全文获取类型
收费全文 | 254篇 |
免费 | 41篇 |
国内免费 | 6篇 |
出版年
2024年 | 3篇 |
2023年 | 5篇 |
2021年 | 6篇 |
2020年 | 14篇 |
2019年 | 15篇 |
2018年 | 13篇 |
2017年 | 10篇 |
2016年 | 9篇 |
2015年 | 10篇 |
2014年 | 7篇 |
2013年 | 32篇 |
2012年 | 8篇 |
2011年 | 10篇 |
2010年 | 6篇 |
2009年 | 7篇 |
2008年 | 11篇 |
2007年 | 8篇 |
2006年 | 10篇 |
2005年 | 8篇 |
2004年 | 7篇 |
2003年 | 6篇 |
2002年 | 7篇 |
2000年 | 8篇 |
1999年 | 5篇 |
1998年 | 6篇 |
1997年 | 9篇 |
1996年 | 4篇 |
1995年 | 7篇 |
1994年 | 3篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1991年 | 12篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1978年 | 2篇 |
1977年 | 6篇 |
1976年 | 5篇 |
1975年 | 3篇 |
排序方式: 共有301条查询结果,搜索用时 15 毫秒
131.
132.
Magali Ginet Olivier Dodier Brigitte Bardin Michel Désert Catherine Greffeuille Fanny Verkampt 《The Journal of general psychology》2013,140(4):313-341
The two present studies examined the influence of perspective instructions given during encoding and retrieval on the recall of a visual event. Participants viewed slides or a film depicting a day in the life of a man. Before viewing the to-be-remembered event, they were instructed to adopt the perspective of an alcoholic vs. an unemployed man vs. no perspective (Experiment 1), or of an unemployed man vs. no perspective (Experiment 2). Participants in the first study were interviewed twice, with the second recall being preceded by either a change perspective instruction or without any specific instruction. In the second study, participants were interviewed using either a cognitive interview (CI) or a CI without the change perspective instruction. Results showed that adopting a perspective during encoding impaired recall performance and failed to demonstrate a significant benefit of the change perspective instruction. The theoretical and practical implications of these results are discussed. 相似文献
133.
Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved providing a sample braille letter and teaching the selection of the corresponding printed letter from a comparison array. Concomitant with increases in the accuracy of this skill, we assessed and captured the formation of equivalence classes through tests of symmetry and transitivity among the printed letters, the corresponding braille letters, and their spoken names. 相似文献
134.
135.
136.
137.
Lauren N. Harkrider Chase E. Thiel Zhanna Bagdasarov Michael D. Mumford James F. Johnson Shane Connelly 《Ethics & behavior》2013,23(4):258-280
Although case-based training is popular for ethics education, little is known about how specific case content influences training effectiveness. Therefore, the effects of (a) codes of ethical conduct and (b) forecasting content were investigated. Results revealed richer cases, including both codes and forecasting content, led to increased knowledge acquisition, greater sensemaking strategy use, and better decision ethicality. With richer cases, a specific pattern emerged. Specifically, content describing codes alone was more effective when combined with short-term forecasts, whereas content embedding codes within context was more effective when combined with long-term forecasts, leading to greater knowledge acquisition and sensemaking strategy use. 相似文献
138.
139.
140.
Abbey Loehr Bethany Rittle-Johnson Kelley Durkin Jon R. Star 《Applied cognitive psychology》2020,34(4):825-836
Mathematics textbooks sometimes present worked examples as being generated by particular fictitious students (i.e., person-presentation). However, there are indicators that person-presentation of worked examples may harm generalization of the presented strategies to new problems. In the context of comparing and discussing worked examples during extended classroom instruction, the current study compared the impact of person-presentation to strategy labels on students' posttest accuracy and ratings of strategy generalizability. Five algebra teachers and their 168 students used worked examples either presented using fictitious students or with a strategy label during a multiweek unit on equation solving, with teachers randomly assigned to condition. All students compared and discussed the worked examples. In this context, we found no effect of condition on student accuracy at posttest, nor on their ratings of the generalizability of the presented strategies. We discuss why previously found negative effects of person-presentation may not have extended to this context. 相似文献