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761.
762.
William Ickes Meghan Babcock Tyler Hamby Anna Park Rebecca Robinson Wyn Taylor 《Journal of personality assessment》2019,101(3):326-339
This study tested implications of the context switching perspective proposed by Hamby, Ickes, and Babcock (2016). Using trained raters to assess the amount of reframing required to interpret the meaning of the subsequent (second) item within all adjacent item pairs, we first established that this process variable could be measured reliably. Then, in the data for 18 personality measures drawn from 3 individual-difference domains, we found that the amount of reframing (i.e., context switching) needed to interpret successive items predicted both lower interitem correlations and a greater percentage of misresponders. Similarly, item pairs that were mismatched in “directional” wording also predicted both lower interitem correlations and more misresponders. Finally, item pairs representing different factors predicted lower interitem correlations. Although the effects of direction switching and factor switching were partially mediated by the amount of reframing required, they remained significant even when the mediating effect of reframing was statistically controlled. These results indicate that interpreting the meaning of test items is a task for which the level of difficulty can vary with each successive item, as a function of how the current item compares to the previous item in aspects such as its context generality or specificity, directional wording, and content domain. 相似文献
763.
764.
Forty-nine subjects judged the relevancy of sentence parts of a word problem (the Allsports problem). Patterns of subjects' judgments suggest three problem-solving heuristics: a SETS heuristic, a TIME heuristic, and a QUESTION heuristic. Presentation of the question before the problem tends to suppress SETS and TIME heuristics. A computer program (ATTEND) is presented to simulate subjects' behavior on the Allsports problem. The program is context-sensitive in that it can change a relevance judgment upon the acquisition of further information. Averaged subject judgments and ATTEND judgments agree for 87% of the items. 相似文献
765.
John H. Phillips Angelina Robinson Graham C. L. Davey 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》1989,41(1):33-47
Two experiments investigated some of the factors that influence food hoarding behaviour in the golden hamster (Mesocricetus auratus). In Experiment 1, hamsters given limited access to food failed to increase the amount of food they consumed at each meal. Instead, they exhibited a significant increase in the amount of food taken to hoard during the limited access period, and this permitted hamsters who were allowed to retain their hoard to maintain body weight at levels comparable to free-feeding controls. Hamsters that were not allowed to retain hoarded food rapidly lost body weight. There was also an inverse correlation between body weight and amount of food taken to hoard in all hamsters given limited access to food, suggesting that body weight loss was one factor directly related to increased hoarding during periods of limited food accessibility. Experiment 2 investigated the effect of hoard-size discrimination on food hoarding in hamsters by artificially manipulating hoard size. The results suggested that hoarding behaviour could be influenced by artificially depleting and repleting the hoard, and this factor appears to influence hoarding in the absence of any significant changes in body weight. These results are discussed in relation to the kinds of adaptive feeding strategies that hamsters may utilize in their natural environment. 相似文献
766.
Elizabeth J. Robinson Paul L. Harris 《The British journal of developmental psychology》2014,32(3):345-358
Children have many opportunities to learn from others through oral and written sources. Recent evidence suggests that early readers place more trust in written over oral testimony when learning names for unfamiliar objects. Across three studies, we examined whether the authority of print extends beyond mere naming to guide children's actions in the physical world. In Study 1, 3‐ to 6‐year‐olds received conflicting oral and print‐based advice from two puppets about how to operate a novel apparatus. Whereas pre‐readers were indiscriminate in their trust, early readers preferred to follow the print‐based advice. In Study 2, we replicated this finding, controlling for the amount of corroborating evidence presented by both sources, and the location of the print. In Study 3, we explored whether readers' preference for print‐based information was due to a global preference for external representations, or a more specific preference for text. Children were presented with conflicting instructions based on text versus a coloured circle. Whereas pre‐readers preferred to follow the colour circle, readers preferred to follow the text. Together, the results suggest that when children learn to read, they rapidly come to regard the written word as a particularly authoritative source of information about how to act in the world. 相似文献
767.
Richard Robinson 《Reading Psychology》2013,34(4-5):433-440
William S. Gray is considered by many literacy authorities today to have been the premier reading educator of the last century. He was most noted for his extensive research and writing in many aspects of literacy. The following interview with Gray was originally published in School and Community, a Missouri state teachers' journal, in 1949. Although the interviewer is not specifically listed, it was probably A. Sterl Artley, then a professor at the University of Missouri–Columbia and a personal friend of Dr. Gray. A number of books and related materials have been written about William S. Gray but as far as this writer knows, the following article has never been listed in any of these references. Thus, the opportunity to read the thoughts of this pioneer in the literacy field provides a rare insight into his thinking. 相似文献
768.
Richard Robinson 《Reading Psychology》2013,34(3):213-220
This article describes ten of what the author considers to be the most important references in the field of literacy education based on their influence on teaching practices and educational theory. 相似文献
769.
Richard Robinson 《Reading Psychology》2013,34(1):65-69
For many years researchers in psychology and education have studied differences in the way individuals perceive, organize and “make sense” of environmental stimuli. These rather stable individual differences, termed cognitive styles, appear to relate to many aspects of reading behavior. This paper explores how findings from current cognitive styles research might enlighten researchers in reading process and reading instruction. Particular attention is directed toward reading comprehension processes and instructional task variables. 相似文献
770.