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521.
Xueping Liu Lingling Ji 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2021,28(1):78-96
ABSTRACT Higher relevance may increase older adults’ engagement in cognitively demanding activities; however, whether this effect will maintain when available cognitive resources are limited? Consequently, we investigated the joint impact of task relevance and cognitive load on older and younger adults’ decision search behaviors. We adopted a 2 (age: young/old) × 2 (cognitive load: without load/with load) × 2 (task relevance: high/low) mixed design. Sixty-one younger and 63 older adults completed high-relevance and low-relevance decisions. Our results revealed that older (vs. younger) adults took more time and more alternative-based search before decision-making. Both age groups sampled less information with an additional memory task. Additionally, they spent more time and effort to sample more information on high-relevance (vs. low-relevance) decisions; however, such differences disappeared when with an additional memory task. Task relevance promoted both age groups' search engagement, but this effect was subjected to their available cognitive resources. 相似文献
522.
Hüseyin Kotaman 《European Journal of Developmental Psychology》2019,16(1):82-96
The purpose of this study is to investigate the impacts of the duration of children’s exposure to television, the level of parental guidance during the exposure and the types of animations (realistic or unrealistic) on their task persistence. A total of ninety young children with a mean age of 60.1 months (SD = 5.89) participated in the study. The time the children spent on unsolvable puzzles was recorded as an indicator of task persistence. The children were randomly assigned to either a realistic animation group or an unrealistic animation group. Initially, the children were tested with an unsolvable puzzle as a pretest. They were given a posttest two weeks later. During the test, the realistic animation group watched a realistic animation and the unrealistic animation group watched an unrealistic animation before they were asked to work on another unsolvable puzzle. The same procedure was repeated with a follow-up test two weeks later. In the pretest, no significant difference among the independent variables emerged between the groups. Multiple regression between the posttest and the follow-up test pointed out children’s daily exposure to television as a predictor of a decrease in their task persistence. The finding places more emphasis on the duration of children’s exposure to television than parental guidance and the types of television programs. 相似文献
523.
The relationship between task difficulty and learning benefit was examined, as was the measurability of task difficulty. Participants were required to learn a postural control task on an unstable surface at one of four different task difficulty levels. Results from the retention test showed an inverted-U relationship between task difficulty during acquisition and motor learning. The second-highest level of task difficulty was the most effective for motor learning, while learning was delayed at the most and least difficult levels. Additionally, the results indicate that salivary α-amylase and the performance dimension of the National Aeronautics and Space Administration-Task Load Index (NASA-TLX) are useful indices of task difficulty. Our findings suggested that instructors may be able to adjust task difficulty based on salivary α-amylase and the performance dimension of the NASA-TLX to enhance learning. 相似文献
524.
An unsolved fundamental problem in decision science concerns the extent to which the nature of the perceived relationships among items in a set of alternatives influences how they are chosen. More specifically, given a choice set with n items, how does human choice behavior differ as a function of the perceived relationships between the items of the set? In what follows, we study this problem empirically and theoretically from the standpoint of the dimensional structure of the choice set. In particular, we use generalized invariance structure theory (GIST; Vigo, 2013, 2014) to propose an inverse relationship between the degree of concept learning difficulty of a choice set (as determined by its degree of invariance or internal coherence) and choice response times on its members. To our knowledge, this is the first model that precisely unifies these two fundamental constructs. On average, the model, without free parameters, accounts for nearly 90% of the variance in the data from our two response-time experiments. 相似文献