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81.
Representational momentum (RM) is a distortion where the final orientation of a moving object is misremembered as further along its trajectory. Experiments reported here examine RM when an additional object was flashed just as the moving object disappeared. When the task was to judge the flashed object, participants reported that the flash appeared to lag behind (flash‐lag effect; FLE). When the task was to judge the moving object, larger forward distortions for the moving object were found when the flash was present, despite previous evidence that the FLE depends on the moving object's continued presence. The results suggest that some part of the FLE depends upon what precedes the flash. In addition, equivalent RM was observed for implied and smoothly animated events, a possible limit to the velocity effect for RM was found, and larger positive distortions were found for downward rotations. 相似文献
82.
83.
Matthew Owens Jim Stevenson Julie A. Hadwin Roger Norgate 《British journal of psychology (London, England : 1953)》2014,105(1):92-101
Cognitive interference theories (e.g. attentional control theory, processing efficiency theory) suggest that high levels of trait anxiety predict adverse effects on the performance of cognitive tasks, particularly those that make high demands on cognitive resources. We tested an interaction hypothesis to determine whether a combination of high anxiety and low working memory capacity (WMC) would predict variance in demanding cognitive test scores. Ninety six adolescents (12‐ to 14‐years‐old) participated in the study, which measured self‐report levels of trait anxiety, working memory, and cognitive test performance. As hypothesized, we found that the anxiety‐WMC interaction explained a significant amount of variance in cognitive test performance (ΔR2 .07, p < .01). Trait anxiety was unrelated to cognitive test performance for those adolescents with average WMC scores (β = .13, p > .10). In contrast, trait anxiety was negatively related to test performance in adolescents with low WMC (β = ?.35, p < .05) and positively related to test performance in those with high WMC (β = .49, p < .01). The results of this study suggest that WMC moderates the relationship between anxiety and cognitive test performance and may be a determinant factor in explaining some discrepancies found in the literature. Further research is needed to fully understand the mechanisms involved. 相似文献
84.
Yuko Watabe Julie Sarno Owens Steven W. Evans Nicole Evangelista Brandt 《Journal of abnormal child psychology》2014,42(1):105-115
This study examined impairment in multiple domains of functioning in children with and without ADHD who present with high or low levels of sluggish cognitive tempo (SCT) while taking into account the total symptom ratings of ADHD. Participants were 584 children in kindergarten through eighth grade (55.7 % male, 91.7 % Caucasian), drawn from five archival datasets. Two, 2 (SCT groups: high and low) x 3 (ADHD Status: ADHD-I, ADHD-C, and non-ADHD) MANCOVAs were conducted with the total ADHD symptom ratings and child age as covariates. One MANCOVA was conducted on scores on the teacher Impairment Rating Scale (IRS; Fabiano et al. Journal of Clinical Child and Adolescent Psychology 35:369–385, 2006) and the other on the 6 scores on the parent IRS. The results indicated that the presence of SCT symptoms was associated with greater functional impairment at home according to parent report while it was associated with less functional impairment at school according to teacher report. Thus, the relationship between SCT symptoms and impairment differs depending on the informant and the context in which impairment is evaluated. 相似文献
85.
B. Robert Owens 《Journal of the history of the behavioral sciences》2014,50(3):302-320
This paper examines one aspect of early twentieth century debates over the meaning of scientific methodology and epistemology within the social sciences: the tendency of sociologists to invoke “laboratory” as a multivalent concept and in reference to diverse institutions and sites of exploration. The aspiration to designate or create laboratories as spaces of sociological knowledge production was broadly unifying in early American sociology (1890–1930), even though there was no general agreement about what “laboratory” meant, nor any explicit acknowledgment of that lack of consensus. The persistence of laboratory talk in sociology over decades reflects the power of “laboratory” as a productively ambiguous, legitimizing ideal for sociologists aspiring to make their discipline rigorously scientific. 相似文献
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87.
With horizontal gaze, the resting posture of binocular vergence typically corresponds to a distance of about 1 m. The effect of vertical direction of gaze on this basic resting posture was investigated. The dark vergence of twenty-four subjects was measured while they fixated a dim monocular light-point at vertical directions ranging from -45 degree (lowered) to +30 degrees (elevated). In one condition, gaze was varied by changes in eye position with the head held upright; in a second condition, gaze was varied by changes in head inclination with the eyes held in constant (horizontal) position with respect to the head. In both conditions, dark vergence shifted in the convergent (nearer) direction with lowered gaze and in the divergent (farther) direction with elevated gaze. The effect of varied eye inclination was larger, more variable across subjects, and more stable over time than that of varied head inclination. These findings indicate that multiple mechanisms contribute to gaze-related variations of the resting posture of the eyes. They may help to explain the variations of space perception and visual fatigue that are observed with different gaze inclinations. 相似文献
88.
L L Light D LaVoie D Valencia-Laver S A Owens G Mead 《Journal of experimental psychology. Learning, memory, and cognition》1992,18(6):1284-1297
In 2 experiments, young and older adults demonstrated modality effects of similar magnitude in perceptual identification tasks. That is, both young and older adults demonstrated more repetition priming when study and test modalities matched than when they were different, suggesting that contextual information was equally available across age. However, when asked explicitly to retrieve modality information, older adults were less accurate than young adults. These results constitute evidence for a dissociation between direct and indirect measures of memory for modality information. They call into question hypotheses that memory impairment in old age is due to deficient encoding of contextual information and challenge current accounts of modality effects in repetition priming. 相似文献
89.
This article describes the current situation in Hungary and the efforts that are being made to develop employment counseling service and training programs. 相似文献
90.
Elizaveta Bourchtein Julie S. Owens Anne E. Dawson Steven W. Evans Joshua M. Langberg Kate Flory Elizabeth P. Lorch 《Journal of abnormal child psychology》2018,46(7):1395-1408
The goals of this study were to (a) evaluate the presence of the positive bias (PB) in elementary-school-aged children with and without ADHD when PB is defined at the individual level through latent profile analysis and (b) examine the extent to which several correlates (i.e., social functioning, aggression, depression, and anxiety) are associated with the PB. Participants were 233 youth (30% female; 8 to 10 years of age), 51% of whom met criteria for ADHD. During an individual evaluation, children and parents completed a battery of questionnaires to assess child competence, depression, anxiety, and aggression. Children also participated in a novel group session with same-sex unfamiliar peers (half of the group was comprised of children with ADHD) to engage in group problem-solving tasks and free play activities. After the group session, peers and staff completed ratings of each child’s behavior (e.g., likeability, rule following). The best fitting LPA model for parent and self-ratings of competence revealed four profiles: High Competence/Self-Aware; Variable Competence/Self-Aware; Low Competence/Self-Aware; and Low Competence/PB, in which the PB was present across domains. Only 10% of youth showed a PB and youth with ADHD were no more likely to display the PB than their non-ADHD peers with similar levels of low competence. Lastly, the Low Competence/Self-Aware profile demonstrated higher levels of anxiety and depression than the Low Competence/PB profile; the profiles did not differ on aggression or peer or staff ratings of social/behavioral functioning. Implications for understanding the PB in children with and without ADHD are discussed. 相似文献