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261.
Two experiments investigated priming in free association, a conceptual implicit memory task. The stimuli consisted of bidirectionally associated word pairs (e.g., BEACH-SAND) and unidirectionally associated word pairs that have no association from the target response back to the stimulus cue (e.g., BONE-DOG). In the study phase, target words (e.g., SAND, DOG) were presented in an incidental learning task. In the test phase, participants generated an associate to the stimulus cues (e.g., BEACH, BONE). In both experiments, priming was obtained for targets (e.g., SAND) that had an association back to the cue, but not for targets (e.g., DOG) for which such a backward association was absent. These results are problematic for theoretical accounts that attribute priming in free association to the strengthening of target responses. It is argued that priming in free association depends on the strengthening of cue-target associations. 相似文献
262.
Renée Baillargeon 《Developmental science》1999,2(2):115-132
In this article, I address three broad challenges that have been directed at claims that even young infants are able to represent and to reason about hidden objects. The first challenge is that such claims are static and non-developmental and as such represent an unproductive approach to the study of infant cognition. The second challenge is that claims that even young infants represent hidden objects typically go hand in hand with assertions that infants are born with a belief that objects exist continuously in time and move continuously through space, and there is no evidence to date to support such assertions. Finally, the third challenge is that reports that young infants represent hidden objects can all be explained more parsimoniously in terms of low level perceptual biases in infants’ encoding and processing of events, or in terms of transient expectations formed during habituation trials and later extended to test trials. 相似文献
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A situational interpretation of achievement behavior is proposed. This interpretation assumes that the reward contingencies of the immediate situation determine whether performance will be high or low. The results of four experiments supported the prediction that women and men will improve their performance if high achievement is associated with external rewards and will only decrease their performance when low achievement is associated with external rewards. In four additional experiments it was shown that both women and men will describe themselves as high in intellectual ability or as low in ability as a direct function of external rewards contingencies. The differences between situational and personality interpretations of achievement behavior are discussed, as well as the viability of the concept of fear of success and internalized sex roles as explanatory constructs. 相似文献
265.
肌电和皮温生物反馈及其和自我训练结合控制考试焦虑有效性的比较研究 总被引:3,自引:0,他引:3
本文比较了肌电和皮温生物反馈以及反馈与自我训练结合等方法对改善考试焦虑的有效性。采用状态—特质焦虑问卷的状态焦虑分选择48名高考应届考生为实验受试。将这些受试随机分成6组,每组8人,分别为:1.肌电反馈加自我训练;2.单肌电反馈;3.皮温反馈加自我训练;4.单皮温反馈;5.假反馈和 6.延迟训练等组。训练前后分别测试了各位受试在故意制造的紧张气氛中完成测验作业时的肌电和皮温变化以及状态焦虑的水平。比较结果表明:1.生物反馈改善考试焦虑是有效的,皮温和肌电反馈有效性相当;2.生物反馈和自我训练结合效果似乎更佳;3.假反馈训练的效果虽然比不训练略好,但两者无明显的区别;4.初始状态焦虑程度越高,经训练,焦虑水平下降幅度也越大。 相似文献
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“I'm Having a Little Struggle With This,Can You Help Me Out?”: Examining Impacts and Processes of a Social Capital Intervention for First‐Generation College Students 下载免费PDF全文
Sarah E. O. Schwartz Stella S. Kanchewa Jean E. Rhodes Grace Gowdy Abigail M. Stark John Paul Horn McKenna Parnes Renée Spencer 《American journal of community psychology》2018,61(1-2):166-178
Social capital plays a key role in college and career success, and research indicates that a dearth of on‐campus connections contributes to challenges first‐generation college students face in effectively navigating the college environment. This study investigates a novel intervention that focuses on the development of skills and attitudes to empower first‐generation college students to cultivate social capital and on‐campus connections during the transition to college. A mixed methods, explanatory design was used to evaluate impacts and processes of the intervention among first‐generation college students (n = 164) in the context of an ethnically diverse, urban, public university in the Northeast. Results indicated that students who participated in the intervention demonstrated improved attitudes and behaviors around seeking support in college, closer relationships with instructors, and higher GPAs at the end of their first year in college. These results suggest the potential benefits of a relatively scalable approach to supporting the needs of first‐generation college students. 相似文献
268.
顿悟:是进程监控还是表征转换 总被引:1,自引:0,他引:1
当前解释顿悟问题解决机制的理论主要有表征转换理论和进程监控理论。进程监控理论主要解释了顿悟问题为什么困难,但事实上它并没有说明顿悟问题为什么会解决,只回答了在什么情况下被试才会寻求其他的方法,而且它把顿悟问题解决的一般过程看成是同常规问题解决方法相同的过程。而表征转换理论主要解释了顿悟是如何获得的——顿悟的获得是由于问题解决者对问题的表征实现了正确的转变,但它并没有解释表征什么时候、怎么样才能转变?顿悟问题的解决经历了三个认知加工阶段,顿悟问题的解决需要在消除定势情况下激活正确的启发信息(线索),并验证了顿悟问题的原型激活和关键启发信息理论假说。 相似文献
269.
康德的义务论道德哲学,历来是一个充满歧见的话题。至今仍有不少人认为康德的义务论是和目的论绝对对立的形式主义的唯动机论,其实不然。要澄清这个问题,就必须从康德哲学思想的高度深入完整地研究康德的义务论,而不能停留于他的个别道德命题和提法。在我们看来,康德的义务论可 相似文献
270.