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191.
Dennis Norris 《Trends in cognitive sciences》2013,17(10):517-524
192.
The literature offers few recommendations for sequencing exposure to treatment conditions with individuals with multiply maintained destructive behavior. Identifying relative preference for the functional reinforcers maintaining destructive behavior may be one means of guiding that decision. The present study presents a preliminary attempt at developing a robust relative preference and reinforcer assessment for individuals with multiply maintained destructive behavior. Guided and free-choice trials were implemented in which participants chose between two multiple-schedule arrangements, each of which programmed signaled periods of isolated reinforcer availability and unavailability. Consistent participant choice and responding during free-choice trials was then used to thin the corresponding schedule of reinforcement. The results demonstrated a strong preference for one of the two functional reinforcers for all four participants, yet preferences differed across participants and were not well predicted by responding in prior analyses. 相似文献
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E. J. Capaldi Suzan Alptekin Daniel J. Miller Kimberley Barry 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》1992,45(1):65-76
Retrieval of the memory of non-reward on a rewarded trial was investigated here employing rats in a T-maze. A forced choice procedure was used. The daily rewarded (R) and non-rewarded (N) trials always occurred in a fixed order, two R, four N, and finally two R, i.e. the series was R1-R2-N1-N2-N3-N4-R3-R4. In an original acquisition phase, Trial N4 of the series having occurred in a particular spatial alternative, e.g. left, it was followed by R3 either in the same alternative, Groups C and T, or in the opposite alternative, Group R. Group T, unlike Groups C and R, received a relatively long intertrial interval between N4 and R3. In a shift phase, groups were treated as in original acquisition except that the long intertrial interval (Group T) and the change in response (Group R) now occurred between R3 and R4 rather than N4 and R3. The major finding in original acquisition was slower running by Groups T and R than by Group C on Trials N2, N3, and N4. In shift, differences between the groups disappeared. These findings are consistent with the hypothesis that response-produced cues contribute to memory retrieval. 相似文献
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196.
Page and Norris [(2008). Is there a common mechanism underlying word-form learning and the Hebb repetition effect? Experimental data and a modelling framework. In A. Thorn &; M. P. A. Page (Eds.), Interactions between short-term and long-term memory in the verbal domain; (2009). A model linking immediate serial recall, the Hebb repetition effect and the learning of phonological word forms. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1536), 3737–3753. doi:10.1098/rstb.2009.0173] have suggested that the Hebb [(1961). Distinctive features of learning in the higher animal. In J. F. Delafresnaye (Ed.), Brain mechanisms and learning (pp. 37–46). Oxford: Blackwell] repetition paradigm can be considered as a laboratory analogue of word learning. In Hebb learning experiments, the lists of items to be learned are presented as discrete sequences. In contrast, novel words are, by definition, always heard as a single coarticulated whole. Might this undermine the claim that Hebb learning can shed light on word learning? Here we report an experiment comparing learning sequences of isolated syllables with learning the same sequences spoken as a single coarticulated nonword. The pattern of learning was similar in the two cases, suggesting that the Hebb repetition paradigm can indeed provide valuable insights into the way novel word forms are learned. 相似文献
197.
Dennis Norris 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1987,39(2):253-275
This paper reports an experiment that demonstrates strategic influences on sentence context effects in a naming task. The size of the sentence context effect is shown to be influenced by the validity of the contextual information. A similar result is obtained simply by changing the proportion of validly completed sentences in the practice session without altering the composition of the experimental trials themselves. The manipulation of context validity was found to have its effect largely on the facilitatory component of the context effect. This dissociation of facilitation and inhibition is shown to be contrary to the predictions of attentional accounts of priming but in line with an explanation of contexts effects based on a mechanism that has evolved primarily to resolve lexical and perceptual ambiguity (Norris, 1986). In a further experiment it is shown that the facilitatory effects of sentence context observed in Experiment 1 are not dependent on the particular baseline condition employed. 相似文献
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In Study 1, an experiential factor divided into the following 3 factors when 3 or more factors were extracted: intuition, emotionality, and imagination; whereas a rational factor retained its coherence. In Study 2, an experiential but not a rational thinking style was positively associated with performance measures of creativity, humor, aesthetic judgment, and intuition and with self-report measures of empathy and social popularity. A rational thinking style was associated with several measures of adjustment. Both thinking styles were positively related to personal growth. Support was provided from several sources for the discriminant validity of the experiential facets. In a third study, the independence of the 2 thinking styles and of gender differences in self-reported data were verified by observations by others of participants' thinking styles. The importance of identifying facets of an experiential thinking style and of discovering previously unrecognized favorable attributes of this thinking style was discussed. 相似文献
200.
Empathy is an important pro-social behaviour critical to a positive client–therapist relationship. Therapist anxiety has been linked to reduced ability to empathise and lower client satisfaction with therapy. However, the nature of the relationship between anxiety and empathy is currently unclear. The current study investigated the effect of experimentally-induced anxiety on empathic responses elicited during three different perspective-taking tasks. Perspective-taking was manipulated within-subjects with all participants (N = 52) completing imagine-self, imagine-other and objective conditions. A threat of shock manipulation was used to vary anxiety between-subjects. Participants in the threat of shock condition reported higher levels of anxiety during the experiment and lower levels of empathy-related distress for the targets than participants in the control condition. Perspective-taking was associated with higher levels of empathy-related distress and concern compared to the objective condition. The present results suggest that perspective-taking can to a large extent mitigate the influence of heightened anxiety on an individual’s ability to empathise. 相似文献