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111.
Abstract Relative efficacy of Attentional Skills Training and Systematic Rational Restructuring as short-term (50 minutes each), cognitive interventions was determined on a sample of ninth-grade girls from India. Only Attentional Skills Training and not Systematic Rational Restructuring has been found to be effective for high test-anxious girls (regardless of intelligence), not only in the reduction of state test anxiety and its worry state component, but also in the reduction of anxiety interference and in the improvement of the estimated percent time spent on task. However, neither of the interventions improved the performance on the two difficult experimental tasks when compared to controls. 相似文献
112.
Pramodita Sharma Alfredo De Massis Marylene Gagne 《European Journal of Work and Organizational Psychology》2013,22(5):674-679
Further reflecting on the study of organizational behaviour (OB) in family business (FB), this rejoinder piece discusses and integrates the points raised in the three thoughtful commentaries and our original article. We start by highlighting the general agreement between us and the commentators on three points: (1) that family firms are theoretically distinct from non-family firms due to significant involvement of kinship ties in the enterprise; (2) there is paucity of research at the interface of OB and FB and (3) there is an abundance of interesting research questions at this interface with the potential to benefit both domains of study. Next, we discuss and elaborate on the research possibilities on time, teams and positive organizational study, suggested by the commentators. An illustrative list of interesting research questions at the OB–FB interface that extend and enrich our agenda for future research is shared. We conclude that not only is FB a promising context for behavioural scholars to investigate, the timing is perfect for such investigations. 相似文献
113.
114.
Franklin Zaromb Andrew C. Butler Pooja K. Agarwal Henry L. Roediger III 《Memory & cognition》2014,42(3):383-399
A collective memory is a representation of the past that is shared by members of a group. We investigated similarities and differences in the collective memories of younger and older adults for three major wars in U.S. history (the Civil War, World War II, and the Iraq War). Both groups were alive during the recent Iraq War, but only the older subjects were alive during World War II, and both groups learned about the Civil War from historical sources. Subjects recalled the 10 most important events that occurred during each war and then evaluated the emotional valence, the relative importance, and their level of knowledge for each event. They also estimated the percentage of people that would share their memory of each event within their age group and the other age group. Although most historical events were recalled by fewer than 25 % of subjects, younger and older adults commonly recalled a core set of events for each war that conform to a narrative structure that may be fundamental to collective remembering. Younger adults showed greater consensus in the events that they recalled for all three wars, relative to older adults, but there was less consensus in both groups for the Iraq War. Whereas younger adults recalled more specific events of short duration, older adults recalled more extended and summarized events of long duration. Our study shows that collective memories can be studied empirically and can differ depending on whether the events are experienced personally or learned from historical sources. 相似文献
115.
This paper broadly aims at examining the idea of the “soul” or “atma” in ancient Greece and in India during the Axial Age. Against the backdrop of this general understanding, an attempt is made at comprehending the idea of the soul in Plato’s Phaedo in the light, on the one hand of Aristotle’s De Anima and on the other of Bhagavad Gita (or Gita in short). It is opined that Socrates’s views, in Phaedo, are closer in spirit to the Hindu ideas of “atma” in the Upanishads and the Gita than to the Greek ideas of the “soul”. An attempt has been made to provide a background for this paradoxical event.
相似文献116.
Based on decades-old reviews, many negotiation researchers have expressed doubts about the effect of personality on negotiation outcomes. More recent reviews have found significant associations between traits and outcome measures. Existing research has primarily used laboratory experiments; field studies are rare. In this study, we aim to fill that important gap. Traits measured using the Hogan Personality Inventory were correlated with supervisor ratings of negotiation performance across three occupations: marketing managers, lawyers, and construction supervisors. Ambition and likability independently predicted greater negotiation performance. Results generalized across these three samples with evidence for an interaction effect in the lawyer sample. For attorneys, greater ambition was not additionally helpful for those who were relatively more likable. Results establish the importance of negotiation effectiveness as a distinct component of overall job performance. Practical implications are considered in terms of division of labor, person–job fit, and the state-trait distinction. 相似文献
117.
Matter transport by <110> dumb-bell interstitials in the bcc random alloy is considered in an analytical treatment based on linear response theory. Four different jump mechanisms of the dumb-bell are dealt with. It was found that at a low level of approximation relations can be deduced which give two of the three phenomenological coefficients in terms of the third one. (These relations are analogous to exact ones deduced for vacancy diffusion in the random alloy by Moleko, L. K., and Allnatt, A. R., 1998, Phil. Mag. A, 58, 666). Monte Carlo simulation shows that the relations are quite accurate, suggesting that they may well be exact. 相似文献
118.
Mark A. McDaniel Ruthann C. Thomas Pooja K. Agarwal Kathleen B. McDermott Henry L. Roediger 《Applied cognitive psychology》2013,27(3):360-372
We examined whether learning from quizzing arises from memorization of answers or fosters more complete understanding of the quizzed content. In middle‐school science classes, we spaced three multiple‐choice quizzes on content in a unit. In Experiment 1, the class exams included questions given on quizzes, transfer questions targeting the same content, and content that had not been quizzed (control content). The quizzing procedure was associated with significant learning benefits with large effect sizes and similar effect sizes for both transfer items and identical items. In Experiment 2, quiz questions focused on definitional information or application of the principle. Application questions increased exam performance for definitional‐type questions and for different application questions. Definition questions did not confer benefits for application questions. Test‐enhanced learning, in addition to other factors in the present quizzing protocol (repeated, spaced presentation of the content), may create deeper understanding that leads to certain types of transfer. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献
119.
Two experiments examined the influence of practice with, and the expectancy of, open-book tests (students viewed studied material while taking the test) versus closed-book tests (students completed the test without viewing the studied material) on delayed retention and transfer. Using GRE materials specifically designed for open-book testing, participants studied passages and then took initial open- or closed-book tests. Open-book testing led to better initial performance than closed-book testing, but on a delayed criterial (closed-book) test both types of testing produced similar retention after a two-day delay in Experiment 1. In Experiment 2 participants were informed in advance about the type of delayed criterial test to expect (open- or closed-book). Expecting an open-book test (relative to a closed-book test) decreased participants' time spent studying and their delayed test performance on closed-book comprehension and transfer tests, demonstrating that test expectancy can influence long-term learning. Expectancy of open-book tests may impair long-term retention and transfer compared to closed-book tests, despite superior initial performance on open-book tests and students' preference for open-book tests. 相似文献
120.
Motivating and demotivating forces in teams: cross-level influences of empowering leadership and relationship conflict 总被引:1,自引:0,他引:1
Chen G Sharma PN Edinger SK Shapiro DL Farh JL 《The Journal of applied psychology》2011,96(3):541-557
Using cross-cultural laboratory and field studies with samples of leaders, employees, and students from the United States and the People's Republic of China, we examined how team-level stimuli, including empowering leadership and relationship conflict, combine to influence individual members' motivational states of psychological empowerment and affective commitment. As predicted, we found that these motivational states are individually and jointly influenced by teams' level of empowering leadership and relationship conflict and that these motivational states mediate the relationships between team stimuli and team members' innovative and teamwork behaviors and turnover intentions. In addition, results held despite controlling for team members' nationality and collectivism. We discuss contributions of our study to the team motivation, conflict, and stress literatures. 相似文献