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931.
Toro JM Sinnett S Soto-Faraco S 《Journal of experimental psychology. Learning, memory, and cognition》2011,37(2):493-501
We explored whether the generalization of rules based on simple structures depends on attention. Participants were exposed to a stream of artificial words that followed a simple syllabic structure (ABA or AAB), overlaid on a sequence of familiar noises. After passively listening, participants successfully recognized the individual words present in the stream among foils, and they were able to generalize the underlying word structure to new exemplars. Yet, when attention was diverted from the speech stream (by requiring participants to monitor the sequence of noises), recognition of the individual words fell dramatically irrespective of word structure, whereas generalization depended on stimulus structure. For structures based on vowel repetitions across nonadjacent syllables (ABA; Experiment 1), generalization was affected by attention. In contrast, for structures based on adjacent repetitions (AAB; Experiment 2), generalization capacity was unaffected by attention. This pattern of results was replicated under favorable conditions for generalization, such as increased token variability and the implementation of the rule over whole syllables (Experiments 3 and 4). These results suggest a differential effect of attention on rule learning and generalization depending on stimulus structure. 相似文献
932.
Four experiments demonstrated that people are more likely to cheat when the benefits of doing so are split with another person, even an anonymous stranger, than when the actor alone captures all of the benefits. In three of the studies, splitting the benefits of over-reporting one’s performance on a task made such over-reporting seem less unethical in the eyes of participants. Mitigated perceptions of the immorality of over-reporting performance mediated the relationship between split spoils and increased over-reporting of performance in Study 3. The studies thus showed that people may be more likely to behave dishonestly for their own benefit if they can point to benefiting others as a mitigating factor for their unethical behavior. 相似文献
933.
Tia N. Sullivan David A. Scott Elaine C. Nocks 《Journal of multicultural counseling and development》2011,39(3):156-166
Research on implicit prejudice suggests that target person judgments may be affected by unintentional, but well‐learned, cognitive associations. Ethnicity, gender, and smiling or nonsmiling expression were varied as cues in White college students' perception tasks. The results of a factorial experiment are included as well as a discussion of the implications. La investigación sobre prejuicios implícitos sugiere que los juicios del individuo en cuestión pueden ser afectados por asociaciones cognitivas involuntarias, pero bien aprendidas. Se variaron la etnicidad, el género y la expresión sonriente o carente de sonrisa como entradas para las pruebas de percepción de estudiantes universitarios Blancos. Se incluyen los resultados de un experimento factorial, además de una discusión sobre las implicaciones. 相似文献
934.
Scott Forschler 《Metaphilosophy》2017,48(4):572-574
Edmund Wall's criticism of the author's earlier analysis of Hare's consequentialism and Kantian ethics claims that the author overlooked Hare's commitment to preference satisfaction as an “ultimate good.” This rejoinder points out that Hare never uses the phrase in question, nor any equivalent phrase or concept, in presenting his own arguments and refers only to the standard of “universalizability” as ultimate, in contexts that support the author's original argument. Hence Wall has only given us yet another example of how Hare's views can be misunderstood by philosophers who fail to attend to the details of Hare's approach. 相似文献
935.
Linking Developmental Experiences to Leader Effectiveness and Promotability: The Mediating Role of Leadership Self‐Efficacy and Mentor Network 下载免费PDF全文
Scott E. Seibert Leisa D. Sargent Maria L. Kraimer Kohyar Kiazad 《Personnel Psychology》2017,70(2):357-397
We developed and tested a model linking developmental experiences to leadership effectiveness and promotability through 2 mediating processes based on social cognitive and social capital theories. We hypothesized that a manager's exposure to 3 types of developmental experiences (formal development programs, developmental job challenges, and developmental supervision) would positively relate to supervisor's assessment of the manager's leadership effectiveness in the current job role and promotability within the organization through the manager's leadership self‐efficacy and size and quality of the manager's mentor network. Results based on a sample of 235 retail managers showed that leadership self‐efficacy and mentor network fully mediated the relationship between job challenges and promotability, whereas leadership self‐efficacy also fully mediated the relationship between job challenges and leadership effectiveness. Developmental supervision was indirectly related to promotability through mentor network. In addition, a 3‐way interaction analysis revealed that participation in formal development activities had a positive indirect relationship with leadership effectiveness and promotability mediated by leadership self‐efficacy when a manager experienced either lower levels of job challenge and developmental supervision, or higher levels of both. Our findings contribute to leadership knowledge by examining how both formal and informal developmental experiences relate to leadership effectiveness and promotability through social processes. 相似文献
936.
Nathan J. Evans Babette Rae Maxim Bushmakin Mark Rubin Scott D. Brown 《Memory & cognition》2017,45(7):1193-1205
Constant decision-making underpins much of daily life, from simple perceptual decisions about navigation through to more complex decisions about important life events. At many scales, a fundamental task of the decision-maker is to balance competing needs for caution and urgency: fast decisions can be more efficient, but also more often wrong. We show how a single mathematical framework for decision-making explains the urgency/caution balance across decision-making at two very different scales. This explanation has been applied at the level of neuronal circuits (on a time scale of hundreds of milliseconds) through to the level of stable personality traits (time scale of years). 相似文献
937.
Michael D. Robinson Jessica L. Bair Tianwei Liu Matthew J. Scott Ian B. Penzel 《Sex roles》2017,77(3-4):272-286
Men often score higher than women do on traits or tendencies marked by hostile dominance. The purpose of the present research was to contribute to an understanding of these gender differences. Four studies (total N?=?494 U.S. undergraduates) administered a modified animal preference test in which participants could choose to be predator or prey animals, but not labeled as such. Men were consistently more interested in being predator animals than women were, displaying a sort of hostile dominance in their projective preferences. Predator self-identifications, in turn, mediated gender differences in outcomes related to hostile dominance. Studies 1 and 2 provided initial evidence for this model in the context of variations in interpersonal arrogance, and Studies 3 and 4 extended the model to nonverbal displays and daily life prosociality, respectively. The findings indicate that gender differences in hostile dominance are paralleled by gender differences in preferring to think about the self in predator-like terms. Accordingly, the findings provide new insights into aggressive forms of masculine behavior. 相似文献
938.
Remus Ilies David Wagner Kelly Wilson Lucia Ceja Michael Johnson Scott DeRue Dan Ilgen 《Psychologie appliquee》2017,66(1):3-24
Recent conceptual work draws meaningful distinctions between experiential and declarative well‐being (Shmotkin, 2005 ), but little has been done to apply such distinctions in organisational psychology. We use this framework to integrate self‐determination theory (Deci & Ryan, 1985 ) and flow theory (Csikszentmihalyi, 1975 ), leading to hypotheses proposing that flow experiences at work (experiential well‐being) lead to declarative well‐being outcomes through their influence on the satisfaction of basic psychological needs for competence and autonomy. Findings from a two‐week experience sampling study of full‐time employees offer support for our hypotheses. This study also shows support for the moderating effect of individual differences in personality on the relationships among flow experiences, need fulfillment, and declarative well‐being. 相似文献
939.
Scott Eidelman Jennifer Pattershall Christian S. Crandall 《Journal of experimental social psychology》2010,46(6):993-998
The longer something is thought to exist, the better it is evaluated. In Study 1, participants preferred an existing university requirement over an alternative; this pattern was more pronounced when the existing requirement was said to be in place for a longer period of time. In Study 2, participants rated acupuncture more favorably as a function of how old the practice was described. Aesthetic judgments of art (Study 3) and nature (Study 4) were also positively affected by time in existence, as were gustatory evaluations of an edible consumer good (Study 5). Features of the research designs argue against mere exposure, loss aversion, and rational inference as explanations for these findings. Instead, time in existence seems to operate as a heuristic; longer means better. 相似文献
940.
The primary aims of the present longitudinal study were to examine (a) patterns of early transition relatedness with teachers and peers in 6th grade, (b) whether pre-transition behavior in 5th grade predicted early transition relatedness in 6th grade, and (c) how unique indicators of early transition relatedness with teachers and peers and patterns of early transition relatedness were associated with school adjustment among 383 rural, lower- to middle-class, White youth. Results suggest that behavioral characteristics in elementary school may contribute to early transition patterns of relatedness with teachers and peers in middle school. Findings also indicate that having a pattern of poor relationships with the primary social partners in the school context is negatively associated with adjustment above and beyond the independent indicators of relatedness. Implications for school practice are discussed. 相似文献