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201.
This study examined people’s ability to predict and postdict their performance on an event-based prospective memory task. Using nonfocal cues, one group of participants predicted their success at finding animal words and a different group predicted their ability to find words with a particular syllable in it. The authors also administered a self-report questionnaire on everyday prospective and retrospective memory failures. Based on the different strategies adopted by the two groups and correlations among the dependent variables, the authors concluded that people do have a basic awareness of their prospective memory abilities, but that this awareness is far from accurate. The importance of metamemory concerning one’s prospective memory is discussed in terms of how it influences the strategies that people might choose for actually completing their various everyday intentions. 相似文献
202.
The present article addresses whether multiple-choice tests may change knowledge even as they attempt to measure it. Overall,
taking a multiple-choice test boosts performance on later tests, as compared with nontested control conditions. This benefit
is not limited to simple definitional questions, but holds true for SAT II questions and for items designed to tap concepts
at a higher level in Bloom’s (1956) taxonomy of educational objectives. Students, however, can also learn false facts from
multiple-choice tests; testing leads to persistence of some multiple-choice lures on later general knowledge tests. Such persistence
appears due to faulty reasoning rather than to an increase in the familiarity of lures. Even though students may learn false
facts from multiplechoice tests, the positive effects of testing outweigh this cost. 相似文献
203.
Paul Ginns Herbert W. Marsh Masud Behnia Jacqueline H. S. Cheng L. Francesca Scalas 《The British journal of educational psychology》2009,79(3):577-598
Background The introduction of the Australian Research Training Scheme has been a strong reason for assuring the quality of the research higher degree (RHD) experience; if students experience poor supervision, an unsupportive climate, and inadequate infrastructure, prior research suggests RHD students will be less likely to complete their degree, with negative consequences for the student, the university, and society at large. Aims The present study examines the psychometric properties of a survey instrument, the Student Research Experience Questionnaire (SREQ), for measuring the RHD experience of currently enrolled students. The core scales of the SREQ focus on student experiences of Supervision; Infrastructure; Intellectual and Social Climate; and Generic Skills Development. Sample Participants were 2,213 postgraduate research students of a large, research‐intensive Australian university. Results Preliminary factor analyses conducted at the student level supported the a priori four factors that the SREQ was designed to measure. However, multi‐level analyses indicated that there was almost no differentiation between faculties or departments nested with faculties, suggesting that the SREQ responses are not appropriate for benchmarking faculties or departments. Conclusions Consistent with earlier research based on comparisons across universities, the SREQ is shown to be almost completely unreliable in terms of benchmarking faculties or departments within a university. 相似文献
204.
Lynley H. W. McMillan Michael P. O'Driscoll Nigel V. Marsh Elizabeth C. Brady 《International journal of stress management》2001,8(2):69-91
Workaholism involves a personal reluctance to disengage from work, which is evidenced by the tendency to work irrespective of external demands. While the term workaholism has been widely used by the public for over 30 years, scientists are only beginning to explore the behavior in depth. To date, most research has occurred on an ad hoc basis, emerging from a wide variety of paradigms without being explicitly linked to theory. The current article presents three methods for defining workaholism and a précis of relevant measures, then provides an integrated overview of research relating workaholism to individual well-being. Three models implicit in existing workaholism research (addiction, learning, and trait theory) are expounded and critiqued, and four new procedures for researching workaholism are suggested. Finally, an integrated, multidisciplinary approach is proposed as an essential element in encouraging rigorous debate and continued development of workaholism theory. 相似文献
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208.
William Paul Evans Shawn C. Marsh Daniel J. Weigel 《Journal of community & applied social psychology》2010,20(1):30-43
Sense of coherence (SOC) is a dispositional trait that has been linked to well‐being in a broad range of populations and contexts. Little is known, however, about the factors associated with SOC development and maintenance across the lifespan. Conceptualized as a condition of resiliency, SOC in adolescents was explored via measures of risk and protection as reported on by 8th and 10th grade students (N = 1619). Employing cumulative indexes of protection and risk, analyses focused on testing four models of resiliency. Further, the relative and cumulative effects of protection and risk were explored across ecological domains. Analyses revealed support for the compensatory model of resiliency for males and females, while the challenge model also was supported for females. Analyses also revealed that protection and risk influencing SOC emerge at multiple domains for males and females. In addition, protective factors present at multiple domains were related to higher SOC while risk factors present at multiple domains were related to lower SOC regardless of gender. Results suggest a resiliency framework that considers multiple ecological domains is useful for understanding SOC in adolescents. Implications for additional research are presented. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
209.
Andrew C. Butler Elizabeth J. Marsh Michael K. Goode Henry L. Roediger 《Applied cognitive psychology》2006,20(7):941-956
Three experiments were conducted to investigate whether increasing the number of lures on a multiple‐choice test helps, hinders or has no effect on later memory. All three patterns have been reported in the literature. In Experiment 1, the stimuli were unrelated word lists, and increasing the number of lures on an initial multiple‐choice test led to better performance on later free recall and cued recall tasks. In contrast, in Experiments 2 and 3, stimuli were facts from prose materials, and increasing the number of multiple‐choice lures led to robust costs in cued recall and smaller costs in free recall. The results indicate that performance on the initial multiple‐choice test is a critical factor. When initial multiple‐choice performance was near ceiling, testing with additional lures led to superior performance on subsequent tests. However, at lower levels of multiple‐choice performance, testing with additional lures produced costs on later tests. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献
210.
Bill Marsh 《Journal of counseling and development : JCD》1973,51(10):710-710