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161.
In mixed lists, stable free recall advantages are observed for encoding conditions that are unusual, bizarre, or attract extensive
individual item elaboration relative to more common encoding conditions; but this recall advantage is often eliminated or
reversed in pure lists. We attempt to explain this ubiquitous memory puzzle with an item-order account that assumes that (1)
free recall of unrelated lists depends on order and item information; (2) unusual items attract greater individual item-processing
but disrupt order encoding regardless of list composition; and (3) list composition determines differences in order encoding
across unusual and common items. We show that the item-order account provides a unifying explanation of five memory phenomena
for which the requisite data exist. The account also successfully anticipates pure-list reversals, in which the standard mixed-list recall pattern is obtained in pure, structured lists, a finding that competing accounts cannot handle. Extending the
item-order account to other “established” recall phenomena may prove fruitful. 相似文献
162.
The present study investigated the relationship between memory for particular items (nouns embedded in sentences) varying in bizarreness and the spatial location in which they were learned. Consistent with earlier findings, the items embedded in bizarre sentences were better recalled than those embedded in common sentences. This mnemonic advantage for bizarre sentences did not extend to memory for source (spatial location), which did not reliably vary as a function of bizarreness. This pattern is inconsistent with several existing theoretical formulations of the relation between item and source encoding and related findings. We propose a theoretical possibility for integrating these varied findings. Finally, the expectation-violation explanation of the bizarreness effect was not supported by the absence of a relation between recall of the items and memory for context. 相似文献
163.
Mark A. McDaniel Ruthann C. Thomas Pooja K. Agarwal Kathleen B. McDermott Henry L. Roediger 《Applied cognitive psychology》2013,27(3):360-372
We examined whether learning from quizzing arises from memorization of answers or fosters more complete understanding of the quizzed content. In middle‐school science classes, we spaced three multiple‐choice quizzes on content in a unit. In Experiment 1, the class exams included questions given on quizzes, transfer questions targeting the same content, and content that had not been quizzed (control content). The quizzing procedure was associated with significant learning benefits with large effect sizes and similar effect sizes for both transfer items and identical items. In Experiment 2, quiz questions focused on definitional information or application of the principle. Application questions increased exam performance for definitional‐type questions and for different application questions. Definition questions did not confer benefits for application questions. Test‐enhanced learning, in addition to other factors in the present quizzing protocol (repeated, spaced presentation of the content), may create deeper understanding that leads to certain types of transfer. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献
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165.
Mark A. McDaniel Julie M. Bugg Grit M. Ramuschkat Matthias Kliegel Gilles O. Einstein 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2013,20(5):563-588
ABSTRACT A challenge in habitual prospective memory tasks (e.g., taking medication) is remembering whether or not one has already performed the action. Einstein, McDaniel, Smith, and Shaw (1998, Psychological Science, 9, 284) showed that older adults were more likely to incorrectly repeat an action on habitual prospective memory tasks. Extending this research, we (a) biased participants either toward repetition or omission errors, (b) investigated whether performing a more complicated motor action can reduce repetition errors for older adults, and (c) examined participants' resource allocation to the prospective memory task. Older adults committed more repetition errors than younger adults regardless of biasing instructions when ongoing task demands were challenging (Experiment 1). Performing the more complex motor action, however, reduced repetition errors for older adults. Further, when the ongoing task was less demanding, older adults' repetition errors declined to levels of younger adults (Experiment 2). Consistent with this finding, the resource allocation profiles suggested that older participants were monitoring their output (prospective memory execution) in each trial block. 相似文献
166.
Kathleen M. Arnold David B. Daniel Jamie L. Jensen Mark A. McDaniel Elizabeth J. Marsh 《Applied cognitive psychology》2016,30(3):454-459
Knowing what skills underlie college success can allow students, teachers, and universities to identify and to help at‐risk students. One skill that may underlie success across a variety of subject areas is structure building, the ability to create mental representations of narratives (Gernsbacher, Varner, & Faust, 1990 ). We tested if individual differences in structure‐building ability predicted success in two college classes: introductory to psychology and introductory biology. In both cases, structure building predicted success. This effect was robust, with structure building explaining variance in course grades even after accounting for high school GPA and SAT scores (in the psychology course) or a measure of domain knowledge (in the biology course). The results support the claim that structure building is an important individual difference, one that is associated with learning in different domains. Copyright © 2016 John Wiley & Sons, Ltd. 相似文献
167.
Deborah L. Whetzel Paul F. Rotenberry Michael A. McDaniel 《International Journal of Selection & Assessment》2014,22(1):62-79
In‐baskets are high‐fidelity simulations often used to predict performance in a variety of jobs including law enforcement, clerical, and managerial occupations. They measure constructs not typically assessed by other simulations (e.g., administrative and managerial skills, and procedural and declarative job knowledge). We compiled the largest known database (k = 31; N = 3,958) to address the criterion‐related validity of in‐baskets and possible moderators. Moderators included features of the in‐basket: content (generic vs. job specific) and scoring approach (objective vs. subjective) and features of the validity studies: design (concurrent vs. predictive) and source (published vs. unpublished). Sensitivity analyses assessed how robust the results were to the influence of various biases. Results showed that the operational criterion‐related validity of in‐baskets was sufficiently high to justify their use in high‐stakes settings. Moderator analyses provided useful guidance for developers and users regarding content and scoring. 相似文献
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169.