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551.
Jan Marten Ihme Franziska Lemke Kerstin Lieder Franka Martin Jonas C. Müller Sabine Schmidt 《Behavior research methods》2009,41(4):1183-1189
As the Internet, the global medium of the future, expands exponentially, it has become increasingly relevant to scientific
research. So far, there is but little evidence that online testing is suitable for collecting ability-test data. The present
article aims to shed light on some aspects of the issue by comparing the performance in a computer-administered ability test
of one lab sample and two online samples using a quasi-experimental design. Mean score differences appeared, but can be explained
by differences in age and education, and were not due to the test setting (online vs. laboratory). Also, there were no structural
differences between the achievement scores of both samples. Some limitations on generalizability are discussed. 相似文献
552.
Carla Tinti Susanna Schmidt Igor Sotgiu Silvia Testa Antonietta Curci 《Applied cognitive psychology》2009,23(2):236-253
This study investigates how flashbulb memories (FBMs) relative to the death of Pope John Paul II vary according to the persons' evaluation of the event's importance and consequences. In particular, FBMs were investigated in persons who were expected to attribute different degrees of importance/consequentiality to the event as a function of two factors: (1) religious involvement, (2) nationality (Polish, Italian, Swiss). The comparison was made with respect to the following hypothesized determinants of FBMs: surprise, emotional reaction, rehearsal, event memory and especially the attitudes towards the Pope and the appraisal of the importance and the consequences of his death. Structural equation modelling indicates that importance/consequentiality is a fundamental determinant of FBM and is influenced by antecedent personal and social characteristics reflected in the person's attitudes. Moreover, memory consistency seems to be both directly influenced by emotional intensity and indirectly through rehearsal, whereas surprise seems not a critical determinant of FBM. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
553.
One way in which adult second language learners may acquire a word order that differs from their native language word order
is through exposure-based incidental learning, but little is known about that process and what constrains it. The current
studies examine whether a non-dominant word order can be learned incidentally, and if so, whether the rule can be generalized
to new words not previously seen in the non-dominant order. Two studies examined the incidental learning of rules underlying
the order of nouns and verbs in three-word strings. The self-timed reading speeds of native English speakers decreased as
a result of practice with a non-dominant rule (words ordered either as “verb noun noun” or “noun noun verb”). The same pattern
of results was also found for new words ordered according to the previously encountered rule, suggesting learning generalized
beyond the specific instances encountered. A second experiment showed such rule learning could also occur when the nouns were
replaced with pronounceable pseudowords. Learning was therefore possible in the absence of any pre-existing relationships
between the items. Theoretical and educational implications are discussed.
Gwen Schmidt is now with the Center for Cognitive Neuroscience, University of Pennsylvania. Tom Carr has returned to the Department
of Psychology, Michigan State University. Ben Clegg’s contribution to this research was supported in part by Army Research
Office Grant W9112NF-05-1-0153. 相似文献
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556.
National Identity in a United Germany: Nationalism or Patriotism? An Empirical Test With Representative Data 总被引:2,自引:0,他引:2
Nationalism and patriotism can be thought of as consequences of national identity that represent positive evaluations of one's own group but imply different social goals. This paper investigates the ways in which these concepts are related to attitudes toward minorities. The data analyzed were drawn from a representative sample of residents of the former East and West Germany who responded to items on the national identity of Germans in 1996 as part of a panel study. A model with multiple indicators was tested via a multiple-group analysis of a structural equations model followed by latent class analyses. Both East and West Germans displayed attitudinal patterns that link national identity with tolerance toward others; in both subsamples, nationalism and patriotism were respectively associated with greater intolerance and greater tolerance toward minorities. 相似文献
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559.
Raha Hassan Kimberly L. Day Ryan J. Van Lieshout Louis A. Schmidt 《The Journal of genetic psychology》2019,180(1):62-74
Because shy children are at risk for poor academic achievement, it is important to examine factors that contribute to variability in the relation between individual differences in shyness and cognitive functioning before school entry. The authors examined whether on-task facilitative private speech—a proxy of self-regulation—moderated the association between individual differences in shyness and performance on an executive function (EF) task in 52 typically developing 4-year-olds. They found that private speech interacted with shyness to predict performance on the EF task in girls but not in boys. More specifically, shyness was inversely related to EF task performance when girls used low amounts of regulatory private speech, but was positively related to performance when girls used high amounts of regulatory private speech. These preliminary findings are discussed in the context of implications for shy children in educational settings. 相似文献
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