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181.
The preparatory attentional and memory processes theory of prospective memory (PM) assumes that PM retrieval requires resource-demanding
preparatory attentional processes, whereas the multiprocess theory assumes that retrieval can also occur spontaneously. On
the basis of showing slowing on an ongoing task (i.e., task interference) —even when the PM cue was highly salient (i.e.,
the participant’s own name) —Smith, Hunt, McVay, and McConnell (2007) concluded that preparatory attentional processes are
always necessary for PM retrieval. We argue that the presence of preparatory attentional processes cannot be used to rule
out the existence of spontaneous retrieval processes, and the goal of the present research was to examine whether PM retrieval
can occur in the absence of preparatory attentional processes. We varied whether we emphasized the importance of the PM task
or the ongoing task, and we assessed task interference across quarters of the ongoing task. Our results showed no evidence
of task interference and, hence, no evidence of preparatory attentional processes in the periods proximal to the target event,
and yet participants showed high PM performance. Thus, the results suggest the existence of spontaneous retrieval processes
and support the multiprocess theory. 相似文献
182.
Miller TM Geraci L 《Journal of experimental psychology. Learning, memory, and cognition》2011,37(2):502-506
People are generally overconfident in their self-assessments and this overconfidence effect is greatest for people of poorer abilities. For example, poor students predict that they will perform much better on exams than they do. One explanation for this result is that poor performers in general are doubly cursed: They lack knowledge of the material, and they lack awareness of the knowledge that they do and do not possess. The current studies examined whether poor performers in the classroom are truly unaware of their deficits by examining the relationship between students' exam predictions and their confidence in these predictions. Relative to high-performing students, the poorer students showed a greater overconfidence effect (i.e., their predictions were greater than their performance), but they also reported lower confidence in these predictions. Together, these results suggest that poor students are indeed unskilled but that they may have some awareness of their lack of metacognitive knowledge. 相似文献
183.
Legitimacy is a source of power for authorities because it promotes voluntary deference on the part of followers. From a system justification perspective, there is also reason to believe that power is a source of perceived legitimacy. We report five studies demonstrating that in addition to procedural fairness and outcome favorability, outcome dependence is an independent contributor to perceived legitimacy. In two cross-sectional field studies and one panel study, we hypothesized and found that dependence on an authority figure is positively associated with appraisals of legitimacy, measured in terms of trust and confidence in, empowerment of, and deference to authority. These effects were demonstrated in educational, political, and legal settings. Two additional experiments provided direct causal evidence for the hypothesized effect on both perceived legitimacy and voluntary deference (i.e., acquiescence to additional requests). We also found that participants assigned to a high (vs. low) dependence condition judged their outcomes to be more favorable, despite the fact that the outcomes were identical in the two conditions; this effect was mediated by perceived legitimacy. Taken as a whole, these findings suggest that perceived legitimacy is enhanced not only when authorities exercise fair procedures and deliver favorable outcomes, but also when subordinates are dependent on them. Implications for society and the study of legitimacy and social power are discussed. 相似文献
184.
Judith L. Gibbons Beverly A. Hamby Wanda D. Dennis 《Psychology of women quarterly》1997,21(1):151-170
Although many studies have compared gender-role ideologies internationally and cross-culturally, few researchers have attended to cultural differences in the meaningfulness or conceptual equivalence of the scale items. The literature on the use of instruments internationally is reviewed with respect to potentially universal (etic) constructs and findings. Gender differences in attitudes and the domains in which gender-related behavior is expressed differ internationally. A potential universal dimension is represented by a modern, egalitarian ideology on the one pole and a traditional ideology on the other. Using scales developed in three cultural contexts, we demonstrate that ratings of meaningfulness are correlated with the use of scores distant from the midpoint. Specific recommendations for researchers include consultation with cultural informants and incorporation of culturally specific (emic) items. 相似文献
185.
Attention, Perception, & Psychophysics - The suppression of visibility of stereomovement was investigated for sinusoidal depth movement of a test line with an antiphase reference line.... 相似文献
186.
187.
It has been reported that the tuning function relating masking of a vertical line to the orientation of a masking line differs in form depending upon whether the mask is presented with the target (simultaneous masking) or before it (forward masking). From such evidence, it might be concluded that different mechanisms are implicated. Lovegrove (1976) suggested that lateral inhibition mediates the simultaneous effect, whereas postexcitatory suppression (adaptation) mediates the successive effect. The six experiments reported here show that apparent motion cues reduce the effectiveness of successive masking when single-line stimuli are used, but that when such motion cues are eliminated, the two tuning functions are similar in form. It is, thus, unnecessary to invoke separate mechanisms in the two cases. 相似文献
188.
189.
Taylor KI Salamoura A Randall B Moss H Tyler LK 《Journal of experimental psychology. Learning, memory, and cognition》2008,34(3):719-725
The conceptual structure account of semantic memory (CSA; L. K. Tyler & H. E. Moss, 2001) claims that feature correlation (the degree to which features co-occur) and feature distinctiveness (the number of concepts in which a feature occurs) interact with domains of knowledge (e.g., living vs. nonliving) such that the distinctive features of nonliving things are more highly correlated than the distinctive features of living things. Evidence for (B. Randall, H. E. Moss, J. M. Rodd, M. Greer, & L. K. Tyler, 2004) and against this claim (G. S. Cree, C. McNorgan, & K. McRae, 2006) has been reported. This comment outlines the CSA, discusses Cree et al.'s (2006) critiques of the Randall et al. (2004) experiments and the CSA, and reports new analyses of property norm and behavioral data, which replicate the results reported by Randall et al. (2004). 相似文献
190.
Allen [Allen, M. D. (2005). The preservation of verb subcategory knowledge in a spoken language comprehension deficit. Brain and Language, 95, 255-264] presents evidence from a single patient, WBN, to motivate a theory of lexical processing and representation in which syntactic information may be encoded and retrieved independently of semantic information. In his critique, Kemmerer argues that because Allen depended entirely on preposition-based verb subcategory violations to test WBN's knowledge of correct argument structure, his results, at best, address a "strawman" theory. This argument rests on the assumption that preposition subcategory options are superficial syntactic phenomena which are not represented by argument structure proper. We demonstrate that preposition subcategory is in fact treated as semantically determined argument structure in the theories that Allen evaluated, and thus far from irrelevant. In further discussion of grammatically relevant versus irrelevant semantic features, Kemmerer offers a review of his own studies. However, due to an important design shortcoming in these experiments, we remain unconvinced. Reemphasizing the fact the Allen (2005) never claimed to rule out all semantic contributions to syntax, we propose an improvement in Kemmerer's approach that might provide more satisfactory evidence on the distinction between the kinds of relevant versus irrelevant features his studies have addressed. 相似文献