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61.
Serge Larive Sylvie Normandeau Thrse Bouffard-Bouchard Thrse Peyrade Sophie Parent Richard-E. Tremblay 《International journal of psychology》1994,29(3):367-391
Seventy-one families from a low socio-economic background, each with a son at risk of developing psychosocial problems at the onset of the study, were observed three times over a six-year period while solving a combinatorial task presented on a microcomputer. The permutations task was used to gather information with regard to cognitive functioning and cognitive self-regulation of the families, which were observed as a developmental unit. Cognitive functioning was assessed according to three variables: cognitive strategies, performance, and completion of the task. Six self-regulatory activities were assessed: task definition, planning, supervision, evaluation, parental support, and sharing of responsibilities. Although inefficient strategies were mainly used across the six years, the cognitive level of functioning improved over the years. Cognitive self-regulatory activities most often used across time were supervision and parental support. Differences were observed in the three time periods for supervision, task definition, parental support, and individual involvement. Results indicated a link between cognitive strategies used by the families to solve the task and their self-regulatory activities. Results are interpreted within both the Piagetian and Vygotskian perspectives. Families' cognitive self-regulatory activities observed in this study are an example of parental disengagement and children's growing involvement in a joint activity. 相似文献
62.
The authors examined the effect of messages and pauses, presented on video lottery terminal screens, on erroneous beliefs and persistence to play. At posttest, the strength of erroneous beliefs was lower for participants who received messages conveying information about randomness in gambling as compared to those who received pauses. Pauses also diminished the strength of erroneous beliefs, and there was no difference between the effects of pauses and messages on the number of games played. The authors discuss these results in terms of the use of messages and pauses on video lottery terminals as a strategy for promoting responsible gambling. 相似文献
63.
Diverse outcomes, both facilitative and disruptive, have been reported for the effect of interpolated item recognition tests
on the acquisition of a cognitive skill. We collected data from a repeated set of 12 artificial arithmetic problems, soliciting
compute/retrieve strategy reports after every trial. In one condition, a recognition test was administered after every three
blocks of training. Recognition testing was found to depress retrieve frequencies in both younger and older adults, particularly
for newly acquired items. Pairing training items with similar recognition foils mitigated these effects. This pattern of results
could be explained by assuming that the participants based compute/retrieve decisions on item familiarity or frequency, tracked
across both skill trials and recognition trials, and on a threshold influenced by source confusion. Variations in the threshold
parameter could lead to depressed reports of item retrieval (our findings) or to elevated retrieval decisions, as has been
shown in some other studies. 相似文献
64.
At the beginning of the 20th century, Alfred Binet sought teaching positions at the Collége de France and the Sorbonne. Binet wanted to develop experimental psychology in France, but the strong psychopathological orientation of French psychology blocked his ambition. The 1st part of this article relates the history of the introduction of psychology, via Théodule Ribot, to the Sorbonne and the Collège de France. Ribot's premature retirement from the Collège de France in 1901 triggered a battle that led to Binet's repeated failure to gain access to these institutions of highter education and the success in 1902 of Ribot's students: Pierre Janet at the Collège de France and George Dumas at the Sorbonne. 相似文献
65.
Bragging About One's School Grades: Gender Stereotyping and Students' Perception of Their Abilities in Science,Mathematics, and Language 总被引:1,自引:0,他引:1
Three studies examined stereotypes about the abilities of women and men and their implications for self-evaluation. All the
three studies suggest that women are generally perceived as better than men in language and that men are generally perceived
as better than women in science and math. Furthermore, Study 1 reveals that female university students in psychology who believe
that men are better than women in science feel significantly less able in science, have lower self-esteem, and report lower
school average than students who do not believe that men are better than women in science. Study 2 shows that female high
school students in a language career track rate their own ability in science less highly and report lower school grades in
math when gender stereotypes are salient than when they are not. Study 3 shows that male university students in science tend
to rate their own ability in language less highly and report significantly lower school grades in language when gender stereotypes
are activated prior to their self-evaluation than when they are not. Overall, the findings suggest that gender stereotypes
can have detrimental consequences for self-concept of ability of both male and female students. The theoretical and practical
implications of these results are discussed.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
66.
Social Psychology of Education - 相似文献
67.
Armand Chatard Serge Guimond Leila Selimbegovic 《Journal of experimental social psychology》2007,43(6):1017-1024
Two studies examined the effect of gender stereotypes on students’ recollection of their school marks in stereotypically feminine (arts) and masculine (mathematics) domains. As predicted, the results of Study 1 indicated that the more students believed in gender stereotypes prior to recall, the more they biased their reported marks, compared to their actual marks, in a stereotype-consistent way (female students underestimated their marks in mathematics and male students underestimated their marks in arts). Study 2, in which the salience of gender stereotypes was manipulated prior to recall, yielded similar findings. The recall of school marks was more stereotype-consistent in a condition of high salience than in a condition of low salience of gender stereotypes. The theoretical implications of these results are discussed. 相似文献
68.
PSYCHOLOGY IN FRENCH ACADEMIC PUBLISHING IN THE LATE NINETEENTH CENTURY: ALFRED BINET,EDITORIAL DIRECTOR AT THE SCHLEICHER PUBLISHING HOUSE
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Serge Nicolas 《Journal of the history of the behavioral sciences》2015,51(3):285-307
To date, historians of psychology have largely ignored the role of academic publishing and the editorial policies of the late nineteenth century. This paper analyzes the role played by academic publishing in the history of psychology in the specific case of France, a country that provides a very interesting and unique model. Up until the middle of the 1890s, there was no collection specifically dedicated to psychology. Alfred Binet was the first to found, in 1897, a collection of works specifically dedicated to scientific psychology. He chose to work with Reinwald‐Schleicher. However, Binet was soon confronted with (1) competition from other French publishing houses, and (2) Schleicher's management and editorial problems that were to sound the death knell for Binet's emerging editorial ambitions. The intention of this paper is to encourage the efforts of the pioneers of modern psychology to have their work published and disseminated. 相似文献
69.
The purpose of this study was to explore the degree of grain size of the attributes and the sample sizes that can support accurate parameter recovery with the General Diagnostic Model (GDM) for a large-scale international assessment. In this resampling study, bootstrap samples were obtained from the 2003 Grade 8 TIMSS in Mathematics at varying sample sizes from 500 to 4000 and grain sizes of the attributes from a unidimensional model to one with ten attributes. The results showed that the eight-attribute model was the one most consistently identified as best fitting. Parameter estimation for more than ten attributes and samples less than 500 failed. Furthermore, the precision of item parameter recovery decreased as the number of attributes measured by an item increased and sample size decreased. On the other hand, the distributions of latent classes were relatively stable across all models and sample sizes. 相似文献
70.
Jaïs Adam-Troian Yara Mahfud Karolina Urbanska Serge Guimond 《Journal of applied social psychology》2021,51(6):560-576
Social psychologists have developed influential theoretical models to understand intergroup conflicts, radicalism, and collective action. November 2018 saw the emergence of a new powerful movement in France named the Yellow Vests. Born on social media, the movement has sustained an unprecedented period of intense protests and violent clashes with the police, challenging the French government. As such, this movement offers an ideal context to examine the real-world relevance of current social-psychological theorizing. Using a social identity and self-categorization perspective, two correlational studies (three samples, N = 1,849) tested the role of self-categorization as a group member, or social identity, in accounting for individual participation in normative and nonnormative collective action. Using different operationalizations of identification, both studies confirm a powerful role of identification as a Yellow Vest and provided evidence that the effect of social media use on collective action is fully mediated by self-categorization as a Yellow Vest. An alternative model suggesting that social media use mediated the relation between social identity and collective action was not supported by the data. 相似文献