全文获取类型
收费全文 | 108篇 |
免费 | 0篇 |
出版年
2023年 | 1篇 |
2022年 | 1篇 |
2020年 | 3篇 |
2019年 | 2篇 |
2018年 | 2篇 |
2017年 | 1篇 |
2016年 | 3篇 |
2014年 | 1篇 |
2013年 | 12篇 |
2012年 | 3篇 |
2010年 | 1篇 |
2009年 | 1篇 |
2008年 | 1篇 |
2007年 | 3篇 |
2005年 | 1篇 |
2004年 | 2篇 |
2002年 | 7篇 |
2001年 | 9篇 |
2000年 | 4篇 |
1999年 | 3篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 3篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1982年 | 2篇 |
1981年 | 6篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1972年 | 1篇 |
1969年 | 1篇 |
1967年 | 1篇 |
1965年 | 1篇 |
1921年 | 1篇 |
1920年 | 1篇 |
排序方式: 共有108条查询结果,搜索用时 15 毫秒
61.
62.
A triarchic theory of intellectual development during adulthood is proposed. The theory comprises three parts: a contextual part that emphasizes the role of intelligence in successful adaptation to the environment; a componential part that specifies the mental mechanisms and processes underlying intelligent behavior; and an experiential part that indicates that intelligence is best manifested in instances in which the task or situation requiring the application of these processes is relatively novel or is becoming automatized. A selective and brief review of the literature on adult intellectual development is provided as evidence for the triarchic theory. The triarchic theory is then compared with four other theoretical approaches to adult intellectual development. It is argued that the triarchic theory provides new insights regarding the ways in which intelligence changes from early to middle to late adulthood and suggests certain properties of tasks and situations that make them more or less useful as measures of intelligence at various points in adult intellectual development. 相似文献
63.
We propose that in understanding a metaphor, an individual sees a concept from one class or domain in terms of its similarity in two different respects to a concept from another class or domain. The two kinds of similarity are within-domain similarity, or the degree to which two concepts occupy similar positions with respect to their own class or domain; and between-domain similarity, or the degree to which the classes or domains occupied by the concepts are themselves similar. To test this dual notion of similarity, we obtained ratings of the aptness of 64 metaphors from one group of subjects and ratings of their comprehensibility from another group of subjects. The terms of the metaphors had been scaled (based on the ratings of pretest subjects) to give measures of distance both within and between domains. Aptness of metaphors related positively to betweendomain distance, negatively to within-domain distance, and not at all to overall distance. Metaphors are thus perceived as more apt to the extent that their terms occupy similar positions within domains that are not very similar to each other. Comprehensibility also related to aptness. In a second experiment, subjects ranked a set of terms as possible completions for metaphors. For both groups of subjects in this experiment, the rank of an alternative's within-domain distance correlated with its relative popularity. Quantitative models, patterned after a model proposed by D. Rumelhart and A. A. Abrahamson (Cognitive Psychology, 1973, 5, 1–28) for analogical reasoning, afforded significant prediction of the choices of the group of subjects in which all the possible completions of a metaphor were from a single domain. The same models did not predict the choices of a group of subjects in which the possible completions of the metaphors were from different domains. 相似文献
64.
A new theory of syllogistic reasoning, called the transitive-chain theory, is presented. The transitive-chain theory proposes that information about set relations is represented in memory by pairs of informational components. The theory further proposes that information about set relations is integrated by applying a small set of rules to transitive chains of these set relations. The rules that are applied to these chains are specified in detail. The theory is cast in terms of information-processing models for variants of the syllogistic reasoning task, and then mathematical models that quantify each of these information-processing models are presented. In a series of five experiments, the transitive-chain theory provides a good account of the response-choice data for syllogisms with various types of content, quantifiers, and logical relations (categorical and conditional). The results of these experiments offer tentative answers to four issues in the theory of syllogistic reasoning: (a) representation of premise information; (b) combination of premise information; (c) sources of difficulty in syllogistic reasoning; and (d) generality of the processes used in syllogistic reasoning. 相似文献
65.
Robert J. Sternberg 《Intelligence》1981,5(2):149-155
This article suggests that novelty-seeking and novelty-finding, as well as the ability to learn and reason with novel kinds of concepts, are critical aspects of intelligence at all ages from infancy, onward. The results of studies by Lewis and Brooks-Gunn and by Fagan and McGrath regarding intelligence in infancy are reviewed, and these results are found to be compatible with some of my own results regarding intelligence in adulthood. It is suggested that a major aspect of intelligence, attitude toward and performance with novel kinds of concepts, is continuous in nature throughout the life span, although by necessity, they must be measured in different ways at different times of life. 相似文献
66.
Robert J. Sternberg 《International journal of psychology》1984,19(1-4):307-334
A contextualist view of intelligence is presented and discussed. The presentation and discussion are divided into four main parts. First, I define and explicate just what I mean by a contextualist view of intelligence. Second, I consider some common criticisms of the contextual view, and respond to these criticisms at the same time that I elaborate upon the contextual view. Third, I consider how intelligence can be specifically defined, measured, and trained within a given socio-cultural milieu. Finally, I draw some conclusions about intelligence and the contextual approach to it. In particular, it is claimed that this approach is compatible with a variety of kinds of theorizing (e.g., psychometric and cognitive) but that it enables one to escape from certain vicious circularities that have plagued intelligence research when it has not been placed in a contextual perspective. 相似文献
67.
Saul Sternberg 《Attention, perception & psychophysics》1967,2(2):45-53
Theories of the recognition of a visual character may be divided into three sets.defined by the way in which the stimulus is encoded before being compared to a memorized target character. A character-classification experiment was performed in which the test stimuli were characters that were either intact or degraded by a superimposed pattern. Analyses of reaction-times in the experiment lead to the rejection of two of the three sets of theories. There appear to be at least two separate operations in the recognition or classification of a character. The first encodes the visual stimulus as an abstracted representation of its physical properties. The second, which may occur more than once, compares such a stimulus representation to a memory representation, producing either a match or a mismatch. A theory of high-speed exhaustive scanning in memory underlies the experiment and is given new support. The method of reaction-time analysis that is introduced, an elaboration of the Uelmholtz-Donders subtraction method, may be applicable to the general problem of the invariance ofperceived form under certain transfomations of the stimulus. 相似文献
68.
Robert J. Sternberg 《Intelligence》1979,3(3):283-293
Six points of view regarding the future of intelligence testing are considered, and a combined, “prototypical” point of view is synthesized that seems to represent a consensus of authors regarding the directions in which intelligence testing and research on intelligence are going. The past history and present status of intelligence testing and research are briefly considered, and then their future is discussed. The future seems to include assessment of various kinds of components of intelligence—performance components, acquisition components, transfer components, and metacomponents. The distinction between academic and everyday intelligence is discussed, as are the cultural and temporal limits of any one notion of intelligence. Finally, the usefulness of the notion of intelligence as a prototype of people's beliefs is considered. 相似文献
69.
Sternberg RJ 《History of psychology》2000,3(2):177-179
There are at least 4 good reasons to study the history of psychology. First, we can give credit to those who deserve it. Second, historical views can provide converging operations that help demonstrate the validity of our own views (or rather, operations that invalidate our views). Third, we learn that other natural and social sciences can inform our views. Fourth, we learn that philosophical and psychological analyses often converge. I show how historical views can inform current thinking about intelligence. 相似文献
70.
There is no one best way to do psychological research. Rather, the “best” way depends on the fit to the problem. Research should be problem-driven rather than method-driven. Psychologists sometimes envy certain natural scientists, and over-reward those who do research with a surface structure more like that of research in the natural sciences, leading to sub-optimal progress in the field. 相似文献