全文获取类型
收费全文 | 133篇 |
免费 | 9篇 |
国内免费 | 1篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 4篇 |
2019年 | 3篇 |
2018年 | 5篇 |
2017年 | 9篇 |
2016年 | 5篇 |
2015年 | 4篇 |
2014年 | 6篇 |
2013年 | 22篇 |
2012年 | 1篇 |
2011年 | 4篇 |
2010年 | 3篇 |
2009年 | 5篇 |
2008年 | 9篇 |
2007年 | 10篇 |
2006年 | 4篇 |
2005年 | 2篇 |
2004年 | 6篇 |
2003年 | 3篇 |
2002年 | 1篇 |
2001年 | 4篇 |
2000年 | 3篇 |
1999年 | 1篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1991年 | 2篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1981年 | 3篇 |
1979年 | 1篇 |
排序方式: 共有143条查询结果,搜索用时 15 毫秒
111.
Jeffery N. Epstein John S. March C. Keith Conners Don L. Jackson 《Journal of abnormal child psychology》1998,26(2):109-118
Factor congruence and mean differences on the Conners Teacher Rating Scale were assessed across African-American and Caucasian school children. Factor analyses conducted separately by gender revealed similar factors across races for males and females. The main differences in factor structure within gender were the presence of an Antisocial factor in black males and an Inattention factor in white females. Across both males and females, teachers tended to rate black children higher than white children on factors relating to externalizing behaviors. Whether mean differences are a result of teacher bias or actual behavioral differences in the classroom needs further research. 相似文献
112.
Traditionally, researchers employ human raters for scoring responses to creative thinking tasks. Apart from the associated costs this approach entails two potential risks. First, human raters can be subjective in their scoring behavior (inter-rater-variance). Second, individual raters are prone to inconsistent scoring patterns (intra-rater-variance). In light of these issues, we present an approach for automated scoring of Divergent Thinking (DT) Tasks. We implemented a pipeline aiming to generate accurate rating predictions for DT responses using text mining and machine learning methods. Based on two existing data sets from two different laboratories, we constructed several prediction models incorporating features representing meta information of the response or features engineered from the response’s word embeddings that were obtained using pre-trained GloVe and Word2Vec word vector spaces. Out of these features, word embeddings and features derived from them proved to be particularly effective. Overall, longer responses tended to achieve higher ratings as well as responses that were semantically distant from the stimulus object. In our comparison of three state-of-the-art machine learning algorithms, Random Forest and XGBoost tended to slightly outperform the Support Vector Regression. 相似文献
113.
114.
115.
Abstract Conceptual Feature Ratings Predict Gaze Within Written Word Arrays: Evidence From a Visual Wor(l)d Paradigm 下载免费PDF全文
The Abstract Conceptual Feature (ACF) framework predicts that word meaning is represented within a high‐dimensional semantic space bounded by weighted contributions of perceptual, affective, and encyclopedic information. The ACF, like latent semantic analysis, is amenable to distance metrics between any two words. We applied predictions of the ACF framework to abstract words using eyetracking via an adaptation of the classical “visual word paradigm” (VWP). Healthy adults (n = 20) selected the lexical item most related to a probe word in a 4‐item written word array comprising the target and three distractors. The relation between the probe and each of the four words was determined using the semantic distance metrics derived from ACF ratings. Eye movement data indicated that the word that was most semantically related to the probe received more and longer fixations relative to distractors. Importantly, in sets where participants did not provide an overt behavioral response, the fixation rates were nonetheless significantly higher for targets than distractors, closely resembling trials where an expected response was given. Furthermore, ACF ratings which are based on individual words predicted eye fixation metrics of probe‐target similarity at least as well as latent semantic analysis ratings which are based on word co‐occurrence. The results provide further validation of Euclidean distance metrics derived from ACF ratings as a measure of one facet of the semantic relatedness of abstract words and suggest that they represent a reasonable approximation of the organization of abstract conceptual space. The data are also compatible with the broad notion that multiple sources of information (not restricted to sensorimotor and emotion information) shape the organization of abstract concepts. While the adapted “VWP” is potentially a more metacognitive task than the classical visual world paradigm, we argue that it offers potential utility for studying abstract word comprehension. 相似文献
116.
Beatrice I.J.M. Van der Heijden Annet H. de Lange Claudia M. Van der Heijde 《Journal of Vocational Behavior》2009,74(2):156-164
This study investigated the similarity of the factor structure for self-reported versus supervisor-rated employability for two age groups of workers, and then validated a career success enhancing model of employability across the two age groups. The results confirmed a two-factor model including self-reported and supervisor-rated employability as underlying factors. Moreover, Multi-Group Structural Equation Modeling (SEM) indicated that for the youngsters both self- and supervisor ratings of employability related significantly to objective career success outcomes. However, for the over-forties self-rated employability related positively to promotions throughout the career, while the supervisor ratings related negatively to overall promotions. The findings have important implications for performance appraisal practices aimed at increasing life-long employability and career success. 相似文献
117.
Cronbach and Meehl (Psychol. Bull. 1955; 52:281–302) stated that the key question to be addressed when assessing construct validity is ‘What sources contribute to variance in test performance?’ We illustrate the utility of generalizability theory (GT) as a conceptual framework that encourages psychological researchers to address this question and as a flexible set of analytic tools that can provide answers to inform both substantive theory and measurement practice. To illustrate these capabilities, we analyze observer ratings of 27 caregiver–child dyads, focusing on the importance of situational (contextual) factors as sources of variance in observer ratings of caregiver–child behaviors. Cross‐situational consistency was relatively low for the categories of behavior analyzed, indicating that dyads vary greatly in their interactional patterns from one situation to the next, so that it is difficult to predict behavioral frequencies in one context from behaviors observed in a different context. Our findings suggest that single‐situation behavioral measures may have limited generalizability, either to behavior in other contexts or as measures of global interaction tendencies. We discuss the implications of these findings for research and measurement design in developmental psychology. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
118.
Olafsen KS Kaaresen PI Handegård BH Ulvund SE Dahl LB Rønning JA 《Infant behavior & development》2008,31(3):408-421
Mothers’ reports of preterm and term infants’ temperament from 6 to 12 months of age were studied, with intervention and stress as predictors. Preterm infants with a birth weight <2000 g were randomized to an intervention (71) or a control (69) group. A control group of healthy term infants (74) was also established. The intervention was a modified version of the “Mother–Infant Transaction Program”, aimed at sensitizing caregivers to the infants’ individual characteristics. Temperament was measured with the Infant Behavior Questionnaire, and stress with the Parenting Stress Index. There were no group differences in temperament at 6 or 12 months or in change during the same period. There was a strong association between stress and negative reactivity in the preterm control group at 12 months. In the preterm intervention group, there were strong negative correlations between stress and regulatory competence at 6 months. The intervention seemed to change the relationship between stress and temperament. The strength of this association indicates that the intervention sensitized mothers to the temperamental regulatory competence of their preterm infants. 相似文献
119.
120.