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71.
A number of experimental data have shown that naming latency increases with length for pseudo-words but not for frequent real words. Different interpretations have been proposed by current models of reading to account for such a length effect. The aim of the present study was to assess the impact of lexicality on length effect in both the reading and lexical decision tasks. For this purpose, skilled readers were asked to either name or make a lexical decision on words and pseudo-words differing in length from one to three syllables. Skilled readers' results show that length effect is modulated by lexicality in the reading task but no length effect was found in the lexical decision task. The tasks were further proposed to a well-compensated dyslexic participant who exhibited a visual attentional disorder in the absence of any associated phonological problems. A length effect on RTs was found for both words and pseudo-words in lexical decision but naming latencies were affected by length for the pseudo-words only. The present results largely conform to the predictions of the ACV98 model of reading. They are not compatible with the PDP models of reading and can only be partially accounted for by dual route models. 相似文献
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74.
Two experiments explored whether the higher vulnerability to false memories in the DRM (J. Deese, 1959; H. L. Roediger & K. B. McDermott, 1995) paradigm in older compared to young adults reflects a deficit in source monitoring. In both experiments, adding together the number of falsely recalled critical lures and the number of critical lures produced on a post-recall test asking participants to report items that they had thought of but did not recall, indicated that the critical lures were activated during the experiment equally often in young and older adults. However, older adults were more likely than young adults to say that they had actually heard the lures. When strongly encouraged to examine the origin of memories (Experiment 2), the warning substantially reduced false recall in young but not older adults. These results are consistent with the idea that older adults have more difficulty later identifying the source of information that was activated as a consequence of intact semantic activation processes. 相似文献
75.
Brédart S 《Perception》2003,32(7):805-811
Our ability to recognise the usual horizontal orientation of our own face (mirror orientation) as compared with another very familiar face (normal orientation) was examined in experiment 1. Participants did not use the same kind of information in determining the orientation of their own face as in determining the orientation of the other familiar face. The proportion of participants who reported having based their judgment on the location of an asymmetric feature (eg a mole) was higher when determining the orientation of their own face than when determining that of the other familiar face. In experiment 2, participants were presented with pairs of manipulated images of their own face and of another familiar face showing conflicting asymmetric features and configural information. Each pair consisted of one picture showing asymmetric features of a given face in a mirror-reversed position, while the facial configuration was left unchanged; and one picture in which the location of the asymmetric features was left unchanged, while the facial configuration was mirror-reversed. As expected from the hypothesis that asymmetric local features are more frequently used for the judgment of one's own face, participants chose the picture showing mirror-reversed asymmetric features when determining the usual orientation of their own face significantly more often than they chose the picture showing normally oriented asymmetric features when determining the orientation of the other face. These results are explained in terms of competing forward and mirror-reversed representations of one's own face. 相似文献
76.
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
77.
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
78.
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
79.
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
80.
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