全文获取类型
收费全文 | 330篇 |
免费 | 19篇 |
国内免费 | 3篇 |
出版年
2023年 | 2篇 |
2022年 | 3篇 |
2020年 | 6篇 |
2019年 | 4篇 |
2018年 | 4篇 |
2017年 | 9篇 |
2016年 | 9篇 |
2015年 | 10篇 |
2014年 | 10篇 |
2013年 | 35篇 |
2012年 | 15篇 |
2011年 | 18篇 |
2010年 | 12篇 |
2009年 | 7篇 |
2008年 | 19篇 |
2007年 | 20篇 |
2006年 | 20篇 |
2005年 | 15篇 |
2004年 | 14篇 |
2003年 | 15篇 |
2002年 | 13篇 |
2001年 | 6篇 |
2000年 | 7篇 |
1999年 | 7篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1994年 | 2篇 |
1992年 | 4篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1986年 | 4篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1982年 | 2篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1975年 | 3篇 |
1974年 | 1篇 |
1973年 | 4篇 |
1972年 | 4篇 |
1971年 | 3篇 |
1969年 | 2篇 |
1967年 | 2篇 |
1966年 | 3篇 |
1955年 | 1篇 |
排序方式: 共有352条查询结果,搜索用时 15 毫秒
121.
Individual differences in working memory capacity (WMC) predict individual differences in basically all tasks that demand some form of cognitive labor, especially if the persons conducting the task are exposed to distraction. As such, tasks that measure WMC are very useful tools in individual-differences research. However, the predictive power of those tasks, combined with conventional statistical tools that cannot support the null hypothesis, also makes it difficult to study the limits of that power. In this article, we review studies that have failed to find a relationship between WMC and effects of auditory distraction on visual–verbal cognitive performance, and use meta-analytic Bayesian statistics to test the null hypothesis. The results favor the assumption that individual differences in WMC are, in fact, not (always) related to the magnitude of distraction. Implications for the nature of WMC are discussed. 相似文献
122.
Herbert W. Marsh Oliver Lüdtke Alexander Robitzsch Ulrich Trautwein Tihomir Asparouhov Bengt Muthén 《Multivariate behavioral research》2013,48(6):764-802
This article is a methodological-substantive synergy. Methodologically, we demonstrate latent-variable contextual models that integrate structural equation models (with multiple indicators) and multilevel models. These models simultaneously control for and unconfound measurement error due to sampling of items at the individual (L1) and group (L2) levels and sampling error due the sampling of persons in the aggregation of L1 characteristics to form L2 constructs. We consider a set of models that are latent or manifest in relation to sampling items (measurement error) and sampling of persons (sampling error) and discuss when different models might be most useful. We demonstrate the flexibility of these 4 core models by extending them to include random slopes, latent (single-level or cross-level) interactions, and latent quadratic effects. Substantively we use these models to test the big-fish-little-pond effect (BFLPE), showing that individual student levels of academic self-concept (L1-ASC) are positively associated with individual level achievement (L1-ACH) and negatively associated with school-average achievement (L2-ACH)—a finding with important policy implications for the way schools are structured. Extending tests of the BFLPE in new directions, we show that the nonlinear effects of the L1-ACH (a latent quadratic effect) and the interaction between gender and L1-ACH (an L1 × L1 latent interaction) are not significant. Although random-slope models show no significant school-to-school variation in relations between L1-ACH and L1-ASC, the negative effects of L2-ACH (the BFLPE) do vary somewhat with individual L1-ACH. We conclude with implications for diverse applications of the set of latent contextual models, including recommendations about their implementation, effect size estimates (and confidence intervals) appropriate to multilevel models, and directions for further research in contextual effect analysis. 相似文献
123.
124.
125.
Alexandre J. S. Morin Jean-Sébastien Boudrias Herbert W. Marsh Dennis M. McInerney Véronique Dagenais-Desmarais Isabelle Madore David Litalien 《Journal of business and psychology》2017,32(4):395-419
Purpose
This study illustrates complementary variable- and person-centered approaches allowing for a more complete investigation of the dimensionality of psychometric constructs. Psychometric measures often assess conceptually related facets of global overarching constructs based on the implicit or explicit assumption that these overarching constructs exist as global entities including conceptually related specificities mapped by the facets. Proper variable- and person-centered methodologies are required to adequately reflect the dimensionality of these constructs.Design/Methodology/Approach
We illustrate these approaches using employees’ (N = 1077) ratings of their psychological wellbeing at work.Findings
The results supported the added value of the variable-centered approach proposed here, showing that employees’ ratings of their own wellbeing simultaneously reflect a global overarching wellbeing construct, together with a variety of specific wellbeing dimensions. Similarly, the results show that anchoring person-centered analyses into these variable-centered results helps to achieve a more precise depiction of employees’ wellbeing profiles.Implications
The variable-centered bifactor exploratory structural equation modeling (ESEM) framework provides a way to fully explore these sources of psychometric multidimensionality. Similarly, whenever constructs are characterized by the co-existence of overarching constructs with specific dimensions, it becomes important to properly disaggregate these two components in person-centered analyses. In this context, person-centered analyses need to be clearly anchored in the results of preliminary variable-centered analyses.Originality/Value
Substantively, this study proposes an improved representation of employees’ wellbeing at work. Methodologically, this study aims to pedagogically illustrate the application of recent methodological innovations to organizational researchers.126.
Two experiments were conducted to examine the effects of divided attention on activity-based prospective memory. After establishing a goal to fulfill an intention upon completion of an ongoing activity, successful completion of the intention generally suffered when attention was being devoted to an additional task (Experiment 1). Forming an implementation intention at encoding ameliorated the negative effects of divided attention (Experiment 2). The results from the present experiments demonstrate that activity-based prospective memory is susceptible to distraction and that implementing encoding strategies that enhance prospective memory performance can reduce this interference. The current work raises interesting questions about the similarities and differences between event- and activity-based prospective memories. 相似文献
127.
Gene A. Brewer Richard L. Marsh Arlo Clark‐Foos J. Thadeus Meeks Gabriel I. Cook Jason L. Hicks 《Applied cognitive psychology》2011,25(4):632-640
Four experiments were conducted that directly compared activity‐based to event‐based prospective memory. In general, when a goal is established to perform an activity at the conclusion of a different activity, successful completion suffers as compared with associating the same intention with a concrete environmental event. In this regard, activity‐based performance was worse than comparable event‐based conditions. However, certain conditions such as making transitional points salient between tasks and providing practice may ameliorate these differences between the two kinds of intentions. Other variables that may discriminate between these two kinds of intentions are considered; but the initial evidence favours the notion that ultimate goal completion covaries with the type of intention that is established initially at encoding and the degree of environmental support provided at retrieval. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
128.
Expectancy-value theory (EVT) is a dominant theory of human motivation. Historically, the Expectancy × Value interaction, in which motivation is high only if both expectancy and value are high, was central to EVT. However, the Expectancy × Value interaction mysteriously disappeared from published research more than 25 years ago. Using large representative samples of 15-year-olds (N = 398,750) from 57 diverse countries, we attempted to solve this mystery by testing Expectancy × Value interactions using latent-variable models with interactions. Expectancy (science self-concept), value (enjoyment of science), and the Expectancy × Value interaction all had statistically significant positive effects on both engagement in science activities and intentions of pursuing scientific careers; these results were similar for the total sample and for nearly all of the 57 countries considered separately. This study, apparently the strongest cross-national test of EVT ever undertaken, supports the generalizability of EVT predictions--including the "lost" Expectancy × Value interaction. 相似文献
129.
Trouble articulating the right words: Evidence for a response‐exclusion account of distraction during semantic fluency
下载免费PDF全文
![点击此处可从《Scandinavian journal of psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
John E. Marsh Jessica C. Crawford Lea K. Pilgrim Patrik Sörqvist Robert W. Hughes 《Scandinavian journal of psychology》2017,58(5):367-372
It is widely held that single‐word lexical access is a competitive process, a view based largely on the observation that naming a picture is slowed in the presence of a distractor‐word. However, problematic for this view is that a low‐frequency distractor‐word slows the naming of a picture more than does a high‐frequency word. This supports an alternative, response‐exclusion, account in which a distractor‐word interferes because it must be excluded from an articulatory output buffer before the right word can be articulated (the picture name): A high, compared to low, frequency word accesses the buffer more quickly and, as such, can also be excluded more quickly. Here we studied the respective roles of competition and response‐exclusion for the first time in the context of semantic verbal fluency, a setting requiring the accessing of, and production of, multiple words from long‐term memory in response to a single semantic cue. We show that disruption to semantic fluency by a sequence of to‐be‐ignored spoken distractors is also greater when those distractors are low in frequency, thereby extending the explanatory compass of the response‐exclusion account to a multiple‐word production setting and casting further doubt on the lexical‐selection‐by‐competition view. The results can be understood as reflecting the contribution of speech output processes to semantic fluency. 相似文献
130.
Herbert W. Marsh Marjorie Seaton Hans Kuyper Florence Dumas Pascal Huguet Isabelle Régner Abraham P. Buunk Jean‐Marc Monteil Frederick X. Gibbons 《Journal of personality》2010,78(2):671-710
ABSTRACT Consistent with social comparison theory (SCT), Blanton, Buunk, Gibbons, and Kuyper (1999) and Huguet, Dumas, Monteil, and Genestoux (2001) found that students tended to choose comparison targets who slightly outperformed them (i.e., upward comparison choices), and this had a beneficial effect on subsequent performance—a behavioral assimilation effect (BAE). We show (Studies 1 and 2) that this apparent BAE is due, in part, to uncontrolled measurement error in pretest achievement. However, using simulated data (Study 3), these phantom BAEs were eliminated with latent‐variable models with multiple indicators. In Studies 4 and 5, latent‐variable models were applied to the Blanton et al. and Huguet et al. data, resulting in substantially smaller but still significantly positive BAEs. More generally in personality research based on correlational data, failure to control measurement error in pretest/background variables will positively bias the apparent effects of personality variables of interest, but widely applicable approaches demonstrated here can correct for these biases. 相似文献