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31.
The relationship between a classic 1953 study by R. L. Solomon and L.C. Wynne on traumatic avoidance learning adn the pioneering efforts by Robert Bush and Frederick Mosteller and others to develop mathematical models of learning is analyzed. The main purpose is to explore how Bush and Mosteller disembedded a carefully selected set of Solomon and Wynne's data from its original context, which allowed something as seemingly humble as a set of numbers to become a widely available and valuable resource for the newly emerging field of mathematical learning theory (MLT). The creative use that the MLT community made of these data once Bush and Mosteller had systematically reduced the empirical and conceptual uncertainties within Solomon and Wynne's study is also discussed. 相似文献
32.
Habitual Prospective Memory and Aging: Remembering Intentions and Forgetting Actions 总被引:2,自引:0,他引:2
Gilles O. Einstein Mark A. McDaniel Rebekah E. Smith & Pat Shaw 《Psychological science》1998,9(4):284-289
Routine or habitual prospective memory tasks (e.g., taking medication) have the potential for creating confusions regarding whether or not an action has already been performed. We developed a laboratory paradigm for examining the kinds of processes thought to be operating in these kinds of tasks. Younger and older participants were asked to perform an action once and only once on each of 11 trials. The results showed that age and divided attention contributed to both omission and repetition errors. This new paradigm reveals memory failures in a habitual prospective memory task, and the results demonstrate that older adults are particularly susceptible to these memory problems. 相似文献
33.
A nation-wide survey was conducted in 1979 to collect information on graduate training in school psychology, including areas of program emphasis and the structure of field training and supervision. Results indicated that the vast majority of programs remain committed to emphasizing the direct service triad of psychoeducational assessment, school consultation, and behavioral intervention, but that two indirect service areas—research and program planning and evaluation—are gaining in training emphasis. It was also found that a very high percentage of programs employ a comprehensive practicum and internship experence, that most placements are in the public schools, and that considerable time is allotted for supervision. 相似文献
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Arnie H. Zencius Michael D. Wesolowski William H. Burke Pat McQuade 《Behavioral Interventions》1991,6(1):1-10
Three head-injured clients had difficulty performing vocational tasks and routine activities of daily living. Memory checklists, which consisted of a task analysis for each activity, were introduced. All three clients were immediately able to perform the tasks. 相似文献
36.
Billingsley RL Lou Smith M Pat McAndrews M 《Journal of experimental child psychology》2002,82(3):251-277
Developmental trajectories of two classes of human memory, implicit and explicit memory, appear to diverge. We examined how developmental differences in perceptual and conceptual priming, two types of implicit memory, coincide with differences between familiarity and recollective responses on explicit memory tests that employ the Remember/Know paradigm ( Tulving, 1985 ). Both types of priming were characterized by developmental invariance in 52 children and adolescents ages 8-19 years. Contrary to Komatsu, Naito, and Fuke (1996) results, few age-group differences in perceptual priming were observed following a levels-of-processing encoding manipulation. In contrast, age group differences were found for "Remember" but not "Know" responses. Neither levels of awareness nor strategies influenced priming. Adult levels of performance appear earlier in development on perceptual and conceptual priming tests compared to explicit memory tests. Similar developmental dissociations exist between explicit and implicit memory performance as between "Remember" and "Know" recollective responses. 相似文献
37.
Pimenta AF Levitt P 《Mental retardation and developmental disabilities research reviews》2005,11(4):295-302
The human and mouse genome projects elucidated the sequence and position map of innumerous genes expressed in the central nervous system (CNS), advancing our ability to manipulate these sequences and create models to investigate regulation of gene expression and function. In this article, we reviewed gene targeting methodologies with emphasis on applications to CNS development and neurodevelopmental disorders. 相似文献
38.
Pat Lewtas 《Axiomathes》2014,24(3):313-341
This paper argues, not that physicalism is wrong, but that it is irrational. The paper defines standards of rationality, both metaphysical and epistemological, that physicalism necessarily inherits from science. Then it assesses physicalist efforts to naturalize consciousness in light of these. It concludes that physicalism allows its metaphysics to outrun its epistemology, in defiance of applicable standards, revealing a fundamental incoherence in the doctrine. The paper also briefly reviews other naturalization programs, to claim that physicalism, unlike the sciences, hasn’t proved fruitful. 相似文献
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Sabra Ledare Finley Pat McCarthy Veach Ian M. MacFarlane Bonnie S. LeRoy Nancy Callanan 《Journal of genetic counseling》2016,25(2):344-358
Supervision is a primary instructional vehicle for genetic counseling student clinical training. Approximately two-thirds of genetic counselors report teaching and education roles, which include supervisory roles. Recently, Eubanks Higgins and colleagues published the first comprehensive list of empirically-derived genetic counseling supervisor competencies. Studies have yet to evaluate whether supervisors possess these competencies and whether their competencies differ as a function of experience. This study investigated three research questions: (1) What are genetic counselor supervisors’ perceptions of their capabilities (self-efficacy) for a select group of supervisor competencies?, (2) Are there differences in self-efficacy as a function of their supervision experience or their genetic counseling experience, and 3) What training methods do they use and prefer to develop supervision skills? One-hundred thirty-one genetic counselor supervisors completed an anonymous online survey assessing demographics, self-efficacy (self-perceived capability) for 12 goal setting and 16 feedback competencies (Scale: 0–100), competencies that are personally challenging, and supervision training experiences and preferences (open-ended). A MANOVA revealed significant positive effects of supervision experience but not genetic counseling experience on participants’ self-efficacy. Although mean self-efficacy ratings were high (>83.7), participant comments revealed several challenging competencies (e.g., incorporating student’s report of feedback from previous supervisors into goal setting, and providing feedback about student behavior rather than personal traits). Commonly preferred supervision training methods included consultation with colleagues, peer discussion, and workshops/seminars. 相似文献