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151.
Katharina A. Schwarz Roland Pfister Christian Büchel 《Psychology, health & medicine》2018,23(1):99-105
Patient studies provide insights into mechanisms underlying diseases and thus represent a cornerstone of clinical research. In this study, we report evidence that differences between patients and controls might partly be based on expectations generated by the patients’ knowledge of being invited and treated as a patient: the Being a Patient effect (BP effect). This finding extends previous neuropsychological reports on diagnosis threat. Participants with mild allergies were addressed either as patients or control subjects in a clinical study. We measured the impact of this group labeling and corresponding instructions on pain perception and cognitive performance. Our results provide evidence that the BP effect can indeed affect physiological and cognitive measures in clinical settings. Importantly, these effects can lead to systematic overestimation of genuine disease effects and should be taken into account when disease effects are investigated. Finally, we propose strategies to avoid or minimize this critical confound. 相似文献
152.
An online version of a Picture Story Exercise (PSE) was administered to 180 participants to assess implicit motives for achievement,
affiliation, and power. First, data were analyzed with respect to different aspects of participant behavior (dropout, writing
time, story length, setting). Second, online data were compared with data collected in the laboratory (n = 93). Results regarding motive density, internal consistency, picture profiles, and position effects were comparable among
samples and consistent with previous research (Pang and Schultheiss in J Person Assess 85:280–294, 2005; Schultheiss and Brunstein in J Person Assess 77: 71–86, 2001). In addition, online participants completed self-report measures assessing explicit motives and the Big Five personality
factors. Explicit motives showed no substantial overlap with PSE motive scores, replicating previous research. Personality
factors revealed gender differences in correlates: men with a high implicit power motive reported less agreeableness and conscientiousness.
Results suggest that administering the PSE online yields reliable and valid data. 相似文献
153.
Cropping is the central act of photography, the viewfinder of a camera being used to crop a portion of the visual world which is then surrounded with a frame. Six studies are described which show that the act of cropping is carried out reliably and confidently by both expert and non-expert participants. Two studies confirm that some croppers are better croppers than others, their cropped images being preferred aesthetically over the croppings of less-good croppers. Colour had little impact on cropping decisions, whereas thresholded monochrome images ('Mooney images') dramatically altered crop positions. That suggests that cropping can be driven top-down, by the meaning of objects in photographs, but the fact that the Mooneyised images are still cropped consistently, suggests that image structure, perhaps in the form of low-level image properties, may still be important. Experts crop pictures differently from non-experts, and they take longer, viewing a wider range of possible crops, pausing longer to assess crops, and using more formal terminology when reflecting on their cropping decisions. Experts' crops are not, however, preferred more, either by non-expert viewers or by expert viewers. Cropping, it is suggested, is an ideal paradigm for experimental aesthetics, allowing precise experimental control with Fechner's Method of Production, a technique which normally is not easy to use. 相似文献
154.
While first studies suggested that emotional task material may enhance prospective memory performance in young and older adults, the extent and mechanisms of this effect are under debate. The authors explored possible differential effects of cue valence on the prospective and retrospective component of prospective memory in young and older adults. Forty-five young and 41 older adults performed a prospective memory task in which emotional valence of the prospective memory cue was manipulated (positive, negative, neutral). The multinomial model of event-based prospective memory was used to analyze effects of valence and age on the two prospective memory components separately. Results revealed an interaction indicating that age differences were smaller in both emotional valence conditions. For older adults positive cues improved the prospective component, while negative cues improved the retrospective component. No main effect of valence was found for younger adults on an overt accuracy measure, but model-based analyses showed that the retrospective component was enhanced in the positive compared with the negative cue condition. The study extends the literature in demonstrating that processes underlying emotional effects on prospective memory may differ depending on valence and age. 相似文献
155.
Events often share elements that guide us to integrate knowledge from these events. Integration allows us to make inferences that affect reactions to new events. Integrating events and making inferences are thought to depend on consciousness. We show that even unconsciously experienced events, that share elements, are integrated and influence reactions to new events. An unconscious event consisted of the subliminal presentation of two unrelated words. Half of subliminal word pairs shared one word ('winter red', 'red computer'). Overlapping word pairs were presented between 6s and 78 s apart. The test for integration required participants to judge the semantic distance between suprathreshold words ('winter computer'). Evidence of integration was provided by faster reactions to suprathreshold words that were indirectly related versus unrelated. This effect was independent of the time interval between overlapping word pairs. We conclude that consciousness is no requirement for the integration of discontiguous events. 相似文献
156.
Ihle A Schnitzspahn K Rendell PG Luong C Kliegel M 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2012,19(1-2):84-101
The present diary study examined everyday prospective memory tasks in younger and old adults and explored the role of personal task importance, use of reminders and everyday stress as possible correlates of age-related prospective memory performance in everyday life. Results revealed an age benefit in everyday prospective memory tasks. In addition, task importance was identified as a critical moderator of age-related prospective memory performance. More frequent use of reminders and lower levels of stress, however, were associated with better prospective memory performance in general but did not contribute to age-related prospective memory performance. Exploring further possible correlates of prospective memory revealed that the strategy to reprioritize initially planned intentions was associated with age benefits in everyday prospective memory. Results suggest that the age-related benefit observed in experimenter-given tasks transfers to everyday prospective memory and varies in dependence of motivational and cognitive factors. Implications for theoretical models of prospective memory and aging are discussed. 相似文献
157.
Disfluency Meets Cognitive Load in Multimedia Learning: Does Harder‐to‐Read Mean Better‐to‐Understand? 下载免费PDF全文
Alexander Eitel Tim Kühl Katharina Scheiter Peter Gerjets 《Applied cognitive psychology》2014,28(4):488-501
In a series of four experiments, we examined the impact of disfluency in multimedia learning by testing contrasting predictions derived from disfluency theory and cognitive load theory against each other. Would a less legible text be beneficial to learning when accompanied by pictures, and what would be the role of less legible pictures? Students (N = 308) learned with text and pictures that were either easy‐to‐read (i.e., fluent) or harder‐to‐read (i.e., disfluent) about how a toilet flush works (Experiments 1–3) and about how lightning develops (Experiment 4). In line with disfluency theory, a disfluent text led to better performance in the transfer test and to more invested mental effort in Experiment 1. However, these beneficial effects could not be replicated in Experiments 2, 3, and 4, leaving open questions regarding the stability and generalizability of the disfluency effect, and thus raising concerns regarding its impact for educational practice. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
158.
Dipl.-Psych. Dipl.-Theol. Katharina Parisius Prof. Dr. Ulrich Sachsse 《Psychotherapeut》2014,59(3):200-205
Psychotherapy is a complex process of understanding and action. In order to adequately realize this, reference to only a single therapy school or monotheoretical reference framework would be insufficient, but an appropriate reduction in complexity cannot be dispensed with. A psychotherapy process is composed of a large number of multifaceted elements: image of humanity and value orientation, personality variables of patients and therapists, relationship parameters, diagnostic categories with a spectrum of disorders and disorder symptoms, indications, approach or disorder-specific techniques and therapeutic competence. Other factors including context of life, time windows and frequency also determine the individual therapy process. The logic of the therapeutic understanding and action should be governed a far as possible by a process and patient-related and/or disorder-specific theory and should bind both together in a meaningful way. 相似文献
159.
Hilde Haider Katharina Eberhardt Alexander Kunde Michael Rose 《Consciousness and cognition》2013,22(1):82-98
Although the existence of implicit motor learning is now widely accepted, the findings concerning perceptual implicit learning are ambiguous. Some researchers have observed perceptual learning whereas other authors have not. The review of the literature provides different reasons to explain this ambiguous picture, such as differences in the underlying learning processes, selective attention, or differences in the difficulty to express this knowledge. In three experiments, we investigated implicit visual learning within the original serial reaction time task. We used different response devices (keyboard vs. mouse) in order to manipulate selective attention towards response dimensions. Results showed that visual and motor sequence learning differed in terms of RT-benefits, but not in terms of the amount of knowledge assessed after training. Furthermore, visual sequence learning was modulated by selective attention. However, the findings of all three experiments suggest that selective attention did not alter implicit but rather explicit learning processes. 相似文献
160.