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31.
Sherri M. Tillotson Paul D. Siakaluk Penny M. Pexman 《Behavior research methods》2008,40(4):1075-1078
Body-object interaction (BOI) assesses the ease with which a human body can physically interact with a word’s referent. Recent
research has shown that BOI influences visual word recognition processes in such a way that responses to high-BOI words (e.g.,
couch) are faster and less error prone than responses to low-BOI words (e.g., cliff ). Importantly, the high-BOI words and the low-BOI words that were used in those studies were matched on imageability. In
the present study, we collected BOI ratings for a large set of words. BOI ratings, on a 1–7 scale, were obtained for 1,618
monosyllabic nouns. These ratings allowed us to test the generalizability of BOI effects to a large set of items, and they
should be useful to researchers who are interested in manipulating or controlling for the effects of BOI. The body-object
interaction ratings for this study may be downloaded from the Psychonomic Society’s Archive of Norms, Stimuli, and Data, www.psychonomic.org/archive. 相似文献
32.
Penny Dick 《British Journal of Guidance & Counselling》2006,34(3):345-364
Line manager involvement in HRM is an increasing trend across Europe. With the numbers of employees taking advantage of work-life balance policies also on the increase, line manager responsibility for this specific policy area is likely to become more marked. In this paper, we argue that line managers have a critical role to play in the career development of reduced-hours employees, but that due to a number of cultural and institutional processes, the extent of this involvement is likely to be limited. Using qualitative data from interviews with police managers and police officers who have reduced their hours, we argue that gendered assumptions, deeply embedded in taken-for-granted organisational practices and structures, operate in ways that encourage line managers and reduced-hours workers to locate career barriers in the psyche of the latter. The implications of these processes for line manager involvement in the career development of reduced-hours professionals are explored and explicated. 相似文献
33.
The neural consequences of semantic richness: when more comes to mind, less activation is observed 总被引:1,自引:0,他引:1
Some concepts have richer semantic representations than others. That is, when considering the meaning of concepts, subjects generate more information (more features, more associates) for some concepts than for others. This variability in semantic richness influences responses in speeded tasks that involve semantic processing, such as lexical decision and semantic categorization tasks. It has been suggested that concepts with richer semantic representations build stronger attractors in semantic space, allowing faster settling of activation patterns and thus faster responding. Using event-related functional magnetic resonance imaging, we examined the neural activation associated with semantic richness by contrasting activation for words with high and low numbers of associates in a semantic categorization task. Results were consistent with faster semantic settling for words with richer representations: Words with a low number of semantic associates produced more activation than words with a high number of semantic associates in a number of regions, including left inferior frontal and inferior temporal gyri. 相似文献
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Dr. Penny J. Gilmer 《Science and engineering ethics》1995,1(2):173-180
Ethics in science is integrated into an interdisciplinary science course called “Science, Technology and Society” (STS). This
paper focuses on the section of the course called “Societal Impact on Science and Technology”, which includes the topics Misconduct
in Science, Scientific Freedom and Responsibility, and the Use of Human Subjects in Research. Students in the course become
aware not only of the science itself, but also of the process of science, some aspects of the history of science, the social
responsibilities of scientists, and the ethical issues in science. Teaching techniques include the instructor sharing experiences
as a scientist with the students, sharing books and resources with students, utilizing current sources of information like
the weekly “Science Times”, inviting guest speakers, and utilizing portfolios to assess student learning.
This paper was delivered orally at the National Academy of Sciences’ “Convocation on Scientific Conduct”, 6–7 June 1994. 相似文献
37.
Basic objects in natural categories 总被引:1,自引:0,他引:1
Eleanor Rosch Carolyn B Mervis Wayne D Gray David M Johnson Penny Boyes-Braem 《Cognitive psychology》1976,8(3):382-439
Categorizations which humans make of the concrete world are not arbitrary but highly determined. In taxonomies of concrete objects, there is one level of abstraction at which the most basic category cuts are made. Basic categories are those which carry the most information, possess the highest category cue validity, and are, thus, the most differentiated from one another. The four experiments of Part I define basic objects by demonstrating that in taxonomies of common concrete nouns in English based on class inclusion, basic objects are the most inclusive categories whose members: (a) possess significant numbers of attributes in common, (b) have motor programs which are similar to one another, (c) have similar shapes, and (d) can be identified from averaged shapes of members of the class. The eight experiments of Part II explore implications of the structure of categories. Basic objects are shown to be the most inclusive categories for which a concrete image of the category as a whole can be formed, to be the first categorizations made during perception of the environment, to be the earliest categories sorted and earliest named by children, and to be the categories most codable, most coded, and most necessary in language. 相似文献
38.
The authors describe how in an attempt to redress the limitations of traditional casework in a social services field-work team, they developed a case assessment format which drew on systems ideas. 相似文献
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The acceptance and popularity of personality assessments in organizational contexts has grown enormously over the last 40 years. Although these are used across many applications, such as executive coaching, team building, and hiring and promotion decisions, the focus of most published research on the use of personality assessments at work is biased toward assessment for employee selection. Reviews have therefore tended to use criteria that are appropriate for selection, neglecting the additional and different criteria that are important in relation to employee development. An illustration of the often-discussed scientist–practitioner divide is that the Myers–Briggs Type Indicator is the most widely known and used personality assessment in organizations, despite harsh criticism by the academic community. This article reviews this debate, and draws implications for the appropriate choice of personality assessments for use in individual and team development, and a new direction for scientific research. 相似文献