全文获取类型
收费全文 | 893篇 |
免费 | 39篇 |
国内免费 | 1篇 |
出版年
2021年 | 5篇 |
2020年 | 7篇 |
2019年 | 15篇 |
2018年 | 14篇 |
2017年 | 31篇 |
2016年 | 28篇 |
2015年 | 14篇 |
2014年 | 17篇 |
2013年 | 136篇 |
2012年 | 30篇 |
2011年 | 43篇 |
2010年 | 34篇 |
2009年 | 20篇 |
2008年 | 25篇 |
2007年 | 39篇 |
2006年 | 23篇 |
2005年 | 31篇 |
2004年 | 32篇 |
2003年 | 26篇 |
2002年 | 24篇 |
2001年 | 13篇 |
2000年 | 12篇 |
1999年 | 12篇 |
1998年 | 15篇 |
1997年 | 13篇 |
1996年 | 8篇 |
1995年 | 8篇 |
1992年 | 12篇 |
1991年 | 8篇 |
1990年 | 8篇 |
1989年 | 11篇 |
1988年 | 11篇 |
1987年 | 8篇 |
1986年 | 8篇 |
1985年 | 9篇 |
1984年 | 10篇 |
1982年 | 6篇 |
1981年 | 7篇 |
1979年 | 6篇 |
1978年 | 8篇 |
1977年 | 7篇 |
1976年 | 6篇 |
1975年 | 7篇 |
1974年 | 8篇 |
1973年 | 10篇 |
1972年 | 10篇 |
1971年 | 6篇 |
1970年 | 6篇 |
1969年 | 5篇 |
1937年 | 5篇 |
排序方式: 共有933条查询结果,搜索用时 15 毫秒
101.
102.
Karl A. Hutton Chris G. Sibley David N. Harper Maree Hunt 《Transportation Research Part F: Traffic Psychology and Behaviour》2001,4(4)
A feedback programme was employed to help drivers improve their safety behaviour based on the idea that particular types of driver error result from contingency traps as defined by Fuller [Journal of Applied Behaviour Analysis, 24 (1991) 73]. Two drivers and their single respective passengers participated. For each driver, repeated in-car observations were made of four unsafe driving behaviours. Two of these were sequentially targeted in the behavioural intervention that involved the passengers providing informational feedback to their driver. Both drivers showed a marked improvement across the targeted behaviours. The study demonstrated the applicability of behaviour analysis to the traffic domain and the efficacy of individual feedback as a behavioural tool for positive behaviour modification. 相似文献
103.
Karl Christoph Klauer Ingo Wegener Katja Ehrenberg 《European journal of social psychology》2002,32(2):223-245
According to the account by comparative distinctiveness, minorities draw attention by virtue of their relative size, leading to more individuation and more stereotyping of their members. Using the ‘Who said what?’ paradigm by Taylor, Fiske, Etcoff, and Ruderman ( 1978 ) in Klauer and Wegener's ( 1998 ) modified version, relative group size of gender categories and age categories was varied in a pilot study and a main experiment, respectively. In the pilot study, memory for discussion statements and in both studies, memory for individuating information increased as subgroup size decreased. Rating measures obtained in the main experiment revealed most stereotyping of minority members. The findings thereby support major predictions of the account by comparative distinctiveness, but demonstrate dissociations between different modes of category‐based processing, i.e. category memory, reconstructive category use, and stereotyping. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献
104.
Karl Schuhmann 《Husserl Studies》1984,1(1):31-68
Ohne Zusammenfassung 相似文献
105.
106.
Ramstead Maxwell J. D. Kirchhoff Michael D. Constant Axel Friston Karl J. 《Synthese》2019,198(1):41-70
Synthese - We present a multiscale integrationist interpretation of the boundaries of cognitive systems, using the Markov blanket formalism of the variational free energy principle. This... 相似文献
107.
Karl Christoph Klauer Thorsten Meiser Birgit Naumer 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》2000,53(3):868-895
Two experiments compared the effects of four training conditions on propositional reasoning. A syntactic training demonstrated formal derivations, in an abstract semantic training the standard truth-table definitions of logical connectives were explained, and a domain-specific semantic training provided thematic contexts for the premises of the reasoning task. In a control training, an inductive reasoning task was practised. In line with the account by mental models, both kinds of semantic training were significantly more effective than the control and the syntactic training, whereas there were no significant differences between the control and the syntactic training, nor between the two kinds of semantic training. Experiment 2 replicated this pattern of effects using a different set of syntactic and domain-specific training conditions. 相似文献
108.
Emily Mather Graham Schafer Carmel Houston‐Price 《The British journal of developmental psychology》2011,29(4):783-805
The impact of novel labels on visual processing was investigated across two experiments with infants aged between 9 and 21 months. Infants viewed pairs of images across a series of preferential looking trials. On each trial, one image was novel, and the other image had previously been viewed by the infant. Some infants viewed images in silence; other infants viewed images accompanied by novel labels. The pattern of fixations both across and within trials revealed that infants in the labelling condition took longer to develop a novelty preference than infants in the silent condition. Our findings contrast with prior research by Robinson and Sloutsky (e.g., Robinson & Sloutsky, 2007a ; Sloutsky & Robinson, 2008 ) who found that novel labels did not disrupt visual processing for infants aged over a year. Provided that overall task demands are sufficiently high, it appears that labels can disrupt visual processing for infants during the developmental period of establishing a lexicon. The results suggest that when infants are processing labels and objects, attentional resources are shared across modalities. 相似文献
109.
110.
David Menendez Karl S. Rosengren Martha W. Alibali 《Applied cognitive psychology》2020,34(5):1101-1117
People often have difficulty in understanding processes of biological change, and they typically reject drastic life cycle changes such as metamorphosis, except for animals with which they are familiar. Even after a lesson about metamorphosis, people often do not generalize to animals not seen during the lesson. This might be partially due to the perceptual richness of the diagrams typically used during lessons on metamorphosis, which serves to emphasize the individual animal rather than a class of animals. In two studies, we examined whether the perceptual richness of a diagram influences adults' learning and transfer of knowledge about metamorphosis. One study was conducted in a laboratory setting, and the other was online. In both studies, adults who saw the bland diagram during the lesson accurately transferred more than adults who saw the rich diagram during the lesson. 相似文献