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81.
D. J. McFarland 《Quarterly journal of experimental psychology (2006)》1966,18(1):19-30
A mechanism for the disinhibition of displacement activities is proposed, by which a factor arising from non-reward causes attention to be switched to irrelevant aspects of the stimulus situation. In addition to evidence already extant, three lines of evidence are presented for the case of displacement pecking in the Barbary dove: (1) partially rewarded doves learn more about incidental aspects of a discrimination situation than consistently rewarded doves; (2) partially rewarded doves respond more readily to irrelevant stimuli than consistently rewarded doves; (3) doves which take longest to extinguish a simple approach response, also spend most time displacement pecking. 相似文献
82.
Isolating the effects of symbolic distance,and semantic congruity in comparative judgments: An additive-factors analysis 总被引:1,自引:0,他引:1
The time needed to compare two symbols increases as the cognitive distance between them on the relevant dimension increases (symbolic distance effect). Furthermore, when subjects are told to choose either the larger or the smaller of two stimuli, the response time is shorter if the instruction is congruent with the overall size of the stimuli (semantic congruity effect). Three experiments were conducted to determine the locus of these effects in terms of a sequence of processing stages. The developmental aspects of these effects were also evaluated, as the subjects were from kindergarten, first grade, third grade, fifth grade, and college. By varying the visual quality of the stimulus in each experiment, it was determined that the distance effect resides in a comparison stage, whereas the congruity effect is an encoding phenomenon. Both distance and congruity effects were present at all grade levels, but they decreased in magnitude as grade increased. The results were interpreted relative to recent models of comparative judgments. 相似文献
83.
D. E. Broadbent N. S. Sutherland R. J. Andrew A. D. Baddeley P. N. Johnson-Laird Tim Shallice Keith Oatley D. J. McFarland D. A. Booth R. Davis 《Quarterly journal of experimental psychology (2006)》1972,24(3):364-372
SANDERS, A. F. (Ed.). Attention and Performance III. Amsterdam: North Holland Publishing Company. 1970. Pp. viii + 442. (Price not known.)
CORCORAN, D. W. J. Pattern Recognition. Harmondsworth: Penguin Books Ltd. 1971. Pp. 223. £0.50.
SCHRIER, A. M. and STOLLNITZ, F. (Eds.) Behaviour of Nonhuman Primates Vol. III. New York: Academic Press Inc. 1971. £4.45.
KINTSCH, W. Learning, Memory, and Conceptual Processes. New York: Wiley and Sons. 1970. Pp. 498. £4.40.
MORTON, J. (Ed.) Biological and Social Factors in Psycholinguistics. London: Logos Press. 1971. Pp. 215. £3.50.
RITCHIE RUSSELL, W. The Traumatic Amnesius. London: Oxford University Press. Pp. 84. £2.00.
MILLER, N. E. Selected Papers. Chicago: Aldine Publishing. 1971. Pp. 874. £15.00.
SUTHERLAND, N. S. AND MACKINTOSH, N. J. Mechanisms of Animal Discrimination Learning. New York: Academic Press. 1971. Pp. 559. $18.50.
FURCHTGOTT, E. (Ed.). Pharmacological and Biophysical Agents and Behavior. New York: Academic Press. 1971. Pp. xii+402. $14.50.
EYSENCK, H. J., ARNOLD, W. AND MEILI,R. (Eds). Encyclopedia of Psychology. Volume I. London: Search Press. 1972. Pp. 396. £8.00. 相似文献
CORCORAN, D. W. J. Pattern Recognition. Harmondsworth: Penguin Books Ltd. 1971. Pp. 223. £0.50.
SCHRIER, A. M. and STOLLNITZ, F. (Eds.) Behaviour of Nonhuman Primates Vol. III. New York: Academic Press Inc. 1971. £4.45.
KINTSCH, W. Learning, Memory, and Conceptual Processes. New York: Wiley and Sons. 1970. Pp. 498. £4.40.
MORTON, J. (Ed.) Biological and Social Factors in Psycholinguistics. London: Logos Press. 1971. Pp. 215. £3.50.
RITCHIE RUSSELL, W. The Traumatic Amnesius. London: Oxford University Press. Pp. 84. £2.00.
MILLER, N. E. Selected Papers. Chicago: Aldine Publishing. 1971. Pp. 874. £15.00.
SUTHERLAND, N. S. AND MACKINTOSH, N. J. Mechanisms of Animal Discrimination Learning. New York: Academic Press. 1971. Pp. 559. $18.50.
FURCHTGOTT, E. (Ed.). Pharmacological and Biophysical Agents and Behavior. New York: Academic Press. 1971. Pp. xii+402. $14.50.
EYSENCK, H. J., ARNOLD, W. AND MEILI,R. (Eds). Encyclopedia of Psychology. Volume I. London: Search Press. 1972. Pp. 396. £8.00. 相似文献
84.
There are discrepant findings in the literature regarding the effects of applicant faking on the validity of noncognitive measures. One explanation for these mixed results may be the failure of some studies to consider individual differences in faking. This study demonstrates that there is considerable variance across individuals in the extent of faking 3 types of noncognitive measures (i.e., personality test, biodata inventory, and integrity test). Participants completed measures honestly and with instructions to fake. Results indicated some measures were more difficult to fake than others. The authors found that integrity, conscientiousness, and neuroticism were related to faking. In addition, individuals faked fairly consistently across the measures. Implications of these results and a model of faking that includes factors that may influence faking behavior are provided. 相似文献
85.
86.
Preliminary evaluation of an after-school resistance training program for improving physical fitness in middle school-age boys 总被引:1,自引:0,他引:1
Faigenbaum AD McFarland JE Johnson L Kang J Bloom J Ratamess NA Hoffman JR 《Perceptual and motor skills》2007,104(2):407-415
Most after-school physical activity programs for youth focus on aerobic games and activities. The purpose of this study was to evaluate the efficacy of an after-school resistance training program on improving the physical fitness of middle school-age boys. 22 boys (M = 13.9 yr., SD = .4 yr.) participated in a periodized, multiple-set, 9-wk. (2x/week) resistance training program. All subjects were pre- and post-tested on their 10-repetition maximum squat, 10-repetition maximum bench press, vertical jump, medicine ball toss, flexibility, and also percentage of body fat and the progressive aerobic cardiovascular endurance run (PACER). Statistical analysis indicated that subjects significantly improved performance on the squat (19%), bench press (15%), flexibility (10%), vertical jump (5%), medicine ball toss (12%), and the PACER (36%). Although this design minus a control group limits interpretation, this after-school resistance-training program can improve muscular fitness and cardiovascular fitness in boys and should be replicated with appropriate experimental controls. 相似文献
87.
Previous studies of human rights attitudes are reviewed, new measures are reported, and a three-factor model is identified (Human Rights Endorsement, Commitment, and Restriction). Individual differences that predict attitudes on each factor overlapped but differed. Dispositional empathy, education, and global knowledge contributed to an endorsement of human rights ideals, but none of these affected commitment or restriction. Globalism (vs. nationalism) and principled moral reasoning strengthened human rights commitment, while ethnocentrism and the social dominance orientation weakened it. Authoritarianism, ethnocentrism, and belief that the world cannot be changed increased a willingness to restrict the rights of unpopular groups, while principled moral reasoning and self-rated liberalism decreased it. In short, the individual differences that influence human rights attitudes depend substantially upon which dimension of these attitudes is considered. 相似文献
88.
Past research has revealed a mood-congruency bias wherein people evaluate other individuals more positively when they are experiencing good moods than when they are experiencing bad moods. At times, however, people may attempt to prevent their transient mood states from biasing their evaluations of other people. It was proposed that the capacity to attend openly to one’s moods is an important precursor to such mood correction efforts. Two studies supported this hypothesis. People who were encouraged to attend to their feelings (Study 1), as well as people who are naturally inclined to acknowledge their feelings (Study 2), were more likely than their counterparts to prevent their positive and negative moods from biasing their judgments of a target person. 相似文献
89.
Robert E. Ployhart Lynn A. McFarland Ann Marie Ryan 《Journal of applied social psychology》2002,32(11):2228-2252
This study applied the attribution framework described by Weiner (1986) to understand the psychological reasons applicants withdrew from a police officer selection process, as well as the consequences of their attributions for withdrawal. Individuals ( n = 196) who withdrew from the selection process were contacted and were asked to indicate their primary reason for withdrawal; and then rated this reason on locus, stability, and controllability dimensions. They also reported future application expectancies. Results indicate minority and female applicants appeared to indicate different reasons for withdrawing than did White and male applicants. Finally, race and controllability interacted in the prediction of reapplication expectancies, such that the relationship between expectancies and controllability was negative for White applicants and positive for minority applicants. 相似文献
90.
Sam McFarland Justin Hackett Katarzyna Hamer Iva Katzarska‐Miller Anna Malsch Gerhard Reese Stephen Reysen 《Political psychology》2019,40(Z1):141-171
We review psychological research on global human identification and citizenship, Thomas Paine’s belief that “The world is my country, and all mankind are my brethren.” In turn, we review the theoretical foundations that guided our work, research with measures that preceded our own, and our own work with our correlated scales. We review its foundations, its effects upon attitudes and behaviors, and how it might be enlarged. Global human identification and citizenship is related negatively to ethnocentrism, authoritarianism, the social dominance orientation, and self‐centeredness, but positively to dispositional empathy and the values of universalism, care, and justice. It is expressed in attitudes and behaviors that support human rights and work to reduce global suffering and inequalities. It is associated with greater global knowledge and with efforts to acquire that knowledge. Childrearing that emphasizes cross‐cultural exposure and awareness of others’ suffering may promote global human identification and citizenship, as does education that encourages global mindedness. Environments that support global human identification also induce it, as does envisioning it as a moral ideal. 相似文献