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91.
Many studies have revealed the top-down modulation (spatial attention, attentional load, etc.) on unconscious processing. However, there is little research about how category-selective attention could modulate the unconscious processing. In the present study, using functional magnetic resonance imaging (fMRI), the results showed that category-selective attention modulated unconscious face/tool processing in the middle occipital gyrus (MOG). Interestingly, MOG effects were of opposed direction for face and tool processes. During unconscious face processing, activation in MOG decreased under the face-selective attention compared with tool-selective attention. This result was in line with the predictive coding theory. During unconscious tool processing, however, activation in MOG increased under the tool-selective attention compared with face-selective attention. The different effects might be ascribed to an interaction between top-down category-selective processes and bottom-up processes in the partial awareness level as proposed by Kouider, De Gardelle, Sackur, and Dupoux (2010). Specifically, we suppose an “excessive activation” hypothesis. 相似文献
92.
A growing body of research suggests that pride and shame are associated with distinct, cross-culturally recognised nonverbal expressions, which are spontaneously displayed in situations of success and failure, respectively. Here, we review these findings, then offer a theoretical account of the adaptive benefits of these displays. We argue that both pride and shame expressions function as social signals that benefit both observers and expressers. Specifically, pride displays function to signal high status, which benefits displayers by according them deference from others, and benefits observers by affording them valuable information about social-learning opportunities. Shame displays function to appease others after a social transgression, which benefits displayers by allowing them to avoid punishment and negative appraisals, and observers by easing their identification of committed group members and followers. 相似文献
93.
A brief experimental analysis was used to evaluate the relative effectiveness of combining two consequences (contingent reinforcement or performance feedback) with an antecedent intervention (listening passage preview and repeated readings) on the oral reading fluency of 6 elementary students. The antecedent intervention increased the number of correctly read words per minute for all 6 students. For 4 of the students, pairing the antecedent intervention with either of the consequences resulted in higher reading rates over the antecedent intervention alone. Undifferentiated results were obtained for the remaining 2 participants. These results suggest that combining an antecedent intervention with consequences may enhance the oral reading fluency of students with reading problems. However, individual responsiveness to the different intervention components indicates that brief experimental analyses are warranted to identify the most effective intervention. 相似文献
94.
Martens S Wolters G van Raamsdonk M 《Journal of experimental psychology. Human perception and performance》2002,28(6):1275-1287
If 2 words are presented successively within 500 ms, subjects often miss the 2nd word. This attentional blink reflects a limited capacity to attend to incoming information. Memory effects were studied for words that fell within an attentional blink. Unrelated words were presented in a modified rapid serial visual presentation task at varying stimulus-onset asynchronies, and attention was systematically manipulated. Subsequently, recognition, repetition priming, and semantic priming were measured separately in 3 experiments. Unidentified words showed no recognition and no repetition priming. However, blinked (i.e., unidentified) words did produce semantic priming in related words. When, for instance, ring was blinked, it was easier to subsequently identify wedding than apple. In contrast, when the blinked word itself was presented again, it was not easier to identify than an unrelated word. Possible interpretations of this paradoxical finding are discussed. 相似文献
95.
Martens R 《Journal of motor behavior》1971,3(2):151-179
Anxiety and related terms were defined by conceptually distinguishing between "state" and "trait" anxiety and between anxiety, stress and fear. The literature concerned with the anxiety-motor behavior relationship was reviewed using the state-trait anxiety distinction. After outlining the general notions of drive theory as related between the Taylor Manifest Anxiety Scale (MAS) and motor behavior in the absence or in the presence of a stressor, and on those studies using anxiety scales other than MAS. The accumulated evidence failed to reveal any consistent trends in these three areas. The use of drive theory and the MAS to predict motor behavior ws shown not to be a viable approach. Two alternative approaches were briefly outlined. 相似文献
96.
Edward J. Daly Brian K. Martens Anna Kilmer Doreen R. Massie 《Journal of applied behavior analysis》1996,29(4):507-518
This study examined the effects of instructional match and content overlap on students' ability to generalize from passage reading instruction. Four students with mild disabilities served as participants. Using a multielement design, students were instructed with passages at two levels of text difficulty (instructionally matched vs. instructionally mismatched), and generalization was assessed with passages at two levels of similarity to those instructed (low vs. high content overlap). Results indicated that students' oral reading accuracy and fluency showed the greatest degree of generalization when instructional materials were matched to the students' skill level and assessment materials were similar to those used during instruction. Moreover, these results were maintained at 1-month follow-up. The implications of these findings for classroom reading instruction and the assessment of students' reading skills are discussed. 相似文献
97.
This study examined the extent to which treatment integrity of 4 special education teachers was affected by goal setting, performance feedback regarding student or teacher performance, and a meeting cancellation contingency. Teachers were trained to implement function-based treatment packages to address student problem behavior. In one condition, teachers set a goal for student behavior and received daily written feedback about student performance. In a second condition, teachers received daily written feedback about student performance as well as their own accuracy in implementing the intervention and would be able to avoid meeting with a consultant to practice missed steps by implementing the intervention with 100% integrity. This latter package increased treatment integrity the most above baseline levels. Higher levels of treatment integrity were significantly correlated with lower levels of student problem behavior for 3 of the 4 teacher-student dyads. Three of the 4 teachers also rated both feedback procedures as highly acceptable. Implications for increasing and maintaining treatment integrity by teachers via a consultation model are discussed. 相似文献
98.
This special issue illustrates how brief experimental analysis (BEA) is gaining recognition as a valuable tool for making
treatment decisions about children who are unresponsive to regular classroom instruction. This commentary article provides
evidence for why BEA has grown in popularity, briefly summarizes each of the studies included in the series, and discusses
issues that are critical to conducting and interpreting data from a BEA. The articles in the issue exemplify how BEA is flexible
enough to evaluate diverse intervention options, is time and cost efficient, and is uniquely suited for use in a problem-solving
approach to school-based service delivery. 相似文献
99.
Matthew P Martens Eric R Pederson Joseph W Labrie Amanda G Ferrier M Dolores Cimini 《Psychology of addictive behaviors》2007,21(3):307-315
Heavy drinking among college students has been recognized as a public health problem on American college campuses (e.g., R. Hingson, T. Heeren, M. Winter, & H. Wechsler, 2005). Recently, protective behavioral strategies, or cognitive-behavioral strategies that can be implemented when using alcohol to reduce consumption and resulting negative consequences, have been shown to be associated with less alcohol use and fewer alcohol-related problems (e.g., S. L. Benton et al., 2004; M. P. Martens et al., 2005). The purpose of the present study was to conduct additional psychometric work on a measure designed to assess the use of such strategies: the Protective Behavioral Strategies Scale (PBSS; M. P. Martens et al., 2005). Data were collected on 505 undergraduate students from 2 universities who reported having consumed alcohol at least once in the past 30 days. Results of a confirmatory factor analysis supported the hypothesized 3-factor version of the PBSS, and scores on each subscale were correlated in the expected direction with both alcohol use and alcohol-related problems. Thus, the PBSS appears to be reliable and valid for use among college student drinkers. 相似文献
100.
Research has shown that self-evaluation can have positive effects on children's behavior and academic performance. Components of self-evaluation that have not been fully examined include the accuracy and sensitivity of students' ratings before and after training, as well as the effects of accuracy training on performance. Four students exhibiting behavior consistent with Attention Deficit Hyperactivity Disorder (ADHD) participated in the study. The students' behavior during academic activities and accuracy of self-evaluations were examined before and after accuracy training in comparison to direct observations of behavior. None of the students accurately rated his behavior prior to training. Self-evaluation alone decreased disruptive behavior for only one student, whereas self-evaluation plus accuracy training decreased the disruptive behavior of all four students. Once accuracy training was withdrawn, the level of disruptive behavior increased for three of the four students. Implications of these results for the quality and utility of self-evaluation measures and the role of accuracy training in self-evaluation effects are discussed. 相似文献