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John C. Trueswell Tamara Nicol Medina Alon Hafri Lila R. Gleitman 《Cognitive psychology》2013,66(1):126-156
We report three eyetracking experiments that examine the learning procedure used by adults as they pair novel words and visually presented referents over a sequence of referentially ambiguous trials. Successful learning under such conditions has been argued to be the product of a learning procedure in which participants provisionally pair each novel word with several possible referents and use a statistical-associative learning mechanism to gradually converge on a single mapping across learning instances [e.g., Yu, C., & Smith, L. B. (2007). Rapid word learning under uncertainty via cross-situational statistics. Psychological Science, 18(5), 414–420]. We argue here that successful learning in this setting is instead the product of a one-trial procedure in which a single hypothesized word-referent pairing is retained across learning instances, abandoned only if the subsequent instance fails to confirm the pairing – more a ‘fast mapping’ procedure than a gradual statistical one. We provide experimental evidence for this propose-but-verify learning procedure via three experiments in which adult participants attempted to learn the meanings of nonce words cross-situationally under varying degrees of referential uncertainty. The findings, using both explicit (referent selection) and implicit (eye movement) measures, show that even in these artificial learning contexts, which are far simpler than those encountered by a language learner in a natural environment, participants do not retain multiple meaning hypotheses across learning instances. As we discuss, these findings challenge ‘gradualist’ accounts of word learning and are consistent with the known rapid course of vocabulary learning in a first language. 相似文献
183.
Mark V. Roehling Shaun Pichler Tamara A. Bruce 《Journal of applied social psychology》2013,43(2):237-252
This study provides the first meta‐analytic testing of (1) several proposed moderators of the relationship between employee weight and job‐related outcomes (e.g., target gender, target qualifications, and rater gender); and (2) the effect of specific design features on the variation in results obtained across relevant experimental studies (e.g., weight manipulation and amount of job‐relevant information). The results indicate that there are important moderators of the relationship between people's weight and job‐related outcomes. However, design feature may significantly influence the obtained results. In particular, inconsistent experimental findings regarding the hypothesized moderating role of target sex appear to be explained by limitations in the way in which target weight was manipulated in some studies. Directions for future research are identified. 相似文献
184.
Tamara Dzamonja-Ignjatovic Bruce L. Smith Dragana Djuric Jocic Marko Milanovic 《Journal of personality assessment》2013,95(5):471-478
We empirically evaluated indexes derived from the Rorschach Comprehensive System (CS) and the Rorschach Performance Assessment System (R–PAS) that are used for the assessment of psychotic functioning in schizophrenia. We compared the Perceptual Thinking Index (PTI) and the Ego Impairment Index (EII–2) with their revised versions: Thought and Perception Composite (TP–Comp) and EII–3. We evaluated their predictive validity for differentiating schizophrenic from nonschizophrenic patients in a Serbian sample. The sample consisted of 211 (109 men and 102 women, 18–50 years old) inpatients in Serbia who were divided into 2 groups: schizophrenic (100) and nonschizophrenic (111). Test administration, coding, and form quality classification followed CS guidelines. Logistic regression analysis indicated that the new indexes TP–Comp and EII–3 have slightly better predictive power than their counterparts, PTI and EII–2, in identification of schizophrenia, and that TP–Comp performed better than other indexes, although all 4 indexes were successful in differentiating these groups. The results supported the use of TP–Comp in diagnosis of schizophrenia and generally provided evidence for the utility of the Rorschach in evaluating psychosis and for its use in a cross-national context. 相似文献
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Mamta?Swaroop Sagar?C?Galwankar Stanislaw?PA?Stawicki Jayaraj?M?Balakrishnan Tamara?Worlton Ravi?S?Tripathi David?P?Bahner Sanjeev?Bhoi Colin?Kaide Thomas?J?PapadimosEmail author 《Philosophy, ethics, and humanities in medicine : PEHM》2014,9(1):8
INDUS-EM is India’s only level one conference imparting and exchanging quality knowledge in acute care. Specifically, in general and specialized emergency care and training in trauma, burns, cardiac, stroke, environmental and disaster medicine. It provides a series of exchanges regarding academic development and implementation of training tools related to developing future academic faculty and residents in Emergency Medicine in India. The INDUS-EM leadership and board of directors invited scholars from multiple institutions to participate in this advanced educational symposium that was held in Thrissur, Kerala in October 2013. 相似文献
189.
Improving Students' Critical Thinking: Empirical Support for Explicit Instructions Combined with Practice
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This experiment investigated the impact of different types of critical thinking instruction and dispositions on bias in economics students' (N = 141) reasoning performance. The following conditions were compared: (A) implicit instruction; (B) implicit instruction with practice; (C) implicit instruction with explicit instruction and practice; (D) implicit instruction with explicit instruction, practice, and self‐explanation prompts; and (E) implicit instruction with explicit instruction, practice, and activation prompts. Results showed that explicit instruction combined with practice is required to improve critical thinking (i.e., conditions A/B < C/D/E). Prompting during practice had no added performance benefits. Participants' dispositions toward actively open‐minded thinking predicted their pre‐test and post‐test scores but did not interact with instruction condition, suggesting that receiving explicit instruction combined with practice was equally effective for all students. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
190.
Mariëtte H. van Loon Anique B.H. de Bruin Tamara van Gog Jeroen J.G. van Merriënboer John Dunlosky 《Acta psychologica》2014
For effective self-regulated study of expository texts, it is crucial that learners can accurately monitor their understanding of cause-and-effect relations. This study aimed to improve adolescents' monitoring accuracy using a diagram completion task. Participants read six texts, predicted performance, selected texts for restudy, and were tested for comprehension. Three groups were compared, in which learners either completed causal diagrams immediately after reading, completed them after a delay, or received no-diagram control instructions. Accuracy of predictions of performance was highest for learning of causal relations following delayed diagram completion. Completing delayed diagrams focused learners specifically on their learning of causal relations, so this task did not improve monitoring of learning of factual information. When selecting texts for restudy, the participants followed their predictions of performance to the same degree, regardless of monitoring accuracy. Fine-grained analyses also showed that, when completing delayed diagrams, learners based judgments on diagnostic cues that indicated actual understanding of connections between events in the text. Most important, delayed diagram completion can improve adolescents' ability to monitor their learning of cause-and-effect relations. 相似文献