全文获取类型
收费全文 | 412篇 |
免费 | 27篇 |
专业分类
439篇 |
出版年
2024年 | 2篇 |
2023年 | 7篇 |
2022年 | 6篇 |
2021年 | 20篇 |
2020年 | 13篇 |
2019年 | 11篇 |
2018年 | 23篇 |
2017年 | 23篇 |
2016年 | 30篇 |
2015年 | 19篇 |
2014年 | 17篇 |
2013年 | 51篇 |
2012年 | 20篇 |
2011年 | 28篇 |
2010年 | 19篇 |
2009年 | 12篇 |
2008年 | 22篇 |
2007年 | 24篇 |
2006年 | 16篇 |
2005年 | 18篇 |
2004年 | 10篇 |
2003年 | 9篇 |
2002年 | 11篇 |
2001年 | 1篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1998年 | 6篇 |
1997年 | 1篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1989年 | 1篇 |
1988年 | 2篇 |
1986年 | 1篇 |
1984年 | 2篇 |
1976年 | 3篇 |
排序方式: 共有439条查询结果,搜索用时 0 毫秒
151.
Professor Mark L. Howe Ingrid Candel Henry Otgaar Catherine Malone Marina C. Wimmer 《Memory (Hove, England)》2013,21(1):58-75
Across five experiments we examined the role of valence in children's and adults’ true and false memories. Using the Deese/Roediger-McDermott paradigm and either neutral or negative-emotional lists, both adults’ (Experiment 1) and children's (Experiment 2) true recall and recognition was better for neutral than negative items, and although false recall was also higher for neutral items, false recognition was higher for negative items. The last three experiments examined adults’ (Experiment 3) and children's (Experiments 4 and 5) 1-week long-term recognition of neutral and negative-emotional information. The results replicated the immediate recall and recognition findings from the first two experiments. More important, these experiments showed that although true recognition decreased over the 1-week interval, false recognition of neutral items remained unchanged whereas false recognition of negative-emotional items increased. These findings are discussed in terms of theories of emotion and memory as well as their forensic implications. 相似文献
152.
Pascale M. J. Engel de Abreu Marina L. Puglisi Anabela Cruz-Santos Debora M. Befi-Lopes Romain Martin 《Memory (Hove, England)》2013,21(4):323-331
This cross-cultural study investigates the impact of background experience on four verbal and visuo-spatial working memory (WM) tasks. A total of 84 children from low-income families were recruited from the following groups: (1) Portuguese immigrant children from Luxembourg impoverished in terms of language experience; (2) Brazilian children deprived in terms of scholastic background; (3) Portuguese children from Portugal with no disadvantage in either scholastic or language background. Children were matched on age, gender, fluid intelligence, and socioeconomic status and completed four simple and complex span tasks of WM and a vocabulary measure. Results indicate that, despite large differences in their backgrounds and language abilities, the groups exhibited comparable performance on the visuo-spatial tasks dot matrix and odd-one-out and on the verbal simple span task digit recall. Group differences emerged on the verbal complex span task counting recall with children from Luxembourg and Portugal outperforming children from disadvantaged schools in Brazil. The study suggests that whereas contributions of prior knowledge to digit span, dot matrix, and odd-one-out are likely to be minimal, background experience can affect performance on counting recall. Implications for testing WM capacity in children growing up in poverty are discussed. 相似文献
153.
Marina Amore Ph.D. 《Psychoanalytic Dialogues》2013,23(2):238-252
This paper explores the relationship between somatic states and nonverbal processes of memory, and suggests an intervention model favoring the exploration of these states when they emerge during an analytic session. Somatic states and symptoms are considered here to belong to the enactment process, which is part of the web of Self-with-Other relational procedures and of the subsymbolic procedural or implicit mode of knowledge, inherent to and necessary for the development of subjective and relational skills and an integrated sense of Self. The analytic dyad can agree to consider somatic states as a sort of dream of the body that, like a dream of the mind, can be explored and investigated together. In the clinical experience presented, a painful somatic state gives shape to a significant enactment. By focusing perceptive attention on the somatic state, it reveals the memory of a traumatic experience. The integration of the dissociated memory overcomes the impasse that the analytic relationship is experiencing as the conclusion of the therapeutic process draws near. 相似文献
154.
155.
Utilizing mood management theory (Zillmann, 1988) and its extension, the mood adjustment approach (Knobloch, 2003), we recruited participants who were entering a video rental store to assess possible links between mood and video choice. This procedure was done to maximize external validity in examining the relationship between mood and media choice. Participants reported on their current mood before entering the store; on exiting they reported on their rental choices. Overall, aspects of the viewing situation (alone vs. with others), mood, and to some extent planned activities for the night were related to video choice but not always in the ways we had predicted. In general, those who felt angry and bored chose fewer dramas; those who felt calm chose more comedies, and those who felt energetic chose more action movies but avoided crime dramas and comedies. Those who felt nervous, however, chose more–not fewer–horror movies. In addition, those who felt sad chose more–not fewer–dramas and crime dramas but avoided dramatic comedies. Rather, sad people seemed to gravitate to serious films. Possible explanations for such findings are provided. Support for mood management is somewhat stronger than for mood adjustment. 相似文献
156.
The influence of video game realism and controller naturalness on aggression was examined with an experiment that manipulated game realism and controller naturalness. Perceived controller naturalness increased perceptions of realism of the game and led to greater immersion. The more realistic game was perceived as such and led to greater immersion. Ultimately, greater immersion led to more cognitive aggression. Results are discussed in terms of a mental models approach and the process of model matching. 相似文献
157.
This study was undertaken to examine why a previous study revealed that children inaccurately recalled “seeing” violence in a nonviolent cartoon clip. We used a 2 (still photo vs. video clip) × 2 (action hero vs. neutral character) repeated measure experimental design and showed preschoolers (33–60 months) two photos and two video clips. Children were asked to tell a story about what might happen next. In addition, parents filled out a brief questionnaire. Results indicate that first, children whose parents reported that they had never been exposed to violent cartoons gave fewer aggressive responses than those who had seen one. Second, character type appears to have a greater effect on children's aggressive mental models than the narrative does. Overall, the effect of stereotypical action characters (as compared to neutral characters) is greater than it is for the video clip versus still-photo manipulation. Third, older children provided more aggressive story endings to the action character in the video sequence compared to younger children who saw the neutral character in the still photo or the neutral character in the video sequence. In sum, a single exposure to action cartoons may help very young children establish mental models for aggression. Second, both older and younger children are influenced by action cartoons, but older children are better able to incorporate story information whereas younger children focus on character appearance. Results are discussed in terms of mental models and child development. 相似文献
158.
Marina Krcmar 《Media Psychology》2013,16(1):31-53
Two experiments were conducted to test several questions regarding very young children's (6–24 months) learning (i.e., simple action imitation and word learning) from video. Specifically, this study tested the video deficit, which is the tendency for infants and toddlers to learn significantly more effectively from live information than they do when identical information is presented on a screen. First, the video deficit was explored using two different tasks. Overall, the pattern of results was similar for action imitation and word learning. Specifically, the video deficit was present for both simple action imitation and for word learning in the middle cohort, but not present for younger and older children. Second, there was some mitigation of the video deficit from seeing socially meaningful actors for action imitation; however for word learning the effect only approached significance. Third, repetition helped children learn words more effectively, especially for the youngest and oldest cohort; however, repetition did not help for simple task imitation. 相似文献
159.
Marina Cujzek 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2017,24(6):631-648
This research aimed at investigating the utility of a computerized version of a cognitively stimulating activity as a video game intervention for elderly. The study focused on the effect of a 6-week extensive practice intervention on aspects of cognitive functioning (vigilance, working memory (WM), inhibition, reasoning) of old-old participants (N = 29), randomly assigned to trained or active control group. The difference between groups was in the content of the extended video game practice – cognitively complex card game for trained and computerized version of a simple dice-game of chance for control participants. A pretest, posttest and a 4-month follow-up measurement was conducted. Results revealed improvements in both groups, except for improved reasoning found only in trained participants. These results suggest that: (1) improvements are dependent on the complexity of the program, (2) cognitively stimulating activity are a valid training procedure for old-old, (3) novelty of computer use is an important factor in determining training efficacy. 相似文献
160.