全文获取类型
收费全文 | 448篇 |
免费 | 21篇 |
国内免费 | 4篇 |
专业分类
473篇 |
出版年
2023年 | 2篇 |
2022年 | 2篇 |
2021年 | 1篇 |
2020年 | 3篇 |
2019年 | 10篇 |
2018年 | 4篇 |
2017年 | 3篇 |
2016年 | 5篇 |
2015年 | 3篇 |
2014年 | 6篇 |
2013年 | 9篇 |
2012年 | 4篇 |
2011年 | 16篇 |
2010年 | 8篇 |
2009年 | 15篇 |
2008年 | 14篇 |
2007年 | 13篇 |
2006年 | 9篇 |
2005年 | 11篇 |
2004年 | 8篇 |
2003年 | 3篇 |
2002年 | 2篇 |
2001年 | 4篇 |
2000年 | 3篇 |
1999年 | 2篇 |
1997年 | 4篇 |
1995年 | 4篇 |
1993年 | 3篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1985年 | 29篇 |
1984年 | 34篇 |
1983年 | 32篇 |
1982年 | 21篇 |
1981年 | 36篇 |
1980年 | 25篇 |
1979年 | 26篇 |
1978年 | 21篇 |
1977年 | 19篇 |
1976年 | 17篇 |
1975年 | 14篇 |
1974年 | 14篇 |
1973年 | 12篇 |
排序方式: 共有473条查询结果,搜索用时 0 毫秒
151.
This work presents a new conceptualization of the contrast between holistic and differentiated perception of multidimensional stimuli. Specifically, two hypotheses about the experiential status of dimensions within holistic perception are proposed and tested as explanations of young children's general perceptual mode and adults' integral mode. The major result is that three levels of dimensional status are realized: (1) the hypothesis of nonprimary axes characterizes adult “integral” perception of saturation and brightness relations, (2) the hypothesis of primary but not mandatory axes characterizes kindergarteners' “integral” perception of size and shade relations, and (3) the notion of mandatory axes characterizes adults' separable perception of size and shade relations. These results indicate a new interpretation of the integrality-separability distinction and the derivative developmental hypothesis. It is specifically hypothesized that the developmental history of most dimensional combinations includes these three levels. 相似文献
152.
Male and female black undergraduates enrolled in Introductory Psychology and Human Development courses at a predominantly black university responded to five stories about married black physicians whose total income was greatest, respectively, when the husband cared for the children (Story 1), the wife cared for the children (Story 2), either spouse cared for them (Story 3), the wife earned more than the husband (Story 4), or the husband earned more than the wife (Story 5). In contrast to the results of a study completed at a predominantly white university, black females favored maternal child care even when, as a result, the family income was reduced and had significantly less of a preference for higher relative salary for the wife than did females in the study at a predominantly white university; although black males preferred maternal child care in Story 2 and Story 3, the preference was significantly less than that of males in the study at a predominantly white university. The results were discussed in terms of their relevance to collaborating career patterns among middle-class black families. 相似文献
153.
Jeffrey A Willner 《Learning and motivation》1978,9(2):125-140
Although rats preferentially associate gustatory stimuli with illness, this does not imply that other types of stimuli cannot be associated with illness. In Experiment 1, rats consuming tap water in a distinctive environment prior to illness subsequently suppressed ingestion in that environment, whereas rats poisoned or injected with saline 10 hr later did not. It was also found that rats poisoned after drinking saccharin in the environment paired with illness developed weaker saccharin aversions than identically trained rats which drank saccharin in a different location. In Experiment 2, degrading the correlation between injection-related cues and illness by interpolating saline injections between LiCl preexposures attenuated the decremental effects of illness preexposure. The strength of the exteroceptive cue-illness associations observed in these studies suggests that theories based on evolutionary arguments are not the most appropriate frame of reference for analyzing stimulus selection in poison-induced avoidance. 相似文献
154.
155.
Robert B Slaney Mary Jane Stafford Joyce E.A Russell 《Journal of Vocational Behavior》1981,19(3):335-345
This study compared 66 high-school women, 66 first-year college women, and 66 adult women on four measures of career indecision, the Satisfaction with Career Scale, the Occupational Alternatives Question, the Vocational Decision Making Difficulty Scale, and the Career Decision Scale. The results consistently suggested that the adult women were experiencing more career indecision than the high-school and college women. Intercorrelations among the scales were generally moderate to somewhat low and raised some questions about the use of the Career Decision Scale with adult women. Additional data were gathered on the adult women in an attempt to delineate the sample. Variables included were: marital status, present work experience, the career-related goals and the reasons for pursuing these goals, and possible impediments to reaching the goals. These results are presented and the implications for future research and counseling with adult women are examined. 相似文献
156.
157.
Catherine Ann Cameron 《Journal of experimental child psychology》1981,31(2):245-255
Three experiments are reported which investigate the effects of attentional factors on learning set performance of children. Number of varying irrelevant dimensions, trials per problem, and age were examined. The first experiment tests with 6- and 8-year-old-children the effects of one as opposed to two varying irrelevant dimensions. An interaction between age and dimensions showed younger children to be differentially affected by the treatment conditions, two varying irrelevant dimensions being more difficult than one. There was no difference between treatments for the older children, nor between older and younger subjects receiving one varying irrelevant dimension. In the second experiment, 6- and 8-year-olds were examined on two varying irrelevant dimension problems, receiving either 4 or 12 trials per problem. Amount of exposure within-problems, affected performance with 12 trials per problem resulting in superior performance at both age levels. A third experiment tested 6-, 8-, and 10-year-old-children using one and two varying irrelevant dimension problems with 4 and 12 trials per problem. Results confirmed the finding that learning set acquisition is influenced by irrelevant dimensions and within-problems exposure, with these effects interacting with age and amount of training. These findings support the utility of applications of an attentional analysis to the learning set performance of normal children. 相似文献
158.
It is proposed here that individuals use their social interactions as opportunities to verify and confirm their self-conceptions. In a series of empirical investigations, three unique strategies of self-verification are examined. In Investigation I, participants were more likely to seek social feedback when they believed that it would confirm their self-conceptions. In Investigation II, participants elicited reactions from their interaction partners that confirmed their self-conceptions, especially when they suspected that their interaction partners' appraisals might disconfirm their self-conceptions. In Investigation III, participants preferentially recalled social feedback that confirmed their self-conceptions. Thus, within each of three distinct phases of the social interaction, people sought to verify their self-conceptions. The interplay of different strategies of self-verification and the conditions under which they will occur are discussed. 相似文献
159.
Children in prekindergarten, kindergarten, and second grade were tested on a delayed match-to-sample task using abstract visual patterns. The patterns varied both in type of visual organization (unstructured, diagonally symmetrical, vertically symmetrical, and horizontally symmetrical) and in amount of contour. Following the initial memory task, we attempted to train half of the children at each grade by directing their attention to axes of symmetry; the other half of the children received a control task. Subsequently, the subjects were given a second delayed match-to-sample test. On both pre- and post-training trials, structure influenced performance, especially in the two younger groups. Vertical and horizontal symmetry generally facilitated performance in the prekindergarteners, while all three types of symmetry facilitated performance in the kindergarteners. In addition, children generally responded more accurately to patterns with lower levels of contour. They also made more like-contour than unlike-contour confusions, indicating that quantitative aspects of patterns were encoded. Group differences suggested that both processing capacity and memory increase during the age range studied. Finally, there was no indication that training improved performance at any age. 相似文献
160.
Two experiments examined the interaction between response-reinforcer (R-S) and stimulus-reinforcer (S-S) learning. In both experiments, three groups of rats were exposed to escapable, yoked inescapable, or no shocks. All groups were then exposed to either two or four sessions of truly random control (TRC) conditioning (Experiment 1) or to an excitatory conditioning procedure (Experiment 2) in which the shock US occurred with either moderate or low probability. Excitatory strength of the CS was assessed during extinction by a conditioned emotional response (CER) test. Inescapably shocked rats conditioned less than did their escapably shocked and nonshocked partners under all TRC conditions of Experiment 1, but only conditioned less than their partners in Experiment 2 when exposed to the moderate CS-US contingency for four sessions. These results provide a clear demonstration of transfer between instrumental training and Pavlovian excitatory conditioning and thus, support the influence of learning about R-S contingencies upon subsequent learning about S-S contingencies. Both a contextual blocking interpretation and an expansion of the learned helplessness theory were discussed as possible explanations of this transfer. 相似文献