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91.
Behaviors thought to be characteristic of emotional disturbance or learning disabilities were investigated through ratings of teachers with regard to the relative disturbingness of the behaviors. Obtained differences suggested that behaviors characteristic of emotional disturbance were rated as more disturbing than those of learning disabilities; differences within sets of characteristic behaviors were also indicated. Results are discussed with regard to implications for teacher expectancies and labeling research. 相似文献
92.
Philosophia - Some recent conservation proposals – including the Zoological Society of London’s (ZSL) EDGE of Existence programme – have focused on the value of protecting species... 相似文献
93.
Bruce E. Pfeiffer Hélène Deval Frank R. Kardes Edward R. Hirt Samuel C. Karpen Bob M. Fennis 《Thinking & reasoning》2013,19(4):500-505
Negative acknowledgement is an impression management technique that uses the admission of an unfavourable quality to mitigate a negative response. Although the technique has been clearly demonstrated, the underlying process is not well understood. The current research identifies a key mediator and moderator while also demonstrating that the effect extends beyond the specific acknowledged domain to the overall evaluation of a target object. The results of study 1 indicate that negative acknowledgement works through mitigating negatively valenced cognitive responses. People who are presented with a negative acknowledgement are less likely to counterargue when forming an evaluation. The results of study 2 reveal that individual differences in need for structure impact the effectiveness of the technique. People who are high in need for structure are more susceptible to the effect presumably because of their desire for easy-to-use information that aids the formation and maintenance of simple knowledge structures. 相似文献
94.
We investigated the influence of color on the identification of both non-studied and studied objects. Participants studied black and white and color photos of common objects and memory was assessed with an identification test. Consistent with our meta-analysis of prior research, we found that objects were easier to identify from color than from black and white photos. We also found substantial priming in all conditions, and study-to-test changes in an object's color reduced the magnitude of priming. Color-specific priming effects were large for color-complex objects, but minimal for color-simple objects. The pattern and magnitude of priming effects was not influenced either by the extent to which an object always appears in the same color (i.e., whether a color is symptomatic of an object) or by the object's origin (natural versus fabricated). We discuss the implications of our findings for theoretical accounts of object perception and repetition priming. 相似文献
95.
Uttl B 《Psychological science》2005,16(6):460-467
An examination of test manuals and published research indicates that widely used memory tests (e.g., Verbal Paired Associates and Word List tests of the Wechsler Memory Scale, Rey Auditory Verbal Learning Test, and California Verbal Learning Test) are afflicted by severe ceiling effects. In the present study, the true extent of memory ability in healthy young adults was tested by giving 208 college undergraduates verbal paired-associate and verbal learning tests of various lengths; the findings demonstrate that healthy adults can remember much more than is suggested by the normative data for the memory tests just mentioned. The findings highlight the adverse effects of low ceilings in memory assessment and underscore the severe consequences of ceiling effects on score distributions, means, standard deviations, and all variability-dependent indices, such as reliability, validity, and correlations with other tests. The article discusses the optimal test lengths for verbal paired-associate and verbal list-learning tests, shows how to identify ceiling-afflicted data in published research, and explains how proper attention to this phenomenon can improve future research and clinical practice. 相似文献
96.
Robert Stromer Harry A. Mackay Bob Remington 《Journal of applied behavior analysis》1996,29(3):409-431
The methods used in Sidman's original studies on equivalence classes provide a framework for analyzing functional verbal behavior. Sidman and others have shown how teaching receptive, name-referent matching may produce rudimentary oral reading and word comprehension skills. Eikeseth and Smith (1992) have extended these findings by showing that children with autism may acquire equivalence classes after learning to supply a common oral name to each stimulus in a potential class. A stimulus class analysis suggests ways to examine (a) the problem of programming generalization from teaching situations to other environments, (b) the expansion of the repertoires that occur in those settings, and (c) the use of naming to facilitate these forms of generalization. Such research will help to clarify and extend Horne and Lowe's recent (1996) account of the role of verbal behavior in the formation of stimulus classes. 相似文献
97.
98.
Bob B. WinbornAssistant Director William D. Martinson 《Journal of counseling and development : JCD》1967,45(8):818-820
A mobile counseling center staffed by 4 counselors serves high schools in 4 counties of southern Indiana. The operation of the center is designed to enrich, supplement, and improve the quality of counseling services for secondary students of the area. The mobile center also serves as a model to stimulate the development of exemplary and innovative guidance services in regular school programs. 相似文献
99.
Development of defensive burying in Rattus norvegicus: experience and defensive responses 总被引:1,自引:0,他引:1
J P Pinel L A Symons B K Christensen R C Tees 《Journal of comparative psychology (Washington, D.C. : 1983)》1989,103(4):359-365
Rats (Rattus norvegicus) deprived of the opportunity to interact with particulate matter until they were young adults engaged in defensive burying after they were shocked by a wire-wrapped dowel in a test chamber that held bedding material. Interacting with a particulate substrate during development is not necessary for the expression of defensive burying in adulthood. However, interacting with a particulate substrate early in the rats' lives did have a substantial effect on the emergence and maintenance of burying behavior. Defensive burying developed at a later age and declined at an earlier age in rats maintained on wire mesh from birth until testing than it did in rats raised until weaning on bedding and housed on mesh thereafter. Because defensive burying is a complex, flexible, yet reliable response sequence that cannot be performed without the appropriate substrate, it has considerable potential as a model for the study of the development of species-specific defense responses. 相似文献
100.
The nature of the evidence on the role played by early stimulation history in perceptual development related to an appreciation of intermodal attributes involving space and time is reviewed. In conjunction with this analysis, an examination was undertaken of the effect of early visual deprivation on the ability of dark- (DR) and light-reared (LR) rats to learn discriminations involving location of sounds or lights and to abstract the intersensory correspondence involved from the initial modality-specific training. Visually inexperienced DR rats were somewhat slower to acquire a discrimination involving the location of visual events under some stimulus/response arrangements. More importantly, such animals were not as effective as their visually experienced LR counterparts in demonstrating cross-modal transfer (CMT) to signals in a new modality. The present study also revealed that CMT involving location of signals was less salient than CMT of duration information in rats regardless of their rearing condition. Finally, findings are discussed more generally, providing contextual information that bears on issues related to parallel cognitive functions in rats and human neonates and on the role of early visual experience in the ontogeny of intersensory perceptual competence in mammals. 相似文献