred and twenty-one male subjects were asked to indicate which female athlete (associated with a sex-appropriate versus a sex-inappropriate sport) they would most like to date, while 111 female subjects were asked to choose which female athlete they would most like to have as a friend. Chi-square analyses revealed that, as predicted, females associated with sex-appropriate sports were given significantly greater status than females identified with sex-inappropriate sports by both male and female subjects. These results suggest that social assessments made about female sport participation within high school status systems remain heavily influenced by traditional beliefs regarding feminine, "ladylike" behavior. 相似文献
69.
Subjects estimated the duration of five different time intervals, either filled or unfilled, in relation to one or two standard intervals. Half of the subjects were presented with the standard at the beginning of the experiment only, and half were presented with the standard before every interval. The five estimations were then used to calculate, for each subject, the exponent in Stevens' Power Law which describes the form of the power relationship. The resulting over-all exponent of .91, although nearly linear, was significantly different from 1.0. The data were then analyzed by a 2 X 2 X 2 analysis of variance which showed a significant interaction between presenting the standard either once or before each interval with the duration of the standard. 相似文献
70.
Proactive personality and the successful job search: a field investigation with college graduates 总被引:4,自引:0,他引:4
The current article tests a model of proactive personality and job search success with a sample of 180 graduating college students. Using structural equation modeling, the authors tested a theoretical model that specified the relations among proactive personality, job search self-efficacy, job search behaviors, job search effort, and job search outcomes. Job seekers were surveyed at 2 separate points in time, once 3-4 months prior to graduation and once 2-3 months following graduation. The results suggest that proactive personality (a) significantly influenced the success of college graduates' job search, (b) was partially mediated through job search self-efficacy and job search behavior, and (c) was independent of self-esteem and conscientiousness. The findings are discussed in terms of their general implications for understanding the nature of the process through which distal personality factors, such as proactive personality, affect the nature and success of an individual's job search. 相似文献