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351.
In two studies, the robustness of anger recognition of bodily expressions is tested. In the first study, video recordings of an actor expressing four distinct emotions (anger, despair, fear, and joy) were structurally manipulated as to image impairment and body segmentation. The results show that anger recognition is more robust than other emotions to image impairment and to body segmentation. Moreover, the study showed that arms expressing anger were more robustly recognised than arms expressing other emotions. Study 2 added face blurring as a variable to the bodily expressions and showed that it decreased accurate emotion recognition—but more for recognition of joy and despair than for anger and fear. In sum, the paper indicates the robustness of anger recognition in multileveled deteriorated bodily expressions. 相似文献
352.
Bridging the gap between innovative research and teaching is a fundamental necessity for physical education practitioners to promote motor skill development and competency. This requires practitioners to understand, synthesize, and appropriately apply relevant research from different academic domains in their instructional environments. Ballistic motor skills such as kicking, throwing, and striking are fundamentally integrated into many games and sports and provide a foundation for physical activity and fitness for children and adults. Unfortunately, many individuals do not attain a high level of competence in these types of skills by adolescence. The purpose of this review is to integrate theory, pedagogical best practices, and current evidence on studies relating to Fitts’ Law’s application of the speed–accuracy trade-off and impulse-variability theory to provide an evidence-based framework for promoting effective instructional environments for learning ballistic motor skills. 相似文献
353.
Mark R. Kebbell Laura Evans Shane D. Johnson 《Journal of Investigative Psychology & Offender Profiling》2010,7(3):262-272
Two studies demonstrate the influence of lawyers' complex questions on mock‐witness accuracy, confidence, and reaction times and on the interpretation of witness accuracy by mock jurors. In study one, 32 mock witnesses were shown a short film and then questioned either with lawyers' complex questions or simple alternatives. In Study 2, 20 mock jurors viewed video footage of the mock witnesses assigned to each of the two previous conditions and were asked to rate their confidence in the witnesses' answers. The findings of the two studies indicated that lawyers' use of confusing questions reduce not only accuracy but also speed of response and both witnesses' and jurors' ability to determine accuracy. The implication of these findings is straightforward, lawyers should ask simple questions wherever possible. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
354.
Decision makers (“Judges”) often make decisions after obtaining advice from an Advisor. The two parties often share a psychological “contract” about what each contributes in expertise to the decision and receives in monetary outcomes from it. In a laboratory experiment, we varied Advisor Experitise and the opportunity for monetary rewards. As expected, these manipulations influenced advice quality, advice taking, and Judge post‐advice decision quality. The main contribution of the study, however, was the manipulation of the timing of monetary rewards (before or after the advising interaction). We found, as predicted, that committing money for expert—but not novice—advice increases Judges' use of advice and their subsequent estimation accuracy. Implications for advice giving and taking are discussed. Copyright © 2004 John Wiley & Sons, Ltd. 相似文献
355.
356.
This study explores the relationship between the precision and the accuracy of forecasts using either judge or item as the unit of analysis. Participants in five experiments answered general-knowledge questions by indicating intervals that were likely to include the correct answer. Results indicate that the precision of an interval estimate is not a straightforward cue to the likelihood that such an interval includes the truth (hit rate). Whereas judges who state more precise estimates (i.e. who provide narrower interval estimates) have lower hit rates, questions for which the average judgment is more precise have higher hit rates. Thus, the relation between precision and accuracy depends on whether one ‘slices’ the data by judge or by question. We offer an explanation for this seemingly paradoxical effect and implement it as a computer simulation to demonstrate its validity. © 1997 John Wiley & Sons, Ltd. 相似文献
357.
采用序列学习研究范式,考察小三到大三学生内隐序列学习的发展规律及制约因素。结果表明:(1)各年龄组被试均能在序列学习中获得序列规则;(2)不同年龄组被试序列反应时存在显著差异,说明内隐序列学习从小三到大三之间一直存在发展变化;(3)被试在高统计结构下的反应时要低于低统计结构下的,且这种差异不存在发展变化,说明高统计结构下的内隐学习成绩要好于低统计结构下的;(4)外显被试的量随年龄增长而增加,说明对序列学习的有意识加工能力随年龄增长而提高。 相似文献
358.
Quin M. Chrobak Eric J. Rindal Maria S. Zaragoza 《The Journal of general psychology》2013,140(3):150-166
Lawyers will frequently use complex-question forms, such as multifaceted questions (single questions that contain both a true and a false proposition), when cross-examining witnesses, and prior research has shown that use of such questions reduces testimonial accuracy. The present study extends this research by using a forced fabrication paradigm (Chrobak & Zaragoza, 2008) to assess how multifaceted questions might affect eyewitness suggestibility after exposure to misleading post-event information. Consistent with prior studies, the use of multifaceted questions led to lower accuracy than simple questions. The novel finding was that multifaceted questions caused larger impairments in performance among fabrication participants (who had earlier been suggestively interviewed), than in control participants (who had not). We also provide preliminary evidence that the impairment caused by multifaceted questions is due to both (a) having to consider two propositions simultaneously, and (b) the shift in question focus from the fabricated event to a true event. 相似文献
359.
Ana P. Pinheiro Diogo Lima Pedro B. Albuquerque Andrey Anikin César F. Lima 《Cognition & emotion》2013,27(8):1577-1586
ABSTRACTHow do we perceive voices coming from different spatial locations, and how is this affected by emotion? The current study probed the interplay between space and emotion during voice perception. Thirty participants listened to nonverbal vocalizations coming from different locations around the head (left vs. right; front vs. back), and differing in valence (neutral, positive [amusement] or negative [anger]). They were instructed to identify the location of the vocalizations (Experiment 1) and to evaluate their emotional qualities (Experiment 2). Emotion-space interactions were observed, but only in Experiment 1: emotional vocalizations were better localised than neutral ones when they were presented from the back and the right side. In Experiment 2, emotion recognition accuracy was increased for positive vs. negative and neutral vocalizations, and perceived arousal was increased for emotional vs. neutral vocalizations, but this was independent of spatial location. These findings indicate that emotional salience affects how we perceive the spatial location of voices. They additionally suggest that the interaction between spatial (“where”) and emotional (“what”) properties of the voice differs as a function of task. 相似文献
360.
A A Imam 《Journal of the experimental analysis of behavior》2001,76(3):265-288
Two experiments compared performances on conditional discrimination tasks using single-participant designs with and without speed contingencies. Experiment 1 was a systematic replication of Spencer and Chase (1996). Experiment 2 presented equal numbers of training and testing trials. In each experiment, 2 female undergraduates participated. Each formed three five-member and three seven-member equivalence classes in Experiments 1 and 2, respectively. Response speed was an inverse function of nodal number and relational type in Experiment 1, but only of relational type (i.e., baseline, symmetry, transitivity, and equivalence) in Experiment 2, with and without the speed contingency. Accuracy tended to peak without the speed contingency in both experiments. Adding the speed contingency increased response speeds in both experiments, more so in Experiment 2 with a lower limited hold for I participant. The results of Experiment 2 cast doubt on previous reports of the nodality effect and on the notion of \"relatedness\" among class members, and they support a reinforcement-contingency, rather than a structural, account of equivalence class formation. 相似文献