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141.
Steven F. Maier Deborah J. Coon Mark A. McDaniel Raymond L. Jackson James Grau 《Learning and motivation》1979,10(4):467-487
Four experiments are reported which explore the nature of the effects of inescapable shock on subsequent shuttlebox escape learning. The first experiment demonstrated that shuttle escape deficits dissipate within 48 hr after treatment with inescapable shock. Experiment 2 showed that exposure to inescapable shock suppressed unlearned activity in the shuttlebox and that this activity deficit recovered within 48 hr. Experiment 2A demonstrated that this shuttlebox crossing decrement was at least partly attributable to the inescapability of the shocks. These results suggested that activity factors might partly mediate the shuttle escape learning deficit reported in Experiment 1. Experiment 3 explored the possibility that activity and shuttle escape learning deficits are subserved by the effects of inescapable shock on pain sensitivity. The results supported this notion. It was found that rats were less sensitive to painful stimulation 24 hr after inescapable shock and that this analgesic tendency also dissipated within 48 hr after pretreatment. The implications of these results were discussed. 相似文献
142.
Based on the recommendations of Baity and Hilsenroth (1999), this study further investigated the reliability and validity of the Rorschach Aggressive Content (AgC) variable developed by Gacono and Meloy (1994). Eighty-five aggressive objects identified by Gacono and Meloy, 19 potentially aggressive objects and 22 neutral (nonaggressive) objects were rated for aggressiveness based on the definition of AgC. Two hundred seventy-six participants rated objects on the Object Rating Scale (0-6), where a score of 0 indicates that an object does not fit the definition of AgC. In addition, objects rated a 4 (moderately aggressive) or higher were then classified into 5 qualitative groupings (weapons, animal/part of animal, environmental danger, fictional creature, and other). Analysis of the results indicates that the AgC list can be replicated and that objects rated as at least moderately aggressive (4) can be reliably classified into distinct categories. One-month test-retest reliability (r = .99) suggests that objects can be scored consistently using the definition of AgC and provides support for the utility of the AgC variable. Based on the results of this study, recommendations for the addition of the AgC variable to the list of content categories of Exner's (1993) Comprehensive System are presented and discussed along with scoring examples. 相似文献
143.
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
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146.
Sara C. McDaniel Allison L. Bruhn Leonard Troughton 《Journal of Behavioral Education》2017,26(1):53-74
Social skills instruction has been recommended as a way of improving behavioral and social outcomes for students with emotional and behavioral disorders (EBD). A brief social skills intervention (Stop and Think (Knoff in The stop & think social skills program, Sopris West, Longmont, CO, 2001) was used to extend the current literature base for students with EBD. A multiple-baseline across classrooms design was used to examine negative social behavior of five participants attending a self-contained school setting for students with challenging behavior. The primary intervention components included: (a) teach, (b) model, (c) role play, and (d) performance feedback. Specific social skills addressed in intervention were listening, using nice talk, accepting consequences, ignoring others, and following directions. Participants were taught to use a 5-step process for each social skill: (1) stop and think, (2) identify good and bad choices, (3) identify steps to performing the good choice, (4) implement steps, and (5) reflect on the good choice you made. Results indicated students benefitted from 12 sessions of explicit social skills instruction as evidenced by decreases in negative social behavior. Social behavior improvements maintained during 2-week follow-up observations. Decreasing negative social behaviors is important in improving general social and behavioral outcomes as well as demonstrating growth toward being prepared to transition back to less restrictive environments. Limitations, recommendations for future research, and practice implications are discussed. 相似文献
147.
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
148.
Mark A. McDaniel Steven F. Maier & Gilles O. Einstein 《Psychological Science in the Public Interest》2002,3(1):12-38
Contents:
Nootropics, the Aging Brain, and Neural Bases of Learning and Memory, p.13
Phosphatidylserine, p.16
Choline, p.23
Piracetam, p.24
Vinpocetine, p.26
Acetyl-L-Carnitine, p.28
Antioxidants, p.30
Future Work and More Fine-Grained Analyses of Memory, p.32
Summary and Concluding Remarks, p.34 相似文献
Nootropics, the Aging Brain, and Neural Bases of Learning and Memory, p.13
Phosphatidylserine, p.16
Choline, p.23
Piracetam, p.24
Vinpocetine, p.26
Acetyl-L-Carnitine, p.28
Antioxidants, p.30
Future Work and More Fine-Grained Analyses of Memory, p.32
Summary and Concluding Remarks, p.34 相似文献
149.
ABSTRACT— Two experiments with college students investigated the effectiveness of the 3R (read-recite-review) strategy for learning from educational texts. The 3R strategy was compared with rereading and note-taking study strategies using free-recall, multiple-choice, and short-answer inference tests immediately after study and after a 1-week delay. In Experiments 1 and 2, 3R improved immediate and delayed free recall of fact-based passages, relative to the rereading and note-taking strategies. In Experiment 2 , which used longer, more complex passages on engineering topics, performance on multiple-choice and problem-solving items was better in the 3R than in the rereading condition, and was equivalent in the 3R and note-taking conditions, though 3R took less study time than note taking. An inherent advantage of 3R relative to other testing methods for improving learning is that 3R is under the learner's control. These results indicate that it is also an efficacious study technique that capitalizes on the mnemonic potency of retrieval and feedback. 相似文献
150.
Lisa Geraci Mark A. McDaniel Isabel Manzano Henry L. Roediger 《Memory & cognition》2009,37(2):175-180
We examined whether memory for distinctive events is influenced by aging. To do so, we used a semantic isolation paradigm
in which people show superior memory for a word when it is presented in a list of items from a different semantic category
(e.g., the word table is presented in a list of all bird exemplars) as compared with when the same word (table) is presented in a list of unrelated words. Results showed that both younger and older adults demonstrated an isolation effect
in memory, although older adults showed a numerically smaller isolation effect than did younger adults. Results suggest that
in contrast with previous findings (Cimbalo & Brink, 1982), older adults can take advantage of this type of distinctiveness
to aid memory performance. 相似文献