全文获取类型
收费全文 | 1183篇 |
免费 | 133篇 |
国内免费 | 188篇 |
出版年
2024年 | 2篇 |
2023年 | 16篇 |
2022年 | 33篇 |
2021年 | 36篇 |
2020年 | 69篇 |
2019年 | 74篇 |
2018年 | 71篇 |
2017年 | 90篇 |
2016年 | 91篇 |
2015年 | 37篇 |
2014年 | 75篇 |
2013年 | 271篇 |
2012年 | 59篇 |
2011年 | 74篇 |
2010年 | 36篇 |
2009年 | 47篇 |
2008年 | 57篇 |
2007年 | 64篇 |
2006年 | 35篇 |
2005年 | 45篇 |
2004年 | 40篇 |
2003年 | 31篇 |
2002年 | 34篇 |
2001年 | 21篇 |
2000年 | 10篇 |
1999年 | 8篇 |
1998年 | 12篇 |
1997年 | 12篇 |
1996年 | 7篇 |
1995年 | 4篇 |
1994年 | 7篇 |
1993年 | 6篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 4篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1980年 | 1篇 |
1978年 | 5篇 |
1977年 | 1篇 |
1976年 | 1篇 |
排序方式: 共有1504条查询结果,搜索用时 15 毫秒
961.
Implicit learning is one of the most fundamental learning mechanisms that enables humans to adapt to regularities inherent in the environment. Despite its high flexibility, it depends on constraints, such as selective attention. Here, we focused on the stimulus-to-response binding which defines the dimensions of the stimuli and the responses participants attend to. In a serial reaction time task with a visual sequence, we investigated whether this stimulus–response binding influences the amount of sequence learning. The results of Experiments 1 and 2 showed that visual sequence learning is reduced when participants do not attend to the relevant response dimension. Furthermore, the findings of Experiment 3 suggest that attention to the relevant response dimension increased the development of explicit knowledge without affecting implicit knowledge. This latter finding is difficult to reconcile with the assumption that explicit learning results from the gradual strengthening of sequence representations. 相似文献
962.
该研究采用词—面孔Stroop任务,以76名大学生为被试,探讨了不同认知方式(场独立、场依存)对情绪冲突Stroop效应的影响。结果发现:(1)情绪冲突的Stroop效应显著,即,在词—面孔Stroop任务中,当词和面孔的情绪效价一致时,被试的反应时更短,正确率更高。(2)认知方式对情绪冲突Stroop任务的影响显著,表现为无论是一致还是不一致条件下,场独立者比场依存者的反应时都更短。(3)场依存者的情绪冲突Stroop效应更大,表现为其在词—面孔情绪效价一致和不一致条件下的反应时差异更大。 相似文献
963.
该研究通过两个实验探讨不同趋近动机强度的积极情绪对注意灵活性的影响。实验一中40名大学生被试分别在高趋近和低趋近动机积极情绪条件下完成隐性注意朝向任务;实验二以35名大学生为被试,考察高趋近动机积极情绪和中性情绪条件下的注意灵活性。两项实验结果表明,与低趋近动机积极情绪和中性情绪条件相比,高趋近动机积极情绪下个体的注意灵活性降低,实验结果支持情绪的动机维度模型。 相似文献
964.
965.
任务切换是研究认知控制的主要范式之一。大量研究发现切换试次比重复试次的反应时更长,错误率更高,这种差异称为切换代价。任务切换时所产生切换代价的理论解释主要有惯性论、重构论和联结论。近十年来,这些理论均获得新的实验支持和发展,但其争议依旧,没有哪一理论能成功解释任务切换的所有效应。未来研究可以建立整合模型,以准确描述切换代价产生的认知机制。 相似文献
966.
双加工理论认为锻炼行为形成中自动加工(系统1)和熟虑加工(系统2)是两个相互作用但又截然不同的信息处理系统,其中自动评价通过触发系统1的自动加工过程激活运动记忆自发的心理联想,并对运动进行情感评价,从而影响锻炼行为。本研究的目的是检测锻炼相关刺激在不同锻炼人群中引发的自动评价特点。采用评价启动任务范式,实验1和实验2分别给予阈上和阈下锻炼词或非锻炼词作为启动刺激,之后要求被试对积极或者消极目标词进行按键反应。研究结果显示无论阈上还是阈下呈现锻炼启动词,均表现为锻炼组对积极目标词反应速度更快。结果表明:锻炼人群对于锻炼词具有积极自动评价。 相似文献
967.
968.
IntroductionAssuming that motivation is the key to initiate and sustain beneficial health behaviors, the aim of this systematic review was to analyze the effects of school-based physical activity interventions on a variety of motivational outcomes towards PA in school-aged children and adolescents.MethodsA comprehensive literature search was carried out in six electronic databases to identify randomized controlled trials and quasi-experimental trials examining the effects of PA interventions implemented during the regular school day, e.g., during physical education lessons or lunch breaks. Primary outcomes of interest were students' motivation, basic psychological needs, goal orientation, enjoyment, and motivational teaching climate in physical education. Meta-analyses were conducted for these outcomes using Comprehensive Meta-analysis software. Secondarily, intervention effects on students' PA behaviors were examined and the findings summarized narratively. Methodological quality of studies was evaluated using the Cochrane Collaboration's tool for assessing risk of bias for randomized trials; certainty of evidence on outcome level was evaluated using the GRADE approach.ResultsIn total, 57 studies carried out between 2001 and 2018 were included in this review. Sixteen individual meta-analyses were performed and revealed significant pooled effects for the outcomes enjoyment (g = 0.310), perceived autonomy (g = 0.152), identified regulation (g = 0.378), intrinsic motivation (g = 0.419), self-determination index (g = 0.672), task/mastery climate (g = 0.254), ego/performance climate (g = −0.438), autonomy supportive climate (g = 0.262), task goal orientation (g = 1.370), ego goal orientation (g = −0.188). The narrative data synthesis indicated an increase in students' PA behavior. The overall risk of bias was high across all studies and certainty of evidence of meta-analyzed outcomes ranged from very low to moderate. Moderate certainty of evidence was found for ego/performance climate and ego goal orientation. Conclusions: Meta-analyses suggest that school-based PA interventions may be effective in increasing a variety of motivational outcomes. However, the certainty of evidence was limited in the majority of outcomes. Further research is needed to identify effective intervention strategies that increase students’ motivation towards PA. 相似文献
969.
A review of existing measures of attentional biases in body image and eating disorders research 下载免费PDF全文
Cognitive theories emphasise the important role of attentional biases in the development and maintenance of body image issues and eating pathology. A wealth of research has been conducted to examine attentional biases toward body‐related information among individuals with eating pathology. However, there is considerable variability in the methods that have been used to measure attention and, importantly, these methods tap into different attentional processes. Given the multifaceted nature of attention, it is important for researchers to select the right tools to test their hypotheses. This review critically evaluates the attentional measures that have been used in previous research, primarily the modified Stroop task, dot probe task, visual search task, and eyetracking. The strengths and limitations of each measure will be discussed in order to provide a guide for researchers to further investigate the attentional mechanisms underlying body image issues and eating disorders. Overall, we recommend that researchers use a combination of eyetracking technology and specific reaction‐time measures that target the specific attentional mechanism of interest. 相似文献
970.
Claire M. Matthews Catherine J. Mondloch 《British journal of psychology (London, England : 1953)》2018,109(4):758-776
When viewing unfamiliar faces, photographs of the same person often are perceived as belonging to different people and photographs of different people as belonging to the same person. Identity matching of unfamiliar faces is especially challenging when the photographs are of a person whose ethnicity differs from that of the observer. In contrast, matching is trivial when viewing familiar faces, regardless of race. Viewing multiple images of an own-race target identity improves accuracy on a line-up task when the target is known to be present (Dowsett et al., 2016, Q J Exp Psychol, 69, 1), suggesting that exposure to within-person variability in appearance is key to face learning. Across three experiments, we show that viewing multiple images of a target identity also improves accuracy for other-race faces on target-present trials. However, viewing multiple images decreases accuracy (i.e., increases false alarms) on target-absent trials for both own- and other-race faces. We discuss the implications of our findings for models of face recognition and for forensic settings. 相似文献