全文获取类型
收费全文 | 108篇 |
免费 | 6篇 |
出版年
2019年 | 3篇 |
2018年 | 6篇 |
2017年 | 1篇 |
2016年 | 8篇 |
2014年 | 4篇 |
2013年 | 14篇 |
2012年 | 6篇 |
2011年 | 1篇 |
2010年 | 2篇 |
2009年 | 3篇 |
2008年 | 2篇 |
2007年 | 3篇 |
2006年 | 3篇 |
2005年 | 2篇 |
2003年 | 1篇 |
2002年 | 3篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 4篇 |
1997年 | 1篇 |
1993年 | 2篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1985年 | 1篇 |
1984年 | 5篇 |
1983年 | 3篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1972年 | 3篇 |
1969年 | 2篇 |
1968年 | 2篇 |
1967年 | 2篇 |
1966年 | 3篇 |
1960年 | 1篇 |
1951年 | 1篇 |
排序方式: 共有114条查询结果,搜索用时 15 毫秒
41.
Weinberg RS 《Journal of motor behavior》1978,10(1):53-61
Weinberg and Hunt (1976) demonstrated that high- and low-anxious subjects differed in their patterning of neuromuscular energy in performance under failure feedback. The present study extends these findings to conditions that involve success feedback. The Sport Competition Anxiety Test and State-Trait Anxiety Inventory were administered to distinguish A-State and A-Trait subjects, while EMG indicated qualitative aspects of throwing. High-and low-trait anxiety subjects received either success, failure, or no feedback. High-anxious subjects performed best under success feedback, and low-anxious subjects performed best after failure feedback. High-anxious subjects used more EMG energy before, during, and after the throw in all conditions, and success feedback was beneficial for high-anxious subjects. The results are discussed in terms of the inter-relationships between efficiency of neuromuscular energy, motor performance, and state anxiety. 相似文献
42.
Carol Weinberg 《Journal of counseling and development : JCD》1980,58(8):526-530
Many nonverbal and artistic modes of expression have been used to communicate in counseling and education. This article investigates one mode of expression-the slide/tape show-as implemented in a group format in a college setting. The Creative Process Group, using the task of creating a slide/tape show, has group members (1) explore a relevant issue using an alternate means of expression, (2) experience a group creative process, and (3) learn about group dynamics and how individuals, including themselves, function in groups. 相似文献
43.
Kelemen WL Weinberg WB Alford HS Mulvey EK Kaeochinda KF 《Psychonomic bulletin & review》2006,13(6):1028-1032
Laboratory tests of event-based prospective memory (ProM) require participants to perform actions in response to infrequent
cues in a background task. We conducted three experiments to assess and improve the reliability of this popular procedure.
In Experiment 1, we tested college students on 2 separate days and found that the alternate-forms reliability of ProM accuracy
was quite low (r = .31), although general knowledge accuracy was more reliable (r= .89). In Experiment 2, a statistically significant difference in reliability emerged between conditions with a low (n = 6) versus a high (n = 30) number of ProM targets. Finally, lower ProM accuracy increased reliability in Experiment 3. Adopting these straightforward
changes may enhance the search for individual differences in ProM. 相似文献
44.
45.
This is a study of the relationships of 3 measures of social stratification to students' utilization of school guidance services and knowledgeability about chosen vocation. A survey of students in 8 high schools suggests that, in a majority of the groups studied, social status of parents and projected social status of the student (based upon chosen occupation) are positively related to knowledgeability about chosen career. The extent of the student's utilization of career guidance services was related to his social status within the microcosm of the school as defined by amount of participation in valued extracurricular activities. Parental and projected social status measures did not appear to be so consistently related to utilization of career guidance. The degree of the student's participation in other guidance services not directed at career planning was, in a majority of the groups studied, negatively related to the social status of the student's parents. 相似文献
46.
Donald E. Mintz Dennis J. Mourer Laura S. Weinberg 《Journal of the experimental analysis of behavior》1966,9(6):627-630
Pigeons were maintained on a fixed ratio (FR 9) schedule of reinforcement for correct matching-to-sample responses. Included in the test situation was a vertical array of lights, illuminated in relation to the successive steps of the fixed ratio. All five subjects showed regular decrements in matching errors across the sequence of unreinforced responses within the ratio cycle. In the form of a randomly introduced probe, the stimulus situation (array of lights) appropriate to having seven of the FR 9 steps already completed was occasionally introduced at the beginning of an FR cycle. Reinforcement followed the illumination of the two remaining lights by two correct matches. The number of errors in this probe condition was sharply lower than the errors characteristic of the first two steps of the basic FR 9. 相似文献
47.
Anne Fernald John P. Pinto Daniel Swingley Amy Weinberg & Gerald W. McRoberts 《Psychological science》1998,9(3):228-231
Infants improve substantially in language ability during their 2nd year. Research on the early development of speech production shows that vocabulary begins to expand rapidly around the age of 18 months. During this period, infants also make impressive gains in understanding spoken language. We examined the time course of word recognition in infants from ages 15 to 24 months, tracking their eye movements as they looked at pictures in response to familiar spoken words. The speed and efficiency of verbal processing increased dramatically over the 2nd year. Although 15-month-old infants did not orient to the correct picture until after the target word was spoken, 24-month-olds were significantly faster, shifting their gaze to the correct picture before the end of the spoken word. By 2 years of age, children are progressing toward the highly efficient performance of adults, making decisions about words based on incomplete acoustic information. 相似文献
48.
W A Weinberg A McLean R L Snider A S Nuckols J W Rintelmann P R Erwin R A Brumback 《Psychological reports》1989,64(1):275-283
It is possible that recurrent depression (primary affective illness) is the most significant variable related to school problems of a behavioral nature in children manifesting developmental specific learning disabilities. The association of school problems and depression was investigated at a private school for children with developmental specific learning disabilities. These children were of normal intelligence and were free of primary conduct or thought disturbances. Prior to entering school, 95% of the students fulfilled criteria for developmental specific learning disabilities and 64% for depression with or without hyperactivity. Students manifesting no diagnosable behavioral condition prior to entrance continued to be relatively free of behavioral problems during their stay at school. Students with both depression and hyperactivity showed the most problematic behavior followed by students with depression without hyperactivity. 相似文献
49.
50.
In the past 20 years, research concerning the error-related negativity (ERN), a negative-going deflection in the event-related
brain potential (ERP) following an erroneous response, has flourished. Despite a substantial body of research, debate regarding
its functional significance persists. In what follows, we selectively review literature on the ERN, and outline several prominent
cognitive theories related to the generation and significance of the ERN. Cognitive theories predict that the size of the
ERN should relate to variation in behavior, although there is substantial evidence that the ERN and behavioral measures are
at least partially dissociable. Moreover, individual difference measures, psychopathology, and motivational factors all appear
to impact basic mechanisms that generate the ERN to moderate the magnitude of the ERN, suggesting a need to integrate alternative
perspectives into models of ERN amplitude. Insofar as errors prompt the mobilization of defensive responses, we view variation
in the ERN in terms of error detection in the service of protecting the organism. Based on data indicating that the ERN is
highly stable over time, heritable, and related to broad dimensions of personality, we propose that the ERN is a neural index
of a neurobehavioral trait and variation in its amplitude is related in part to individual differences in defensive reactivity.
Implications and future directions are considered. 相似文献