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81.
Nuria Carriedo Antonio Corral Pedro R. Montoro Laura Herrero 《British journal of psychology (London, England : 1953)》2020,111(2):335-356
In two experiments, we explored the nature of the bias observed in the bat/ball problem of the cognitive reflection test (Frederick, 2005, J. Econ. Perspect., 19, 25), how to override it, and its relation to executive functioning. Based on the original bat/ball problem, we designed two additional isomorphic items. In Experiment 1, for four age groups, including 7-, 11-, and 15-year-olds and adults, we determined that the bias is related to the System 1 intervention; the performance in this item was not a matter of mathematical ability and it could be facilitated by changing the order in which the problems were presented. In Experiment 2, we determined that for 15-year-olds, good and bad performances in the item were related to executive functioning, particularly response-distractor inhibition, updating information in working memory, and the regulation of attention; however, subtle differences were identified when the problem was performed in a facilitative context compared with a non-facilitative context. The results indicated that cognitive abilities are a necessary but non-sufficient condition to resolve the problem. 相似文献
82.
Grégoire Vitry Nathalie Duriez Sophie Lartilleux-Suberville Rytis Pakrosnis Alexandrina Beau Teresa Garcia-Rivera Olivier Brosseau Pedro Vargas Avalos Eric Bardot Wendel A. Ray 《Family process》2020,59(4):1946-1957
SYPRENE, a new international Systemic Practice Research Network (PRN), has been established to fill the gap in practice-based research on the effectiveness and efficiency of strategic therapies. This article presents the rationale for the creation of SYPRENE and describes data collection methods, and the encoding system implemented within this PRN. More developments are expected in the recruitment of practitioners, the types of data collected, findings, and the implementation of SYPRENE in supervision, trainings, and professional schools. 相似文献
83.
Cobos PL López FJ Caño A Almaraz J Shanks DR 《Journal of experimental psychology. Animal behavior processes》2002,28(4):331-346
In predictive causal inference, people reason from causes to effects, whereas in diagnostic inference, they reason from effects to causes. Independently of the causal structure of the events, the temporal structure of the information provided to a reasoner may vary (e.g., multiple events followed by a single event vs. a single event followed by multiple events). The authors report 5 experiments in which causal structure and temporal information were varied independently. Inferences were influenced by temporal structure but not by causal structure. The results are relevant to the evaluation of 2 current accounts of causal induction, the Rescorla-Wagner (R. A. Rescorla & A. R. Wagner, 1972) and causal model theories (M. R. Waldmann & K. J. Holyoak, 1992). 相似文献
84.
Scott W. Plunkett Carolyn S. Henry Linda C. Robinson Andrew Behnke Pedro C. FalconIII 《Journal of child and family studies》2007,16(6):760-772
Using symbolic interaction, we developed a research model that proposed adolescent perceptions of parental support and psychological
control would be related to adolescent depressed mood directly and indirectly through self-esteem. We tested the model using
self-report questionnaire data from 161 adolescents living with both of their biological parents. To examine possible gender
of adolescent differences, we tested two multigroup models separately for adolescents’ perceptions of mothers’ and fathers’
parental behaviors. Both the fathers’ and mothers’ models yielded (a) direct paths from self-esteem to depressed mood (for
boys and girls), psychological control to depressed mood (for boys) and (b) an indirect path from support to self-esteem to
depressed mood (for girls and boys) and an indirect path from psychological control to self-esteem to depressed mood (for
girls). In addition, in the fathers’ model a significant direct path was found between fathers’ support and depressed mood
(for girls). 相似文献
85.
Erickson and Kruschke (2002b) have shown that human subjects generalize category knowledge in a rule-like fashion when exposed
to a rule-plus-exception categorization task. This result has remained a challenge to exemplar models of category learning.
We show that these models can account for such performance, if they are augmented with exemplar-specific specificity or exemplar-specific
attention. This result, however, is only achieved if the choice rule that converts evidence for competing categories into
probabilities is sensitive to small differences between evidence values close to 0. Exemplar-specific attention provided the
best overall approximation of the data. Exemplar-specific specificity provided a slightly worse approximation, but it predicted
better the rule-like generalization pattern observed. 相似文献
86.
Pedro L. Cobos Antonio Ca o Francisco J. L pez Juan L. Luque Juli n Almaraz 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》2000,53(3):193-207
According to the comparator process hypothesis (Matute, Arcediano, & Miller, 1996), cue competition in the learning of between-events relationships arises if the judgement required involves a comparison between the probability of the outcome given the target cue and the probability of the outcome given the competing cue. Alternatively, other associative accounts (the Rescorla-Wagner model: Rescorla &Wagner, 1972) conceive cue competition as a learning deficit affecting the target cue-outcome association. Consequently, the comparator process hypothesis predicts that cue competition occurs in inference judgements but not in contiguity ones, for only the first type of judgement implicitly involves such a comparison. On the other hand, the Rescorla-Wagner model predicts cue competition in both inference and contiguity judgements, because it establishes no relevant role for the type of judgement in producing cue competition. In Experiments 1 and 2 we manipulated the relative validity of cues and the type of question (inference vs. contiguity) in a predictive learning task. In both experiments we found a cue competition effect, but no interaction between the relative validity of cues and the type of question, suggesting that the Rescorla-Wagner theory suffices to explain cue competition. 相似文献
87.
Two experiments were conducted to evaluate the phonological activation of the name of pictures when participants had to name the color in which these pictures were depicted. In Experiment 1, participants named the color of pictures whose names and color names shared the phonological beginning (phonologically related condition), the color of pictures whose names and color names did not share phonology (phonologically unrelated condition), and the color of abstract forms (neutral condition). A facilitatory effect was obtained, so participants were faster in the related condition than in the unrelated condition. However, naming latencies were similar in the neutral condition and the unrelated condition. In Experiment 2, the unrelated condition was replaced by a phonologically incongruent condition in which the name of the picture was phonologically unrelated to its color name but related to the name of other response color names. The results showed again a facilitatory effect when the related condition was compared with the incongruent condition. Importantly, an interference effect was also observed, so naming latencies were longer in the incongruent condition than in the neutral condition. These results are discussed in terms of language production models. 相似文献
88.
89.
Pedro Moreno da Fonseca 《British Journal of Guidance & Counselling》2015,43(3):351-366
Guidance systems exist within learning, working and welfare cultures, which are upheld by prevailing institutions and stakeholders. Implementing a lifelong approach questions rooted codes and idiosyncrasies of the sectors across which guidance is distributed. To support individuals' careers, unlock their potential and increase their contribution to the economy i.e. support their process of becoming, lifelong guidance must strive for effective systems' integration across policy fields, cultures and organisations. This article departs from national experiences and discusses how cultures and institutional contexts generate resistance to change, but can also be the departure point for the successful development of lifelong support to people's careers. 相似文献