全文获取类型
收费全文 | 432篇 |
免费 | 117篇 |
国内免费 | 37篇 |
专业分类
586篇 |
出版年
2024年 | 1篇 |
2023年 | 7篇 |
2022年 | 7篇 |
2021年 | 14篇 |
2020年 | 22篇 |
2019年 | 25篇 |
2018年 | 26篇 |
2017年 | 29篇 |
2016年 | 21篇 |
2015年 | 16篇 |
2014年 | 13篇 |
2013年 | 61篇 |
2012年 | 25篇 |
2011年 | 21篇 |
2010年 | 18篇 |
2009年 | 20篇 |
2008年 | 15篇 |
2007年 | 17篇 |
2006年 | 16篇 |
2005年 | 15篇 |
2004年 | 18篇 |
2003年 | 17篇 |
2002年 | 9篇 |
2001年 | 5篇 |
2000年 | 11篇 |
1999年 | 4篇 |
1998年 | 6篇 |
1997年 | 8篇 |
1996年 | 11篇 |
1995年 | 6篇 |
1994年 | 10篇 |
1993年 | 7篇 |
1992年 | 5篇 |
1991年 | 6篇 |
1990年 | 7篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 7篇 |
1986年 | 8篇 |
1985年 | 4篇 |
1984年 | 4篇 |
1983年 | 1篇 |
1982年 | 4篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 7篇 |
1977年 | 6篇 |
1976年 | 5篇 |
1975年 | 4篇 |
排序方式: 共有586条查询结果,搜索用时 15 毫秒
71.
In this article, we tested two concepts of decision making: expected utility theory and heuristic choice. In Experiment 1, we applied think‐aloud protocols to investigate violations of expected utility theory. In Experiments 2 to 4, we introduced a new process‐tracing method—called predict‐aloud protocols—that has advantages over previously suggested research methods. Results show the following: (i) people examine information between rather than within gambles; (ii) the priority heuristic emerges as the most frequently used strategy when problems are difficult; and (iii) people check for similarity when problems are easy. Copyright © 2012 John Wiley & Sons, Ltd. 相似文献
72.
Predictions of uncertain events are often described in terms of what can or what will happen. How are such statements used by speakers, and what are they perceived to mean? Participants in four experiments were presented with distributions of variable product characteristics and were asked to generate natural, meaningful sentences containing either will or can. Will was typically associated with either low or intermediate numeric values, whereas can consistently suggested high (maximum) values. For instance, laptop batteries lasting from 1.5 to 3.5 hours will last for 1.5 hours or for 2.5 hours, but they can last for 3.5 hours. The same response patterns were found for positive and negative events. In will‐statements, the most frequent scalar modifiers were at least and about, whereas in can‐statements, the most frequent modifier included up to. A fifth experiment showed that will indicates an outcome that may be certain but more often simply probable. Can means possible, but even can‐statements are perceived to imply probable outcomes. This could create a communication paradox because most speakers use can to describe outcomes that because of their extremity are at the same time quite unlikely. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献
73.
Verbal irony exploits the ambiguity inherent in language by using the discrepancy between a speaker's intended meaning and the literal meaning of his or her words to achieve social goals. Irony provides a window into children's developing pragmatic competence. Yet, little research exists on individual differences that may disrupt this understanding. For example, verbal irony may challenge shy children, who tend to interpret ambiguous stimuli as being threatening and who have difficulty mentalizing in social contexts. We examined whether shyness is related to the interpretation of ironic statements. Ninety‐nine children (8–12 year olds) listened to stories wherein one character made either a literal or ironic criticism or a literal or ironic compliment. Children appraised the speaker's belief and communicative intention. Shyness was assessed using self‐report measures of social anxiety symptoms and shy negative affect. Shyness was not related to children's comprehension of the counterfactual nature of ironic statements. However, shyness was related to children's ratings of speaker meanness for ironic statements. Thus, although not related to the understanding that speakers intended to communicate their true beliefs, shyness was related to children's construal of the social meaning of irony. Such subtle differences in language interpretation may underlie some of the social difficulties facing shy children. Copyright © 2012 John Wiley & Sons, Ltd. 相似文献
74.
Jamilia J. Blake A. Michele Lease Stephen P. Olejnik Terez L. Turner 《Journal of aggression, maltreatment & trauma》2013,22(4):393-413
Few studies have attempted to explain ethnic differences in female aggression. The degree to which ethnic differences exist in the influence of parents' approval of aggression on their preadolescent daughters' use of physical, verbal, and relational aggression was explored in a sample of 97 parent-child dyads. Results indicate that European American parents were more disapproving of their daughters' aggressive behavior than were African American parents. Parents' attitude toward aggression was predictive of European American girls' use of physical and verbal aggression and African American girls' use of relational aggression. Implications for aggression prevention and intervention for girls are discussed. 相似文献
75.
Erica E. Coates Tara Dinger Matthew Donovan Vicky Phares 《Journal of aggression, maltreatment & trauma》2013,22(4):394-407
Despite the proliferation of child maltreatment research over the last 30 years, there remains a dearth of research examining the long-term effects of child psychological maltreatment (CPM), particularly child verbal abuse (CVA). Using a college sample of 173 participants from a Southeastern university, this study examined the role of gender and perpetrator relationship in predicting psychological distress and self-worth of adults exposed to CVA. Maternal CVA emerged as a significant predictor of lower levels of self-worth in adult daughters and sons as well as greater psychological distress in adult daughters. Paternal CVA did not emerge as a significant predictor of greater psychological distress or lower levels of self-worth in either adult daughters or sons. 相似文献
76.
Three retarded and four economically disadvantaged children were taught, through modelling and reinforcement procedures, to produce complete sentences in response to three types of questions involving changes in verb inflections. To evaluate generalization of training, new but similar questions were periodically asked, answers to which were never modelled or reinforced. Modelling and reinforcement effectively taught correct sentence answers to training questions and produced new sentence answers to questions for which no specific training had been given. 相似文献
77.
Factor Structure of the Torrance Tests of Creative Thinking Verbal Form B in a Spanish‐speaking Population 下载免费PDF全文
The objective of this study was to compare, through a Confirmatory Factor Analysis, two different theoretical models that explain the operationalized creativity construct with the Verbal Torrance Tests of Creative Thinking (TTCT), Form B. Model 1 is represented by six factors which correspond to each activity and its respective indicators while Model 2 is integrated by three factors which correspond to each TTCT ability (i.e., Fluency, Originality, and Flexibility) and the corresponding indicators for each variable. The study was carried out with a sample consisting of 432 Spanish‐speaking youngsters of both sexes aged 15–26. According to the research findings, the model which showed the most satisfactory fit identifies six correlated factors that correspond to each of the activities proposed (χ2 = 414.48; df = 116; χ2/df = 3.57; GFI = .90; NFI = .95; CFI = .96 and RMSEA = .077). These results are discussed according to its psychometric implications for the construct assessment in different fields. 相似文献
78.
Mike Murphy Katie Spillane James Cully Esperanza Navarro-Pardo Carmen Moret-Tatay 《The Journal of psychology》2016,150(6):743-754
Verbal fluency is commonly used as a proxy measure of executive functioning, as it involves cognitive flexibility, working memory, and inhibitory control. Previous research has demonstrated that crosswords can be a useful means of improving verbal fluency, results consistent with the cognitive reserve hypothesis; the form of verbal fluency affected has, however, differed across studies. The present study sought to assess the extent to which it was possible to target phonemic (PVF) and semantic verbal fluency (SVF) separately through word puzzles designed to focus on semantic/thematic and structural clues respectively. Fifty-three university students were randomly assigned to one of three groups: semantic/thematic, structural, or a daily diary control group. They were assessed on PVF and SVF at baseline, and immediately following a four-week intervention. Age, sex, and depression scores were controlled for. A 2 × 3 mixed ANCOVA showed that the structural group improved significantly more in PVF during the intervention period than did the semantic/thematic or control groups, with the improvement linked to improved switching performance. The effect size was large. No significant difference in improvement in SVF emerged, although the effect size was moderate. The findings support the notion that it is possible to improve specific forms of verbal fluency through tailored brief word-puzzle interventions. 相似文献
79.
80.