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201.
The ability of four tufted capuchin monkeys (Cebus apella) to recognize the causal connection between seeing and knowing was investigated. The subjects were trained to follow a suggestion
about the location of hidden food provided by a trainer who knew where the food was (the knower) in preference to a trainer
who did not (the guesser). The experimenter baited one of three opaque containers behind a cardboard screen so that the subjects
could not see which of the containers hid the reward. In experiment 1, the knower appeared first in front of the apparatus
and looked into each container; next, the guesser appeared but did not look into any containers. Then the knower touched the
correct cup while the guesser touched one of the three randomly. The capuchin monkeys gradually learned to reach toward the
cup that the knower suggested. In experiment 2, the subjects adapted to a novel variant of the task, in which the guesser
touched but did not look into any of the containers. In experiment 3, the monkeys adapted again when the knower and the guesser
appeared in a random order. These results suggest that capuchin monkeys can learn to recognize the relationship between seeing
and knowing.
Accepted after revision: 10 September 2001
Electronic Publication 相似文献
202.
概化理论中的模型选择、数据解释和指标比较——评刘远我等的两篇论文 总被引:1,自引:0,他引:1
对刘远我等在1998年《心理学报》和1999年《心理科学》上发表的两篇慨化理论(GT)的应用研究论文.提出了对GT的一些主要问题的不同理解。这些问题包括模型选择、方差分量解释、一致性指标比较等。 相似文献
203.
Stephen Pollard 《Synthese》2007,159(1):83-98
Competent speakers of natural languages can borrow reference from one another. You can arrange for your utterances of ‘Kirksville’
to refer to the same thing as my utterances of ‘Kirksville’. We can then talk about the same thing when we discuss Kirksville. In cases like this, you borrow “aboutness” from me by borrowing reference. Now
suppose I wish to initiate a line of reasoning applicable to any prime number. I might signal my intention by saying, “Let
p be any prime.” In this context, I will be using the term ‘p’ to reason about the primes. Although ‘p’ helps me secure the aboutness of my discourse, it may seem wrong to say that ‘p’ refers to anything. Be that as it may, this paper explores what mathematical discourse would be like if mathematicians were
able to borrow freely from one another not just the reference of terms that clearly refer, but, more generally, the sort of
aboutness present in a line of reasoning leading up to a universal generalization. The paper also gives reasons for believing
that aboutness of this sort really is freely transferable. A key implication will be that the concept “set of natural numbers”
suffers from no mathematically significant indeterminacy that can be coherently discussed. 相似文献
204.
Preschoolers’ understanding that an object can be accurately described using two different non-synonymous words was investigated using a task in which children (N = 36) had to judge which of two animals had provided correct adjectival labels for a series of pictures. For some pictures, only one animal provided a correct adjective, for some both animals were correct, and for some neither was correct. For all types of judgement, 4-year-olds outperformed 3-year-olds. Children in both age groups performed worst on trials where both animals were correct. Children's performance on the adjectives task related to concurrent understanding of the appearance–reality distinction, but not to false-belief task performance. Implications for children's mentalizing development are discussed. 相似文献
205.
Barrett, Richert, and Driesenga [Barrett, J. L., Richert, R. A., & Driesenga, A. (2001). God's beliefs versus mother's: The development of nonhuman agents concepts. Child Development, 72(1), 50–65] have suggested that children are able to conceptualize the representational properties held by certain super-natural entities, such as God, before they achieve representational understanding of the human mind. The two experimental conditions of the present study aimed at cross-checking the above suggestion. One hundred and twenty children aged from 3 to 7 years were involved in both conditions. In the first, a modified perspective-taking and appearance-reality task, similar to that adopted in Barrett et al.'s study, was used. The task in the second addressed another aspect of representational understanding of the human mind, that is, the early emerging of the rule that knowledge is constrained by perception. The results of the study showed that younger children systematically treat God as a human protagonist regarding the representational properties they possess. Moreover, it was found that children are able to reason, accurately, about God's representational properties, only upon reaching their 5th year of age, when their representational understanding of the human mind becomes stable and robust. 相似文献
206.
We investigated a test of strategic reasoning (the Windows task) that in different studies has yielded contrasting pictures of young children's executive abilities [Russell, J., Mauthner, N., Sharpe, S., & Tidswell, T. (1991). The “windows task” as a measure of strategic deception in preschoolers and autistic subjects. British Journal of Developmental Psychology, 9, 331–349; Samuels, M. C., Brooks, P. J., & Frye, D. (1996). Strategic game playing through the windows task. British Journal of Developmental Psychology, 14, 159–172]. An experiment with 52 three- to four-year-olds showed robust effects of different wordings for the prompts used to ask children to respond, and found that a single exposure to the facilitating wording led to improved performance on subsequent trials where the standard wording was used. This suggests that the effect of the wording was to help children infer an appropriate basis for responding, and not to reduce the trial-by-trial working memory or inhibitory demands of the task. 相似文献
207.
The author responds to the commentaries of 13 experts on his 1980 American Psychologist article, “Investigation and its discontents: On some constraints on progress in psychological research.” Among the themes addressed are the role of theory in psychological research, the meanings and implications of “productivity” by scholars and researchers, the role of grants, and of money in general, in directing research efforts, and the relation between psychological and neuropsychological research. 相似文献
208.
心理因素如何影响风险决策中的价值运算?——兼谈Kahneman的贡献 总被引:16,自引:1,他引:15
风险决策是一个复杂的心理过程,由于心理因素的加入,其中的价值运算有不同于经济学与数学的运算规则。价值的心理学界定可以总结为三方面:效用、值函数、心理帐户,三种界定遵循着不同的心理学规律。Kahneman提出的值函数概念具有承先启后,集其大成的作用,它破除了理性神话,显示了价值运算对认知加工的依赖。 相似文献
209.
210.
Jennifer Lee Gibson Brian K. Griepentrog Sean M. Marsh 《Journal of Vocational Behavior》2007,70(3):525-541
The purpose of this research was to apply the Theory of Planned Behavior (TPB) in a model of youths’ career choice intentions and parents’ recommendation intentions. Specifically, a TPB model was developed for youth-parent dyads and tested with SEM to examine parental influence on youth intentions as well as behavior. Results indicated that a modified TPB model is useful for describing how youth and parent beliefs translate into enlistment intentions and pre-enlistment behavior. The strongest impact parents appeared to have on their children was through efficacy beliefs, followed by the link between parents’ attitudes and youths’ normative beliefs. Implications for recruitment and outreach efforts are discussed. 相似文献