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121.
122.
Task preparation and stimulus-evoked competition 总被引:3,自引:0,他引:3
The authors investigated how task competition evoked by a stimulus that affords both a currently relevant and a temporarily irrelevant task is affected by invalid preparation, i.e., preparation for the irrelevant task. Although invalid preparation was associated with a general performance cost, effects of stimulus-cued task competition were not enhanced on invalidly prepared trials. This result suggests that either preparation activates representations different from the ones by which stimulus cuing is mediated or that stimulus processing is postponed until invalid preparation has been corrected. In addition, invalid preparation resulted in impaired performance of the respective task when it became relevant on a subsequent trial. This result is consistent with the idea that competition due to invalid preparation is countered by task-specific inhibition. 相似文献
123.
Although the Ebbinghaus illusion is commonly used as an example of a simple size-contrast effect, previous studies have emphasised its complexity by identifying many factors that potentially influence the magnitude of the illusion. Here, in a series of three experiments, we attempt to simplify this complexity. In each trial, subjects saw a display comprising, on one side, a target stimulus surrounded by inducers and, on the other, an isolated probe stimulus. Their task was to indicate whether the probe appeared larger or smaller than the target. Probe size was adjusted with a one-up, one-down staircase procedure to find the point of subjective equality between probe and target. From these experiments, we argue that the apparent effects of inducer size are often confounded by the relative completeness of the inducing surround and that factors such as the similarity of the inducers and target are secondary. We suggest a simple model that can explain most of the data in terms of just two primary and independent factors: the relative size of the inducers and target, and the distance between the inducers and the target. The balance between these two factors determines whether the size of the target is underestimated or overestimated. 相似文献
124.
This study investigates how individuals formulate flexible coping strategies across situations by proposing differentiation and integration as two stress-appraisal processes. Results showed that participants who coped more flexibly adopted the dimensions of controllability and impact in differentiating among different stressful situations. They also deployed an integrated strategy: the deployment of more monitoring in situations perceived as controllable but less of this strategy in situations perceived as uncontrollable. Participants who coped less flexibly did not adopt any given dimensions and tended to use more monitoring regardless of situational characteristics. These results suggest that individuals with different extents of coping flexibility differ in the cognitive processes. Individuals who cope more flexibly display a greater extent of differentiation and integration than do those who cope less flexibly. These findings are translated into strategies for stress management workshops. 相似文献
125.
To synthesize studies that use structural equation modeling (SEM), researchers usually use Pearson correlations (univariate r), Fisher z scores (univariate z), or generalized least squares (GLS) to combine the correlation matrices. The pooled correlation matrix is then analyzed by the use of SEM. Questionable inferences may occur for these ad hoc procedures. A 2-stage structural equation modeling (TSSEM) method is proposed to incorporate meta-analytic techniques and SEM into a unified framework. Simulation results reveal that the univariate-r, univariate-z, and TSSEM methods perform well in testing the homogeneity of correlation matrices and estimating the pooled correlation matrix. When fitting SEM, only TSSEM works well. The GLS method performed poorly in small to medium samples. 相似文献
126.
In synaesthesia, ordinary stimuli elicit extraordinary experiences. When grapheme-color synaesthetes view black text, each grapheme elicits a photism-a highly specific experience of color. Importantly, some synaesthetes (projectors) report experiencing their photisms in external space, whereas other synaesthetes (associators) report experiencing their photisms "in the mind's eye." We showed that projectors and associators can be differentiated not only by their subjective reports, but also by their performance on Stroop tasks. Digits were presented in colors that were either congruent or incongruent with the synaesthetes' photisms. The synaesthetes named either the video colors of the digits or the colors of the photisms elicited by the digits. The results revealed systematic differences in the patterns of Stroop interference between projectors and associators. Converging evidence from first-person reports and third-person objective measures of Stroop interference establish the projector/ associator distinction as an important individual difference in grapheme-color synaesthesia. 相似文献
127.
The metrics of spatial distance traversed during mental imagery 总被引:2,自引:0,他引:2
Rinck M Denis M 《Journal of experimental psychology. Learning, memory, and cognition》2004,30(6):1211-1218
The authors conducted 2 experiments to study the metrics of spatial distance in a mental imagery task. In both experiments, participants first memorized the layout of a building containing 10 rooms with 24 objects. Participants then received mental imagery instructions and imagined how they walked through the building from one room to another. The authors manipulated Euclidean distance involved in these imaginary motions: Spatial distance measured in centimeters on the layout was either short or long. Independently, they varied categorical distance: The motions led through one room or two rooms. The time needed to imagine motions and response times to test probes indicated that both Euclidean distance and categorical distance affected mental imagery. The authors discuss the new finding of categorical distance effects in mental imagery and relate the results to earlier failures to find Euclidean distance effects in formally equivalent studies of narrative comprehension. 相似文献
128.
On doing two things at once: Temporal constraints on actions in language comprehension 总被引:1,自引:0,他引:1
In two experiments, we investigated how text comprehension is influenced by the interaction between the properties of actions and the temporal relations specified by adverbs. Participants read short narratives describing a protagonist who performed two actions that involved similar sensorimotor systems (e.g., chopping wood and painting a fence) or different ones (e.g., whistling a melody and painting a fence). The actions were described as simultaneous or successive by means of the temporal adverbs while and after, respectively. Comprehension, both in Spanish and in English, was markedly impaired (longer reading times and lower subjective coherence) for sentences including the adverb while and actions involving the same sensorimotor system. However, when one of the same sensorimotor system actions was described as a mental plan (e.g., chopping wood and thinking of painting a fence), comprehension was equally easy with the adverbs while and after. These results are compatible with a revised version of the indexical hypothesis that specifies how comprehension is guided by syntax and embodied constraints within multiple noninteracting mental spaces. 相似文献
129.
Processing of temporal information: Evidence from eye movements 总被引:1,自引:0,他引:1
In two experiments, we recorded eye movements to study how readers monitor temporal order information contained in narrative texts. Participants read short texts containing critical temporal information in the sixth sentence, which could be either consistent or inconsistent with temporal order information given in the second sentence. In Experiment 1, inconsistent sentences yielded more regressions to the second sentence and longer refixations of it. In Experiment 2, this pattern of eye movements was shown only by readers who noticed the inconsistency and were able to report it. Theoretical and methodological implications of the results for research on text comprehension are discussed. 相似文献
130.
Rollin McCraty Mike Atkinson Dana Tomasino Jeff Goelitz Harvey N. Mayrovitz 《Integrative psychological & behavioral science》1999,34(4):246-268
Unmanaged emotional reactions to stress not only lead to behavior problems in young people but also create physiological conditions
that inhibit learning and potentially increase the risk of disease later in life. For these reasons, the integration of emotional
self-management skills training programs has become an increased priority in some schools. In this study, middle school students
enrolled in a course in emotional competence skills learned techniques designed to intercept stressful responses during emotionally
challenging situations. Behavioral outcomes were assessed using the Achievement Inventory Measure and autonomic function was
measured by heart rate variability (HRV) analysis during and after a stressful interview. Following the program, students
exhibited significant improvements in areas including stress and anger management, risky behavior, work management and focus,
and relationships with family, peers and teachers. These improvements were sustained over the following six months. Students
using the skills taught in the course to recover from acute emotional stress were also able to positively modulate their physiological
stress responses. As compared to a control group, trained students demonstrated significantly increased HRV and more rhythmic,
sine wave-like heart rhythm patterns during recovery. This response pattern reflects increased parasympathetic activity, heart
rhythm coherence, and entrainment of other biological oscillatory systems to the primary heart rhythm frequency. Increased
physiological coherence is associated with improved cognitive performance, emotional balance, mental clarity and health outcomes.
These physiological shifts could promote the sustained psychological and behavioral improvements associated with the use of
emotional management skills. It is suggested that learning emotional competence skills in childhood establishes healthier
physiological response patterns which can benefit learning and long-term health. Results provide support for the integration
in school curricula of courses designed to teach effective self-management skills to children. 相似文献