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Aldert Vrij Samantha Mann Emma Robbins Mark Robinson 《Applied cognitive psychology》2006,20(6):741-755
Thirty‐seven police officers, not identified in previous research as belonging to groups that are superior in lie detection, attempted to detect truths and lies told by suspects during their videotaped police interviews. In order to measure consistency in their ability, the officers each participated in four different tests, each of which was on a different day. They were asked to indicate their confidence in being able to distinguish between truths and lies prior to the first test and after completing all four tests. We predicted that accuracy rates would be higher than those typically found in research with police officers; that good or poor performances on an individual test would be partly caused by luck, and, consequently, participants' accuracy scores were likely to progress towards the mean if their performance on all four tests was to be combined; and that officers would underestimate their own performance. These hypotheses were supported. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献
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Aldert Vrij Lucy Akehurst Laura Brown Samantha Mann 《Applied cognitive psychology》2006,20(9):1225-1237
The ability of teachers, social workers, police officers and laypersons (undergraduate and postgraduate students) to detect truths and lies told by 5–6 year‐olds, adolescents and adults was tested in the present experiment. Lie detectors judged the veracity of statements from 18 liars and 18 truth tellers belonging to these three age groups. Accuracy scores were around 60% for each of these three age groups, both for detecting truths and for detecting lies. No occupational differences emerged. Moreover, judgements made by teachers, social workers and police officers showed an overlap, suggesting that an erroneous decision made by a member of one group may not easily be detected by a member of the other groups. The lie detectors were inclined to judge cues of nervousness, cognitive demand and attempted behavioural control as cues to deceit, even when truth tellers were displaying these cues. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献
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David L. Mann Bruce Abernethy Damian Farrow Mark Davis Wayne Spratford 《Behavior research methods》2010,42(2):556-562
This article describes a new automated method for the controlled occlusion of vision during natural tasks. The method permits
the time course of the presence or absence of visual information to be linked to identifiable events within the task of interest.
An example application is presented in which the method is used to examine the ability of cricket batsmen to pick up useful
information from the prerelease movement patterns of the opposing bowler. Two key events, separated by a consistent within-action
time lag, were identified in the cricket bowling action sequence—namely, the penultimate foot strike prior to ball release
(Event 1), and the subsequent moment of ball release (Event 2). Force-plate registration of Event 1 was then used as a trigger
to facilitate automated occlusion of vision using liquid crystal occlusion goggles at time points relative to Event 2. Validation
demonstrated that, compared with existing approaches that are based on manual triggering, this method of occlusion permitted
considerable gains in temporal precision and a reduction in the number of unusable trials. A more efficient and accurate protocol
to examine anticipation is produced, while preserving the important natural coupling between perception and action. 相似文献
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Researchers have developed an array of highly adaptable intervention packages with well‐documented efficacy for staff and teacher training. As indicated by Parsons, Rollyson, and Reid (2012) in their article on best practices in staff training, behavior analysts must use methods that are both effective and efficient given the limited resources of many human service settings (e.g., low trainer‐to‐staff ratios). The purpose of this paper is to summarize research on practical innovations for staff and teacher training, including the use of video‐based technology and self‐instruction materials that may help trainers to operate effectively despite limited time and personnel. Results are discussed in terms of the current state of the evidence for each practical innovation and considerations for integrating these strategies with best practices in staff training. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献