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41.
42.
Enkvist T Newell B Juslin P Olsson H 《Journal of experimental psychology. Learning, memory, and cognition》2006,32(1):163-179
Previous studies have suggested better learning when people actively intervene rather than when they passively observe the stimuli in a judgment task. In 4 experiments, the authors investigated the hypothesis that this improvement is associated with a shift from exemplar memory to cue abstraction. In a multiple-cue judgment task with continuous cues, the data replicated the improvement with intervention and participants who experimented more actively produced more accurate judgments. In a multiple-cue judgment task with binary cues, intervention produced poorer accuracy and participants who experimented more actively produced poorer judgments. These results provide no support for a representational shift but suggest that the improvement with active intervention may be limited to certain tasks and environments. 相似文献
43.
Juslin P Jones S Olsson H Winman A 《Journal of experimental psychology. Learning, memory, and cognition》2003,29(5):924-941
In this article, the authors compare 3 generic models of the cognitive processes in a categorization task. The cue abstraction model implies abstraction in training of explicit cue-criterion relations that are mentally integrated to form a judgment, the lexicographic heuristic uses only the most valid cue, and the exemplar-based model relies on retrieval of exemplars. The results from 2 experiments showed that, in lieu of the lexicographic heuristic, most participants spontaneously integrate cues. In contrast to single-system views, exemplar memory appeared to dominate when the feedback was poor, but when the feedback was rich enough to allow the participants to discern the task structure, it was exploited for abstraction of explicit cue-criterion relations. 相似文献
44.
Cecilia Jakobsson Bergstad Amelie Gamble Olle Hagman Merritt Polk Tommy G?rling Dick Ettema Margareta Friman Lars E. Olsson 《Applied research in quality of life》2012,7(1):49-62
A survey of a random sample of 1,330 Swedish residents assessed the relationships between affect associated with performance
of routine out-of-home activities, mood, and judgments of life satisfaction (cognitive subjective wellbeing, CSWB). Regression
analyses showed that sociodemographic variables accounted for most variance in CSWB (7%) and least in mood (2%). In agreement
with previous research, CSWB increased with income, employment, and cohabiting with a spouse, and had a U-formed relationship
with age. Affect associated with routine activities accounted for more variance than the socio-demographic variables in mood
(30%) and in CSWB (13%). Mood partially mediated the effect on CSWB of affect associated with the activities. The results
suggest that future policy-related research should consider the possibility that community-provided resources that facilitate
performance of routine out-of-home activities would increase life satisfaction. 相似文献
45.
Two ways of eliciting conceptual content have been to instruct participants to list the intrinsic properties that concept
exemplars possess or to report any thoughts that come to mind about the concept. It has been argued that the open, unconstrained
probe is better able to elicit the situational information that concepts contain. We evaluated this proposal in two experiments
comparing the two probes with regard to the content that they yield for object concepts at the superordinate and basic levels.
The results showed that the open probe was better able to elicit situated conceptual knowledge and point out differences in
the representations of superordinate and basic concepts. 相似文献
46.
Ernest S. Barratt Jim Patton Nils Greger Olsson Gary Zuker 《Journal of motor behavior》2013,45(4):286-300
The purpose of this study was to test the hypothesis that impulsivity is positively related to both the intraindividual variability and the rate of performance of a paced tapping task. Selected experimental conditions which have been demonstrated to influence paced tapping were included in the experimental design of the tapping task. The independent variables in the tapping task were: feedback vs. no feedback; tempo; concurrent cognitive task (counting) vs. no concurrent cognitive task. Three measures of tapping performance were computed: absolute or total error of tapping, tapping rate, and the intraindividual variability of tapping. The results confirm the hypothesis that impulsivity is positively related to rate of paced tapping, although the degree of relationship varied under different experimental conditions within the paced tapping task. Intraindividual variability of tapping was not significantly related to impulsivity, but the results were suggestive of a positive relationship. 相似文献
47.
Erik J. Olsson 《Erkenntnis》2005,63(3):387-412
There is an emerging consensus in the literature on probabilistic coherence that such coherence cannot be truth conducive
unless the information sources providing the cohering information are individually credible and collectively independent.
Furthermore, coherence can at best be truth conducive in a ceteris paribus sense. Bovens and Hartmann have argued that there cannot be any measure of coherence that is truth conducive even in this
very weak sense. In this paper, I give an alternative impossibility proof. I provide a relatively detailed comparison of the
two results, which turn out to be logically unrelated, and argue that my result answers a question raised by Bovens and Hartmann’s
study. Finally, I discuss the epistemological ramifications of these findings and try to make plausible that a shift to an
explanatory framework such as Thagard’s is unlikely to turn the impossibility into a possibility. 相似文献
48.
49.
This study compared fear learning acquired through direct experience (Pavlovian conditioning) and fear learning acquired without direct experience via either observation or verbal instruction. We examined whether these three types of learning yielded differential responses to conditioned stimuli (CS+) that were presented unmasked (available to explicit awareness) or masked (not available to explicit awareness). In the Pavlovian group, the CS+ was paired with a mild shock, whereas the observational-learning group learned through observing the emotional expression of a confederate receiving shocks paired with the CS+. The instructed-learning group was told that the CS+ predicted a shock. The three groups demonstrated similar levels of learning as measured by the skin conductance response to unmasked stimuli. As in previous studies, participants also displayed a significant learning response to masked stimuli following Pavlovian conditioning. However, whereas the observational-learning group also showed this effect, the instructed-learning group did not. 相似文献
50.
Erik J. Olsson 《Synthese》2003,135(3):443-444