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291.
ABSTRACT This paper is a study of visual metaphor processing in political cartoons, while secondary task reaction time was used to assess resource allocation when processing three types of visual metaphors, namely juxtapositions, fusions and replacements. Participants viewed a series of visual metaphors. At various intervals, they were invited to push a button whenever a probe appeared. Reaction times to detect the probes were recorded. Subsequently, participants performed recall and recognition tasks. Results showed that participants reacted faster to each successive probe, while metaphor type had no influence on reaction times. Concerning the recall task, the percentage of correctly recalled items was significantly lower for juxtapositions compared to replacements; results for fusions were in between the two. Recognition scores for juxtapositions and fusions were lower than those for replacements. These findings are discussed in the framework of visual metaphors literature, thus providing empirical support to visual metaphor processing. 相似文献
292.
Steven C. Pan Sarah A. Hutter Dominic D'Andrea Daanish Unwalla Timothy C. Rickard 《Applied cognitive psychology》2019,33(4):629-645
Previous work has demonstrated that cued recall of a term from a fact yields learning that does not transfer, relative to a restudy control, to recall of another term from the same fact. Here we report six experiments in which a series of manipulations during the initial study and training phases of learning, hypothesized to increase transfer for process‐based biology concepts, were investigated. In Experiments 1 and 2, fill‐in‐the‐blank questions combined with immediate or delayed and repeated correct answer feedback improved learning but not transfer. In Experiments 3 and 4, practice questions that involved recalling process steps, understanding ordinal relationships, or making inferences did not improve transfer. Positive transfer was produced, however, in Experiments 5 and 6 via retrieval–verification–scoring, a new method in which difficult fill‐in‐the‐blank questions were combined with extensive feedback processing. We discuss implications for transfer in both theoretical and applied contexts. 相似文献
293.
Prior research suggests that individuals recruit a disease‐avoidance system designed to avoid sources of illness through threat detection and memory. Our study evaluated whether disease‐related memory benefits reflect the distinctive/salient nature of a diseased state versus the infectious nature of a disease by comparing memory for objects touched by healthy individuals or those with a contagious or noncontagious disease. Participants studied videos depicting an actor interacting with objects in which the actor was described as diagnosed with influenza, an infectious disease, cancer, a noninfectious disease, or was healthy, followed by free‐recall and source‐recognition tests. Correct recall and source recognition were greater overall for touched versus nontouched items, but source recognition was particularly elevated for items touched by the infectious influenza actor. Further, touched‐item recognition was positively related to participants' assessed germ aversion—supplemental evidence that disease concerns may facilitate source recollections for touched objects. 相似文献
294.
Theo Jores Melissa F. Colloff Lilian Kloft Harriet Smailes Heather D. Flowe 《Applied cognitive psychology》2019,33(3):334-343
There is widespread belief in the legal system that alcohol impairs witness testimony. Nevertheless, most laboratory studies examining the effects of alcohol on witness testimony suggest that alcohol may affect the number of correct but not incorrect details recalled. However, it is difficult to draw conclusions because sample sizes, testing paradigms, and recall measures vary between individual studies. We conducted a meta‐analysis to address this issue. We found alcohol intoxication had a significant and moderate sized effect on the number of correct details recalled (g = 0.40). The effect of alcohol on the number of incorrect details recalled was not significant. Further, the effect of alcohol on the recall of correct details was significantly moderated by multiple factors like intoxication level, the retention interval length between encoding and recall, and the types of questions asked (i.e., free recall vs. cued recall). We discuss the applied implications of the results. 相似文献
295.
ABSTRACTDevelopment of autobiographical memory is as a gradual process beginning in early childhood and continuing through late adolescence. Substantial attention has been paid to early childhood when first personal memories are formed; less attention has been focused on the flourishing of memories from the late preschool years onward. We addressed this void with a three-year cohort-sequential study of age-related changes in the length, completeness, and coherence of autobiographical narratives by children 4–10 years. We also examined the unique and combined variance in autobiographical narrative explained by children’s own language, maternal narrative style, domain-general cognitive abilities, non-autobiographical story recall, and memory-specific skills. There was substantial growth in autobiographical narrative skill across the 4–10-year period. Non-autobiographical story recall was a strong concurrent and cross-lagged predictor for all autobiographical narrative measures. Memory-specific and domain-general cognitive abilities systematically predicted narrative completeness and coherence but not length. Children’s language and maternal narrative style did not contribute additional variance when these predictors were considered. The findings highlight that age-related changes in autobiographical memory are the results of combined contributions of a variety of domain-general and domain-specific predictors. 相似文献
296.
297.
This study experimentally investigated the design of effective interactions using pedagogical conversational agents (PCAs) in a learner-learner collaborative learning activity. While dyads engaged in a concept explanation task (explaining the mechanism of computer processing), PCAs served as facilitators and provided metacognitive suggestions to better improve learning performance. Previous studies have shown that learners who received several types of suggestions from multiple PCAs were motivated to produce effective explanations; this study then further explored the effects of using multiple PCAs in different roles, providing different types of facilitation. It was predicted that by using two different PCAs to offer suggestions with a delay, learners may be able to process information more efficiently, for example by paying closer attention to each type of suggestion. To investigate this possibility, two types of facilitating content, namely provision of metacognitive suggestions and advice on effective coordination, were each implemented into two role-playing PCAs, named the “explanation adviser” and the “communication adviser” respectively. The results show that when learners used PCAs playing different roles and offering suggestions corresponding to these roles, learners generated explanations related to the suggestions and improved performance (efficacy of explanations) in several areas, including learning performance, for example better understanding the concept and becoming able to explain it using a greater range of technical words. This study shows empirically how multiple PCAs can be effectively designed to implement roles yielding different types of suggestions. The advantages of using such methods and implementing such functions of PCAs are further discussed. 相似文献
298.
Keith B. Lyle 《Memory (Hove, England)》2018,26(9):1169-1180
Identifying characteristics that distinguish between people with relatively good versus poor episodic memory is an important goal of eyewitness-memory research, as is identifying activities that can improve people’s ability to retrieve episodic memories. Consistency of hand preference is a trait associated with the quality of people’s episodic memory and repetitive saccade execution is an activity known to improve people’s ability to retrieve episodic memories. These factors were examined in relation to cued and free recall of a staged criminal event. Individuals with inconsistent hand preference (versus consistent) remembered more on a cued-recall test and also freely recalled a larger amount of victim information. Repetitive saccade execution did not increase cued recall but did increase free recall of victim information. Theoretical implications are discussed, as is potential practical significance, with an emphasis on the size of the observed effects. 相似文献
299.
Wendy S. Francis Randolph S. Taylor Marisela Gutiérrez Mary K. Liaño Diana G. Manzanera Renee M. Penalver 《Memory (Hove, England)》2018,26(10):1364-1378
Two experiments investigated how well bilinguals utilise long-standing semantic associations to encode and retrieve semantic clusters in verbal episodic memory. In Experiment 1, Spanish-English bilinguals (N?=?128) studied and recalled word and picture sets. Word recall was equivalent in L1 and L2, picture recall was better in L1 than in L2, and the picture superiority effect was stronger in L1 than in L2. Semantic clustering in word and picture recall was equivalent in L1 and L2. In Experiment 2, Spanish-English bilinguals (N?=?128) and English-speaking monolinguals (N?=?128) studied and recalled word sequences that contained semantically related pairs. Data were analyzed using a multinomial processing tree approach, the pair-clustering model. Cluster formation was more likely for semantically organised than for randomly ordered word sequences. Probabilities of cluster formation, cluster retrieval, and retrieval of unclustered items did not differ across languages or language groups. Language proficiency has little if any impact on the utilisation of long-standing semantic associations, which are language-general. 相似文献
300.
《British journal of psychology (London, England : 1953)》2017,108(3):544-563
The concept of learning style is immensely popular despite the lack of evidence showing that learning style influences performance. This study tested the hypothesis that the popularity of learning style is maintained because it is associated with subjective aspects of learning, such as judgements of learning (JOLs). Preference for verbal and visual information was assessed using the revised Verbalizer‐Visualizer Questionnaire (VVQ). Then, participants studied a list of word pairs and a list of picture pairs, making JOLs (immediate, delayed, and global) while studying each list. Learning was tested by cued recall. The results showed that higher VVQ verbalizer scores were associated with higher immediate JOLs for words, and higher VVQ visualizer scores were associated with higher immediate JOLs for pictures. There was no association between VVQ scores and recall or JOL accuracy. As predicted, learning style was associated with subjective aspects of learning but not objective aspects of learning. 相似文献