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161.
Social control refers to any reaction by which a bystander communicates to the “perpetrator” of an uncivil behavior that his or her action is not acceptable. In 3 field studies, we examined the factors that affect people's tendency to exert social control. Passersby in the streets were asked how they would react were they to witness different uncivil behaviors. They also rated their appraisal of the situation and the emotions they would feel. The results suggest that 3 factors are primary determinants of social control: the feeling of responsibility to exert it; the perceived legitimacy of social control in the situation; and the extent to which bystanders felt hostile emotions. These results have implications for how to reduce uncivil behaviors. 相似文献
162.
The trait–congruency hypothesis predicts that persons high in positive or negative trait affect more readily process pleasant or unpleasant stimuli, respectively. In two studies, participants were administered measures of personality and affect. Moreover, a yes/no lexical decision task with pleasant, unpleasant and neutral words was administered in Study 1, whereas a go/no‐go task was used in Study 2. Several methods to increase reliabilities of differences in reaction times are explored. Correlations of measures of personality and trait affect with decision times were mostly consistent with the trait–congruency hypothesis, particularly for decision times in the go/no‐go task that measured individual differences in valence‐specific decision times more reliably. The findings suggest that trait‐related concept accessibility is one source of trait congruity. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献
163.
Recent research suggests a functional link between temporal acuity and general intelligence. To better understand this relation, the present study took advantage of a large sample (N=260) and structural equation modelling to examine relations among temporal acuity, measured by various tasks, speed of information processing as measured by the Hick reaction time task, and psychometric intelligence. Temporal acuity and the Hick task showed common variance in predicting psychometric intelligence. Furthermore, timing performance was a better predictor of psychometric intelligence and mediated the relation between Hick task performance and psychometric intelligence. These findings are consistent with the idea that temporal acuity reflects a basic property of neural functioning that is relevant to intelligence-related aspects of mental activity including speed of information processing. 相似文献
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John McDonnell Nadine Thorson Cathi Allen Connie Mathot-Buckner 《Journal of Behavioral Education》2000,10(2-3):107-121
A multiple baseline across subjects design was used to examine the effects of partner learning on the spelling performance, academic responding, and competing behavior of three students with severe disabilities and three of their classmates without disabilities. The students were enrolled in different general elementary classes. All students in these classes were assigned to partner learning triads by the general education teacher. One triad in each class included the student with severe disabilities and two classmates without disabilities. All students in the class received two, 20 min partner learning sessions each week. During partner learning, each member of the triad was asked to spell words, present words to be spelled, provide feedback to the speller, and check the spelling accuracy. These roles were rotated among the members of the triad after each trial. These roles were adapted as necessary to accommodate the academic and communication skills of the students with severe disabilities. The effects of partner learning on spelling accuracy were assessed through weekly spelling tests. The effects of partner learning on academic responding and competing behavior were assessed using the MS-CISSAR (Carta, Greenwood, Schulte, Arreaga-Mayer, Terry, 1988). Results of weekly spelling indicated that partner learning led to improved spelling accuracy for students with severe disabilities and did not negatively affect the spelling accuracy of their peers. Partner learning also led to improved rates of academic responding and reduced rates of competing behavior for 5 of 6 students. The results are discussed in terms of their implications for practice and future research. 相似文献
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167.
Nadine Weidman 《Journal of the history of the behavioral sciences》1994,30(2):162-180
Karl Lashley and Clark Hull had a long and unresolved controversy about the structure and function of the brain, its relationship to the mind, and the use of machine metaphors to explain intelligence. Though on the surface their debate was not about the relative importance of heredity or environment in determining intelligence and behavior, this is the subtext that ran through their exchanges. A determined hereditarian, Lashley was committed, both intellectually and institutionally, to the integration of biology and psychology. But Hull believed that environmentally-shaped reflex connections underlay behavior and that this law made psychology the most basic of the social sciences. 相似文献
168.
Matthias Wilde Melanie Basten Nadine Großmann Darius Haunhorst Inga Desch Matthias Strüber Christoph Randler 《Motivation and emotion》2018,42(3):348-359
Self-Determination Theory argues that autonomy plays a major role in intrinsic motivation. Autonomy can be operationalized as choice. Whether positive effects on motivation are caused by the mere act of choosing or by confounding variables is still unclear. In this study (N?=?299, Mage?=?13.1?±?0.6 years), students could work with two polarizing animals. The first group was allowed to choose (choosing & match), two groups were not. In these groups, the teacher allocated the animals to the students resulting in a second group that received the wanted animal (no choosing & match), and a third group that received the unwanted animal (no choosing & no match). Situational motivation and flow experience were assessed. Regarding intrinsic motivation and flow, students in the no choosing & match treatment scored the highest, students of the no choosing & no match group the lowest. In conclusion, matching and not choosing made the difference. 相似文献
169.
According to the valence hypothesis, pleasant and unpleasant stimuli are mainly processed in the left and in the right hemisphere, respectively. To elucidate whether this reflects lateralised attentional processes, a lateralised Emotional Stroop Task was administered: Pleasant, unpleasant, and neutral words were presented to 63 male and 62 female students in four colours for 150 ms in either the left or the right visual half field. Pleasant words presented in the right (compared to the left) and unpleasant and neutral words presented in the left (compared to the right) visual field had longer latencies. Thus, attentional processes seem to be lateralised, depending on the hedonic tone of the stimuli. Predictions on personality differences in lateralised attentional processes were not confirmed. 相似文献
170.
Heinz Walter Krohne Manuela Pieper Nina Knoll Nadine Breimer 《Cognition & emotion》2013,27(2):217-243
Attention deployment and generating specific types of cognitions are central cognitive mechanisms of emotion regulation. Two groups of hypotheses make contradicting predictions about the emotion-cognition relationship. The moodcongruency hypothesis expects the emergence of mood-congruent cognitions (i.e., negative mood leads to negative and positive mood to positive cognitions). Similarly, a substantial body of research suggests that negative mood induces selffocus, whereas positive mood elicits an external focus of attention. The moodrepair hypothesis, on the other hand, assumes that persons in a negative mood state summon thoughts incongruent with that state and divert attention away from the self. However, the temporal sequence of cognitions assessed as well as coping dispositions, such as vigilance and cognitive avoidance, may moderate these relationships. Positive and negative emotional states were elicited by exposing the participants to the experience of success or failure in a demanding cognitive task. Cognitions that were present after emotion induction were assessed by means of a thought-listing procedure. For the total sample, results clearly confirmed the moodcongruency hypothesis. Thought order was a critical factor only for changes in self-focus. Thought valence (positive, neutral, negative) as well as self-focus were substantially influenced by coping dispositions. 相似文献