首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   262篇
  免费   15篇
  2023年   2篇
  2021年   3篇
  2020年   4篇
  2019年   4篇
  2018年   7篇
  2017年   7篇
  2016年   10篇
  2015年   4篇
  2014年   6篇
  2013年   32篇
  2012年   14篇
  2011年   11篇
  2010年   8篇
  2009年   6篇
  2008年   7篇
  2007年   13篇
  2006年   15篇
  2005年   10篇
  2004年   7篇
  2003年   8篇
  2002年   12篇
  2001年   3篇
  2000年   4篇
  1999年   2篇
  1998年   3篇
  1997年   5篇
  1996年   3篇
  1995年   8篇
  1993年   2篇
  1992年   2篇
  1991年   2篇
  1990年   5篇
  1989年   3篇
  1988年   2篇
  1986年   3篇
  1985年   2篇
  1984年   5篇
  1983年   4篇
  1981年   4篇
  1980年   2篇
  1975年   2篇
  1974年   2篇
  1969年   2篇
  1967年   2篇
  1966年   1篇
  1964年   1篇
  1963年   1篇
  1962年   1篇
  1961年   2篇
  1960年   1篇
排序方式: 共有277条查询结果,搜索用时 31 毫秒
211.
We examine the hypothesis that a specific goal leads to implicit learning, whereas a nonspecific goal leads to explicit learning, even though the pattern to be learnt is non-salient. Subjects learned a dynamic control task (Berry & Broadbent, 1984). One group of subjects had a specific control goal, the second group had a non-specific pattern-search goal, and the third group had both goals. On measures of learning (control performance, prediction, and general questions), the non-specific group learnt explicitly, outperforming the other two groups on all learning measures. The specific group performed next best on control performance and prediction questions but performed very poorly on general questions. The dual-goal group performed poorly on all measures. Non-specific subjects predicted well on both familiar and unfamiliar situations. Specific-goal subjects predicted well on familiar situations, regardless of whether their previous response had been correct or incorrect. Dual-goal subjects predicted well only on familiar correct situations. We conclude that the non-specific group learned through explicit hypothesis testing, the specific group learned through a mixture of explicit problem solving and implicit instance learning, and the dual-goal group learned instances. Results are discussed in terms of dual-space models of problem solving and hypothesis testing and in terms of implicit instance learning. We consider how the choice of learning goal affects the cognitive processes used during learning and suggest that having subjects learn the same information implicitly or explicitly is potentially useful for drawing clearer distinctions between implicit and explicit modes of learning.  相似文献   
212.
213.
To assess the differential salience of geometric features embedded in spatial displays, 60 preschool children, 3 to 5 years old, were required to reconstruct a series of geometric displays. Each arrangement included the depiction of a topological feature, unconnectedness; a Euclidean feature, linearity; and a projective feature, orientation. Children built their reconstructions under two demand conditions. The reconstructions were scored for the number that preserved each of the different geometric features. Results from a mixed-design analysis of variance revealed main effects for age, demand condition, and geometric feature, as well as for several first-order interactions. Data indicated that the Euclidean feature was the most salient and most frequently preserved characteristic and that the topological and projective ones were more problematic. The findings were discussed as a contrast to Piagetian predictions.  相似文献   
214.
Children’s understanding of rewards for task completion was examined in the context of gender, and gender-based stereotypes. Eighty-eight children (43 girls, Moverall?=?58.39 months) completed a measure assessing gender-based occupational stereotypes. This measure, along with gender, was used to predict children’s self-reward for undergoing the testing, as well as their reward for a fictional other child having undergone the same procedure. The methodology provided a novel approach for studying reward allocation in children, as it did not require children to divide resources between themselves and another child for completing the same task. An occupation-based stereotype measure was found to predict the self-reward, as well as the reward allocated to the other child. In addition, the participant’s gender predicted self-reward, and an interaction between participant gender and gender of the experimenter contributed to predicting the other child reward. Overall, these findings suggest that gender and gender-based stereotyping have an impact on reward allocation of young children. Implications of these results in the context of reward allocation research among children and adult populations are discussed.  相似文献   
215.
This report, describing a peculiar reaction of two psychiatric patients to the Rorschach test, tries to relate this phenomenon to some other Rorschach phenomena, already known and previously described.  相似文献   
216.
Eighteen language-impaired children and 25 non-language-impaired children were evaluated to investigate the relationship between language ability and selected aspects of the five-component problem-solving process defined by Kagan and Kogan (1970). Non-impaired children performed better than language-impaired children on nearly all components of the problem-solving process. Language-impaired children had particular difficulties in the areas of coding and hypothesis generation. In fact, coding ability was inversely related to the number of errors made in hypothesis evaluation. Coding ability was also positively correlated with language ability. The exact causal relationship between coding ability, language ability, and error-making in hypothesis evaluation is unclear; however, improving coding skills through training may increase automaticity and lead to improved performance in the higher levels of the problem-solving process.  相似文献   
217.
The impact of adaptive psychological traits on sales performance is not well understood. In spite of sound theoretical foundations, initial research efforts have yielded inconsistent, inconclusive and generally disappointing results. In this paper, we examine how three adaptiveness traits (self-monitoring, androgyny and intrinsic reward orientation) impact sales performance. We conclude that, when sales performance is viewed as a multidimensional construct, relationships suggested by theory are revealed. In addition, the impacts of these traits are shown to differ somewhat depending on the salesperson's gender. Findings help to clarify the confusion in the literature and reveal a highly focused impact of adaptiveness on performance. Important implications for sales managers and adaptiveness research in marketing are highlighted.  相似文献   
218.
Seeing others make the same decision we do does not always increase choice confidence or tell the whole story of social influence when consumers expect to have to publically discuss their choice and reasoning. Instead, consumers' confidence in their publically stated choices can be diminished if observed others make the same choice but justify the choice using different reasoning. This effect occurs because confidence in one's own reasoning is thrown into doubt, rather than due to a desire to affiliate with the observed other. These effects are eliminated in both private choice contexts and in rejection versus selection tasks.  相似文献   
219.
This article investigates how auditory attention affects inattentional blindness (IB), a failure of conscious awareness in which an observer does not notice an unexpected event because their attention is engaged elsewhere. Previous research using the attentional blink paradigm has indicated that listening to music can reduce failures of conscious awareness. It was proposed that listening to music would decrease IB by reducing observers’ frequency of task-unrelated thoughts (TUTs). Observers completed an IB task that varied both visual and auditory demands. Listening to music was associated with significantly lower IB, but only when observers actively attended to the music. Follow-up experiments suggest this was due to the distracting qualities of the audio task. The results also suggest a complex relationship between IB and TUTs: during demanding tasks, as predicted, noticers of the unexpected stimulus reported fewer TUTs than non-noticers. During less demanding tasks, however, noticers reported more TUTs than non-noticers.  相似文献   
220.
Recent research literature in the field of personal therapy for psychotherapists shows that therapists claim overwhelmingly positive outcomes with few negative effects (Orlinsky et al., The Psychotherapist’s own psychotherapy: Patient and clinician perspectives. Oxford University Press, Oxford, 2005). However, there has been little interest to date in the extent to which the personal characteristics of therapists might have a bearing on the way in which personal therapy is experienced in psychotherapeutic training. This paper reviews some of the current research in the field and then discusses a subset of results from a small-scale qualitatively-driven study (Rizq and Target, Counselling Psychology Quarterly 23(4):1–27, 2010b) suggesting that early attachment experience may be a relevant factor in understanding how a mandatory training therapy is perceived and experienced within psychotherapeutic training. Implications for psychotherapeutic education are briefly discussed and some directions for future research proposed.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号