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31.
32.
Visually perceived eye level (VPEL) and the ability of subjects to reach with an unseen limb to targets placed at VPEL were measured in a statically pitched visual surround (pitchroom). VPEL was shifted upward and downward by upward and downward room pitch, respectively. Accuracy in reaching to VPEL represented a compromise between VPEL and actual eye level. This indicates that VPEL shifts reflect in part a change in perceived location of objects. When subjects were provided with terminal visual feedback about their reaching, accuracy improved rapidly. Subsequent reaching, with the room vertical, revealed a negative aftereffect (i.e., reaching errors that were opposite those made initially in the pitched room). In a second study, pointing accuracy was assessed for targets located both at VPEL and at other positions. Errors were similar for targets whether located at VPEL or elsewhere. Additionally, pointing responses were restricted to a narrower range than that of the actual target locations. The small size of reaching and pointing errors in both studies suggests that factors other than a change in perceived location are also involved in VPEL shifts. 相似文献
33.
Trust and Missed Opportunities in International Relations 总被引:2,自引:0,他引:2
Deborah Welch Larson 《Political psychology》1997,18(3):701-734
With the end of the Cold War, we must wonder whether there were missed opportunities to regulate the arms race and global competition, which nearly bankrupted the United States and contributed to the collapse of the Soviet Union. A missed opportunity for agreement is a situation where there was at least one alternative that the parties to a conflict preferred or would have preferred to nonagreement. Hard-core Realists argue that states compete for territory, arms, and influence because they have conflicting national interests. Soft-core Realists maintain that such conflicts are effects of international anarchy and uncertainty, and that states can cooperate contingent on reciprocity. I argue that states often fail to cooperate even when they have compatible preferences because policy-makers make incorrect inferences about the opponent's motives and intentions, a process that can be illuminated by social psychology. I present three alternative explanations of trust and distrust in international relations—rational choice, domestic structures, and social psychology. If policy-makers are prudent, they will assess the other's interests in observing an agreement as well as its reputation. Often, domestic political structures encourage leaders to promote distrust of an external enemy to legitimize their internal rule or foreign policy. Finally, distrust may lead policy-makers to dismiss the other side's cooperative signals or proposals. Distrust can be overcome by making a series of step-by-step agreements in which each side can test the other's good faith at limited cost, or through unilateral concessions as part of a consistent policy. 相似文献
34.
Mary Welch 《The Journal of analytical psychology》1972,17(2):220-225
J oseph B. W heelwright (Ed): The analytic process: aims, analysis, training
A. A lvarez : The savage god
B ernard A aronson and H umphrey O smond (Eds.): Psychedelics: the uses and implications of hallucinogenic drugs
E rnst B ernhard : Mitobiografia
B arbara H annah : Striving towards wholeness
C raig R. E isendraht : The unifying moment: the psychological philosophy of William James and Alfred North Whitehead 相似文献
A. A lvarez : The savage god
B ernard A aronson and H umphrey O smond (Eds.): Psychedelics: the uses and implications of hallucinogenic drugs
E rnst B ernhard : Mitobiografia
B arbara H annah : Striving towards wholeness
C raig R. E isendraht : The unifying moment: the psychological philosophy of William James and Alfred North Whitehead 相似文献
35.
Robert B. Welch 《Attention, perception & psychophysics》1972,12(6):453-456
Ss were confronted with a situation which mimicked the visuomotor consequences of an 11-deg lateral displacement of the visual field (leftward in Experiment I and rightward in Experiment II). The displacement was effected by having E place his own finger to one side of S’s nonvisible finger. Ss who were informed of this deception prior to the exposure period (informed group) manifested significantly less adaptation (“negative aftereffect” and “proprioceptive shift”) than did Ss who were told that their vision would be displaced by the goggles which they were wearing (misinformed group). It was concluded that adaptation to visual rearrangement is strongly influenced by S’s assumptions regarding the adequacy of his vision and the identity of the manual limb which he is viewing. 相似文献
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Robert B. Welch 《Attention, perception & psychophysics》1971,9(1):102-104
The amount by which target pointing enhances prism adaptation (the “target-pointing effect”) was examined as a function of exposure trials. Each S served in three conditions—target-pointing, no-target, and control—wearing 20-diopter prism goggles in the first two. The S was measured prior to the exposure period on target-pointing accuracy with normal vision but with no visual feedback regarding his performance. Similar measures were taken after the 5th, 10th, 15th, 25th, 35th, 55th, and 95th exposure trials and after each of two consecutive 5-min postexposure periods in the dark. The two experimental conditions led to sharply rising and negatively accelerated adaptation (“negative aftereffect”) curves, the asymptotes of which differed markedly, in favor of the target-pointing condition. This difference in asymptotes indicates that the target-pointing effect is not limited to the early portion of the exposure period but, instead, is a relatively permanent phenomenon. There was no decline in adaptation during the postexposure period. 相似文献
38.
Techniques of behavior modification were employed with two second-grade Negro girls in a demonstration school for culturally deprived children to increase the girls' appropriate classroom behaviors. A classification system that provided for continuous categorization of behavior was used to code the children's behavior in two classroom situations. Data were also taken on the type, duration, and frequency of the teachers' verbal interactions. The study included four conditions: Baseline, Modification I, Postmodification, and Modification II. The treatment variable was positive social reinforcement-attention and approval contingent upon desirable classroom behaviors-which was presented, withheld, or withdrawn (timeout from social reinforcement). Withholding of social reinforcement was contingent upon inappropriate attention-getting behaviors. Timeout from social reinforcement was contingent upon behaviors classified as aggressive and resistive. After 25 days of Modification I, desirable behavior increased markedly for each girl. The teachers were then asked to return to their Baseline level of performance. The resultant behaviors demonstrated that for one girl, behavior was still primarily under the control of the treatment contingencies. For the second child, many desirable behaviors that had increased in frequency during Modification I remained high, but inappropriate behaviors increased. When treatment was reinstated, the amount of time spent in desirable behaviors increased and remained high for both girls. Three checks during the three months following data collection showed that these behaviors continued to remain high. 相似文献
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