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31.
Darren A. Kalaman 《Journal of Cognitive Psychology》2013,25(2):187-212
We compared the working memory requirements of two forms of mental addition: exact calculation (e.g., 63 + 49 = 112) and approximation (e.g., 63 + 49 is about 110). In two experiments, participants solved two-digit addition problems (e.g., 63 + 49) alone and in combination with a working memory task (i.e., remembering four consonants). In Experiment 1, participants chose an answer from two alternatives (e.g., exact: 112 vs. 122; approximate: 110 vs. 140). In Experiment 2, participants responded verbally with exact or approximate answers. In both experiments, the working memory load impaired exact and approximate addition performance, but exact addition was affected more. Load also impaired performance on problems with a carry operation in the units (e.g., 28 + 59 or 76 + 57) more than on problems without a unit carry (e.g., 24 + 53 or 76 + 52). These results identify the carry operation as the source of the working memory demands in multidigit addition. 相似文献
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This study tested the situational effects of goals and stress on the performance of complex tasks and on adaptation to change in the task. Difficult goals often exceed the individual's resources and thus create stress. However, stress may be appraised as either challenge or threat. Challenge is experienced when there is an opportunity for self-growth with available coping strategies, whereas threat is experienced when the situation is perceived as leading to failure with no available strategies to cope with it. We hypothesized that participants who appraised the situation as a challenge would perform better and adapt better to changes under difficult goal conditions, as compared with general goals or strategy goals. By contrast, threat appraisals would be better addressed by strategy goals rather than difficult goals. One hundred and fifty five students performed a task, which required their making predictions concerning the value of 120 companies' stocks based on three manipulated cues. We used a three by three by two factorial design in which goals, stress, and change (as a repeated factor) were varied to test the hypotheses. Results supported the main hypotheses and demonstrated that the same level of goal difficulty may lead to high or low performance and adaptation to change depending on the appraisal of the situation as challenging or threatening. The theoretical and practical implications of these findings are further discussed. 相似文献
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Social perceivers have been shown to draw spontaneous trait inferences (STI’s) about the behavior of an actor as well as spontaneous situational inferences (SSI’s) about the situation the actor is in. In two studies, we examined inferences about behaviors that allow for both an STI and an SSI. In Experiment 1, using a probe recognition paradigm, we found activation of both STI’s and SSI’s. In Experiment 2, using a relearning paradigm, we again found activation of both STI’s and SSI’s, regardless of temporarily activated processing goals. Results are discussed in light of three-stage models of the process of social inference. 相似文献
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This mixed method study examined 28 low-income African American mothers’ physical interventions in their 14-month-old toddlers’ play. Inductive methods were used to identify six physical intervention behaviors, the affect accompanying physical interventions, and apparent reasons for intervening. Nonparametric statistical analyses determined that toddlers experienced physical intervention largely in the context of positive maternal affect. Mothers of boys expressed highly positive affect while physically intervening more than mothers of girls. Most physically intervening acts seemed to be motivated by maternal intent to show or tell children how to play or to correct play deemed incorrect. Neutral affect was the most common toddler affect type following physical intervention, but boys were more likely than girls to be upset immediately after physical interventions. Physical interventions intended to protect health and safety seemed the least likely to elicit toddler upset. 相似文献
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This study investigated the shared and distinct associations between depressive and anxious symptoms and motives for pursuing personal goals. One hundred and thirty-six undergraduates generated approach and avoidance goals and rated each on intrinsic, identified, introjected and external motives. Anxious and depressive symptoms showed significant unique associations with distinct motives. Specifically, depressive symptoms predicted significant unique variance in intrinsic motivation for approach goals (but not avoidance goals), whereas anxious symptoms predicted significant unique variance in introjected regulation for approach and avoidance goals. Some of these findings were moderated by gender. The findings broadly support the notion that depression is uniquely characterised by reduced enjoyment of approach goal pursuit whereas anxiety is uniquely characterised by pursuit of goals in order to avoid negative outcomes. We suggest that these findings are compatible with regulatory focus theory and suggest that motives for goal pursuit are important in understanding the relation between goals and specific mood disorder symptoms. 相似文献
39.
成就目标对青少年成就动机和学业成就影响的研究 总被引:26,自引:0,他引:26
本研究在迈尔(Maehr)等人研究的基础上,考察了成就目标(任务目标和能力目标)与动机和学业成就之间的关系。结果表明,任务目标通过内部动机对学业成就产生积极的影响,能力目标通过外部动机对学业成就产生消极的影响。 相似文献
40.
From My Place: Teaching the Holocaust and Judaism at the University of Mississippi Fifty‐Three Years after James Meredith
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Willa M. Johnson 《Teaching Theology & Religion》2016,19(1):57-75
This essay explores classroom dynamics when students identify and connect their own painful experiences to structural racism or ethnocentrism exhibited in the Holocaust or parts of Jewish history. The intrusion of this proximal knowledge can be an obstacle to student learning. If engaged by professors, however, I argue that proximal knowledge can be a catalyst that promotes learning. Social scientific theory provides a useful lens for helping students to better grasp and contextualize both their old experiences and the new materials that are being taught in the course within the larger structural frames of race, religion, and ethnicity that they have selected, but may not fully appreciate. Reflective guided journaling is an essential part of the learning experience. 相似文献