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71.
N.J. Mackintosh 《Learning and motivation》1974,5(3):311-327
Behavioral contrast has often been observed in free-operant experiments with pigeons, rarely in discrete-trial experiments with rats. Although Jenkins (1961) and Terrace (1963) have reported a discrete-trial contrast effect in pigeons, a series of experiments reported here found no evidence that latency of responding to S+ in a discrete-trial situation was reliably decreased by alternating reinforced trials to S+ with nonreinforced trials to S?. Latency of responding to S+ was affected neither by the length of the preceding intertrial interval (within the range of 10–60 sec), nor by whether the preceding trial had been to S+ or to S?. The results of two of these experiments suggested that the appearance of positive contrast in Jenkins's experiment was a consequence of differences in the variability of the intertrial interval experienced by control and discrimination groups. In two final experiments, employing standard free-operant procedures, contrast was observed as an increase in rate of responding to S+, but not as a decrease in latency of the first response on each S+ trial. The implication is that contrast effects are more readily observed with the rate measures of free-operant experiments than with the latency measures of discrete-trial experiments. 相似文献
72.
Although it is sometimes claimed that Raven's Matrices provide an almost pure measure of g, there is evidence that the easier items in the Standard Progressive Matrices and in Set I of the Advanced Matrices measure a perceptual or Gestalt factor distinct from the more analytic items in the rest of the tests. There is also, however, both factor analytic and experimental evidence that these analytic items fall into two partially separate groups, distinguishable by the type of rule needed for their solution in the analysis proposed by Carpenter, Just, and Schell (1990) [Carpenter, P. A., Just, M. A., Schell, P. (1990). What one intelligence test measures: A theoretical account of the processing in the Raven's Progressive Matrices Test. Psychological Review, 97, 404–431]. Re-analysis of published data suggests a new source of evidence for this further distinction: males do better than females on items requiring an addition/subtraction or distribution of two rule, but there is no sex difference on items requiring pairwise progression or distribution of three rules. A specially designed experiment confirmed this pattern of results. 相似文献
73.
One hundred thirty-eight sixth form students, aged 16–17, took tests of vocabulary, mental rotation, and abstract reasoning as markers of Gc, Gv, and Gf and also three working memory tests, one verbal, one spatial, and one numerical (mental counters). Consistent with a number of earlier results, we found that verbal working memory correlated with the vocabulary test and spatial working memory with the mental rotation test, but there was only a weak relationship between these two domains. Performance on the reasoning test was associated most strongly with the mental counters working memory test but was also related to performance on both verbal and spatial tests. Confirmatory factor analysis supported a three-factor solution of these data, with one ability test and one working memory test loading onto each factor. This suggests that although working memory may be partly general, it is also at least in part domain-specific with three of these domains corresponding to Gc, Gv, and Gf. 相似文献
74.
Training participants to select threat or nonthreat interpretations of emotionally ambiguous stimuli or passively exposing them to valenced scenarios can modify later interpretation of ambiguity. However, only when encouraged to actively select meanings do congruent changes in emotional response occur during training itself (Mathews & Mackintosh, 2000). The present study assessed the more critical question of whether active training is also necessary for modifying subsequent emotional responses to images of new ambiguous scenarios presented after training. As predicted, active training did lead participants to rate their images of emotionally ambiguous scenarios as being more unpleasant after training as compared to a matched passive condition. This finding supports the view that active generation of meaning during interpretive training is critical for the modification of later emotional responses. 相似文献
75.
C. H. Bennett S. J. Wills S. M. Oakeshott N. J. Mackintosh 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》2000,53(3):239-253
In three experiments, rats were pre-exposed either to uncorrelated presentations of a light and sucrose pellets (group CS/US) or to equivalent presentations of the light and pellets in separate sessions (control). In Experiment 1, subsequent conditioning to the light proceeded more slowly in group CS/US than in the control group, whether this conditioning was excitatory, with the light signalling the delivery of pellets, or inhibitory, with the light signalling their absence. Bonardi and Hall (1996) have argued that this learned irrelevance effect may be reducible to latent inhibition, which would be stronger in group CS/US because they are both pre-exposed and conditioned to the CS in the presence of traces of previous USs occurring in the same session. This analysis implies that group CS/US should have conditioned more rapidly to the CS than controls on the first trial of each session in Experiment 1, but this did not happen. It also implies that the learned irrelevance effect should be reversed if conditioning trials are given at a rate of one per day . Experiments 2 and 3 found no support for this prediction. We conclude that learned irrelevance effects cannot always be reduced to latent inhibition. 相似文献
76.
J. B. Trobalon V. D. Chamizo N. J. Mackintosh 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》1992,44(1):57-73
Three experiments with rats in a maze examined the effects of pre-exposure to the relevant discriminative stimuli (rubber and sandpaper-covered maze arms) or the extra-maze context (the maze was surrounded either by black curtains or by variety of extra-maze landmarks) on the learning of a discrimination between rubber and sandpaper arms. In Experiment 1, pre-exposure to the extra-maze context facilitated subsequent discrimination learning. Experiments 2 and 3 showed that pre-exposure to rubber and sandpaper arms facilitated subsequent discrimination learning only when these cues were presented in the same context during pre-exposure and discriminative training. Taken together, the results are consistent with the hypothesis that a major cause of perceptual learning is the latent inhibition of stimuli or features common to the two discriminative stimuli, and that such latent inhibition may be disrupted by a radical change of context. 相似文献
77.
Neurobiology, psychology and habituation 总被引:1,自引:0,他引:1
N J Mackintosh 《Behaviour research and therapy》1987,25(2):81-97
78.
Gerald H. Fisher W. J. M. Levelt Euan M. Macphail R. Davis S. Glucksberg A. W. Still J. A. Gray D. A. Booth Alan Macworth L. J. Herberg N. J. Mackintosh W. R. A. Muntz 《Quarterly journal of experimental psychology (2006)》1974,26(2):325-334
ROBINSON, J. O. The psychology of Visual Illusion. London: Hutchinson University Library. 1972. Pp. 285. £ 3.00.
CARROLL, JOHN B. and FREEDLE, Roy O. (Eds). Language Comprehension and the Acquisition of Knowledge. New York: John Wiley. 1972.
PEARSON, R. The Avian Brain. London: Academic Press. 1972. Pp 624. £ 10.00.
KORNBLUM, S. (Ed.). Attention and Perfomance IV. New York and London: Academic Press. 1973. Pp. xxx+771. $ 18.50.
WASON, P. C. and JOHNSON-LAIRD, P. N. Psychology of Reasoming: Reasosming: Structure and Content. London: B. T. Batsford Limited. 1972. Pp 26.4. £ 3.50.
GILBERT, R. M. and MILLENSON, J. R. (Eds). Reinforcement: Behavioural Analysis. New York: Academic Press. 1972. Pp. xiii+288. £ 6.35.
STRONGMAN, K. T. The Psychology of Emotion. London: Wiley. 1973. Pp. 191. £ 3.50.
MYERS, R. D. (Ed.). Methods in psychobiology. Vol. 2. London and New York: Academic Press. 1972. Pp. xii+398. £ 6.50.
NILSSON, N. J. Problem-Solving Methods in Artificial Intelligence. New York: McGraw-Hill. 1971. Pp. 255. POund 5.40.
SHEEHAN, P. W. (Ed.). The function and Nature of Imagery. New York: Acadmic Press. 1972. Pp. $ 22.50.
CLARKE, E. and DEWHURST, K. An Illustrated of Brain Furction. Oxford: Sandford Publication. 1972. Pp. 154. £ 5.50.
SCHACHTER, S. Emotion, Obesity and Crime. New York: Academic Press. 1971. Pp. 195. £ 3.50.
MCGUIGAN, F. J. and LUMSDEN, D.B. (Eds). Contemporary Appraches to Conditioning and Learning. Washingotn, D. C.: v. H. Winston and Sons. 1973. Pp. xii+231. £ 6.50.
BECK, J. Surface Colour Perception. Ithaca and London: Cornell University Press. 1972.Pp. £ 11.50. 相似文献
CARROLL, JOHN B. and FREEDLE, Roy O. (Eds). Language Comprehension and the Acquisition of Knowledge. New York: John Wiley. 1972.
PEARSON, R. The Avian Brain. London: Academic Press. 1972. Pp 624. £ 10.00.
KORNBLUM, S. (Ed.). Attention and Perfomance IV. New York and London: Academic Press. 1973. Pp. xxx+771. $ 18.50.
WASON, P. C. and JOHNSON-LAIRD, P. N. Psychology of Reasoming: Reasosming: Structure and Content. London: B. T. Batsford Limited. 1972. Pp 26.4. £ 3.50.
GILBERT, R. M. and MILLENSON, J. R. (Eds). Reinforcement: Behavioural Analysis. New York: Academic Press. 1972. Pp. xiii+288. £ 6.35.
STRONGMAN, K. T. The Psychology of Emotion. London: Wiley. 1973. Pp. 191. £ 3.50.
MYERS, R. D. (Ed.). Methods in psychobiology. Vol. 2. London and New York: Academic Press. 1972. Pp. xii+398. £ 6.50.
NILSSON, N. J. Problem-Solving Methods in Artificial Intelligence. New York: McGraw-Hill. 1971. Pp. 255. POund 5.40.
SHEEHAN, P. W. (Ed.). The function and Nature of Imagery. New York: Acadmic Press. 1972. Pp. $ 22.50.
CLARKE, E. and DEWHURST, K. An Illustrated of Brain Furction. Oxford: Sandford Publication. 1972. Pp. 154. £ 5.50.
SCHACHTER, S. Emotion, Obesity and Crime. New York: Academic Press. 1971. Pp. 195. £ 3.50.
MCGUIGAN, F. J. and LUMSDEN, D.B. (Eds). Contemporary Appraches to Conditioning and Learning. Washingotn, D. C.: v. H. Winston and Sons. 1973. Pp. xii+231. £ 6.50.
BECK, J. Surface Colour Perception. Ithaca and London: Cornell University Press. 1972.Pp. £ 11.50. 相似文献
79.
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