全文获取类型
收费全文 | 774篇 |
免费 | 34篇 |
出版年
2022年 | 9篇 |
2021年 | 12篇 |
2020年 | 20篇 |
2019年 | 24篇 |
2018年 | 26篇 |
2017年 | 36篇 |
2016年 | 25篇 |
2015年 | 12篇 |
2014年 | 22篇 |
2013年 | 80篇 |
2012年 | 24篇 |
2011年 | 20篇 |
2010年 | 28篇 |
2009年 | 22篇 |
2008年 | 20篇 |
2007年 | 19篇 |
2006年 | 13篇 |
2005年 | 20篇 |
2004年 | 13篇 |
2003年 | 21篇 |
2002年 | 15篇 |
2001年 | 11篇 |
2000年 | 10篇 |
1999年 | 15篇 |
1998年 | 19篇 |
1997年 | 10篇 |
1996年 | 14篇 |
1995年 | 11篇 |
1994年 | 8篇 |
1993年 | 8篇 |
1992年 | 16篇 |
1991年 | 10篇 |
1990年 | 8篇 |
1989年 | 6篇 |
1988年 | 8篇 |
1987年 | 14篇 |
1986年 | 8篇 |
1985年 | 10篇 |
1984年 | 6篇 |
1983年 | 12篇 |
1982年 | 7篇 |
1980年 | 6篇 |
1979年 | 7篇 |
1978年 | 7篇 |
1976年 | 8篇 |
1974年 | 9篇 |
1973年 | 14篇 |
1972年 | 9篇 |
1969年 | 5篇 |
1967年 | 5篇 |
排序方式: 共有808条查询结果,搜索用时 15 毫秒
1.
Arne L. Ostergaard Michael Wilson Peter Clifton Michael Morgan Freda Newcombe J. Graham Beaumont Donald Broadbent 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1986,38(3):513-525
Arnold, M. Memory and the brain. Hillsdale, N. J.: Lawrence Erlbaum Associates. 1984. Pp. 532. ISBN 0-89859-290-9. £47.90.
Green, T. R. G., Payne, S. P. and van der Veer, G. C. (Eds.). The psychology of computer use.. London: Academic Press. 1983. Pp. 225. ISBN 0-12-2974204. $9.50.
Stunkard, A. J. and Stellar, E. (Eds.). Eating and its disorders. New York: Raven Press. 1984. Pp. 302. ISBN 0-89004-891-6. $58.50.
Spillmann, L. and Wooten, B. R. (Eds.) Sensory experience, adaptation, and perception: Festschrift for Zero Kohler. Hillsdale, N. J.: Lawrence Erlbaum Associates. 1984. Pp. xxvii + 748. ISBN 0 8985-3-218-6. £70.85.
Geschwind, N. and Galaburda, A. M. (Eds.)Cerebral dominance: The biological foundations. Cambridge, Mass.: Harvard University Press. 1984. Pp. 232. ISBN 0-674-10658-X. £24.35.
Annett, M. Left, right, hand and brain: The right shift theory. 1985. London and Hillsdale, N. J.: Lawrence Erlbaum Associates. Pp. xiii + 474. ISBN 0-86377418-5 £29.95.
Ericsson, K. A. and Simon, H. A. Protocol analysis: Verbal reports as data. Cambridge, Mass.: The M.I.T. Press. 1984. Pp. 426. ISBN 0-262-05029-3. £28.95. 相似文献
Green, T. R. G., Payne, S. P. and van der Veer, G. C. (Eds.). The psychology of computer use.. London: Academic Press. 1983. Pp. 225. ISBN 0-12-2974204. $9.50.
Stunkard, A. J. and Stellar, E. (Eds.). Eating and its disorders. New York: Raven Press. 1984. Pp. 302. ISBN 0-89004-891-6. $58.50.
Spillmann, L. and Wooten, B. R. (Eds.) Sensory experience, adaptation, and perception: Festschrift for Zero Kohler. Hillsdale, N. J.: Lawrence Erlbaum Associates. 1984. Pp. xxvii + 748. ISBN 0 8985-3-218-6. £70.85.
Geschwind, N. and Galaburda, A. M. (Eds.)Cerebral dominance: The biological foundations. Cambridge, Mass.: Harvard University Press. 1984. Pp. 232. ISBN 0-674-10658-X. £24.35.
Annett, M. Left, right, hand and brain: The right shift theory. 1985. London and Hillsdale, N. J.: Lawrence Erlbaum Associates. Pp. xiii + 474. ISBN 0-86377418-5 £29.95.
Ericsson, K. A. and Simon, H. A. Protocol analysis: Verbal reports as data. Cambridge, Mass.: The M.I.T. Press. 1984. Pp. 426. ISBN 0-262-05029-3. £28.95. 相似文献
2.
G. C. Preston 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》1985,37(1):23-31
Rats' lever presses on a retractable lever earned brief presentations of discriminative stimuli signalling periods in which responding on an alternative lever was either non-reinforced (extinction) or reinforced on a random ratio schedule. The predictions of two theoretical accounts of this behaviour were tested by studying the effects of omitting either the stimulus signalling the reinforced or that signalling the non-reinforced schedule component. Under these conditions rats' behaviour is determined by the conditioned, affective properties of the stimuli rather than by their purely informational properties. 相似文献
3.
G. C. Preston A. Dickinson N. J. Mackintosh 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》1986,38(2):217-237
Three experiments used a discriminated operant procedure to study conditional discrimination learning in rats. The first experiment showed that rats were capable of learning a biconditional discrimination in which two contexts served as conditional cues signalling the reinforcement contingencies associated with two discriminative stimuli. The discrimination was learned equally well when one discriminative stimulus signalled food, the other its absence, and when one stimulus signalled food, the other extinction plus mild footshock.
In Experiment 2 it was shown that prior training on such a conditional discrimination enhanced the subsequent context specificity of simple conditioning relative to control groups of animals for whom the prior training had not been conditional. Experiment 3 showed that a reversal of the significance of one pair of discriminative stimuli produced no spontaneous reversal in performance to a second, target, pair.
The pattern of results is best accounted for by an analysis of contextual conditional discrimination learning in terms of stimulus configurations and offers no support for the notion that rats may learn a general conditional rule or set. 相似文献
In Experiment 2 it was shown that prior training on such a conditional discrimination enhanced the subsequent context specificity of simple conditioning relative to control groups of animals for whom the prior training had not been conditional. Experiment 3 showed that a reversal of the significance of one pair of discriminative stimuli produced no spontaneous reversal in performance to a second, target, pair.
The pattern of results is best accounted for by an analysis of contextual conditional discrimination learning in terms of stimulus configurations and offers no support for the notion that rats may learn a general conditional rule or set. 相似文献
4.
Previous research on the effect of lecture handouts on student learning indicates that students who are given skeletal handouts usually perform better in course examinations than students who take all their own notes. The present study investigates whether the amount of detail in the handout is a critical factor in this. A randomized groups experiment was conducted in the context of a course on dental surgery. Four lecture handout conditions (headings and full text; headings and key points; headings only; no supplementary materials) were compared on tests 2 days and 2 weeks after the lecture. The significant differences between conditions were: ‘headings only’ better than ‘headings and key points’ on the first test; ‘headings only’ better than ‘no supplementary materials’ on the second test; and ‘headings and full text’ better than ‘no supplementary materials’ on the second test. These results indicate that the amount of detail is a critical factor in handout effectiveness. 相似文献
5.
This study compared Piagetian cognitive development in normal achieving children and two groups of children with learning disabilities designated as either auditory-linguistic or visual-spatial on the basis of Verbal-Performance IQ differences on the Wechsler Intelligence Scale for Children-Revised (WISC-R; 1974). The two groups with learning disabilities were matched with normal achieving controls on intelligence, socioeconomic status, sex, race, and age. Piagetian tasks measuring conservation, seriation, and classification were administered to each child to determine level of operative thought. The auditory-linguistic group scored significantly below normal controls in operativity, and significantly fewer were at a concrete operational level on a conservation of length task than were normal achieving children. The visual-spatial group did not differ significantly from normal controls. These results suggest that auditory-linguistic disabilities may be more detrimental than visual-spatial disabilities to development of operativity. 相似文献
6.
Two studies investigated effects of video-assisted training on employment-related social skills of adults with severe mental retardation. In video-assisted training, participants discriminated a model's behavior on videotape and received feedback from the trainer for responses to questions about video scenes. In the first study, 3 adults in an employment program participated in video-assisted training to request their supervisor's assistance when encountering work problems. Results indicated that participants discriminated the target behavior on video but effects did not generalize to the work setting for 2 participants until they rehearsed the behavior. In the second study, 2 participants were taught to fix and report four work problems using video-assisted procedures. Results indicated that after participants rehearsed how to fix and report one or two work problems, they began to fix and report the remaining problems with video-assisted training alone. 相似文献
7.
CAUCASIAN LESBIANS' USE OF PSYCHOTHERAPY: A Matter of Attitude? 总被引:1,自引:0,他引:1
Kris S. Morgan 《Psychology of women quarterly》1992,16(1):127-130
Evidence suggests that a high proportion of lesbians seek psychological counseling. This study represents an empirical investigation of the disproportionate use of mental health services by lesbians, focusing on the hypothesis that lesbians place a greater value on psychotherapy than do nonlesbian women. Participants (100 lesbians and 309 nonlesbian women, 97% Caucasian) completed Surgenor's revision of the Attitudes Toward Seeking Professional Psychological Help Scale. Results indicate that the lesbian group had a significantly more positive attitude toward seeking psychological counseling than did the nonlesbian sample, regardless of whether or not they had experienced psychological counseling. 相似文献
8.
Two persons responded in the same session in separate cubicles, but under a single schedule of reinforcement. Each time reinforcement was programmed, only the first response to occur, that is, the response of only one of the subjects, was reinforced. “Competitive” behavior that developed under these conditions was examined in three experiments. In Experiment 1 subjects responded under fixed-interval (FI) 30-s, 60-s, and 90-s schedules of reinforcement. Under the competition condition, relative to baseline conditions, the response rates were higher and the pattern was “break-and-run.” In Experiment 2, subjects were exposed first to a conventional FI schedule and then to an FI competition schedule. Next, they were trained to respond under either a differential-reinforcement-of-low-rate (DRL) or fixed-ratio (FR) schedule, and finally, the initial FI competition condition was reinstated. In this second exposure to the FI competition procedure, DRL subjects responded at lower rates than were emitted during the initial exposure to that condition and FR subjects responded at higher rates. For all subjects, however, responding gradually returned to the break-and-run pattern that had occurred during the first FI competition condition. Experiment 3 assessed potential variables contributing to the effects of the competitive FI contingencies during Experiments 1 and 2. Subjects were exposed to FI schedules where (a) probability of reinforcement at completion of each fixed interval was varied, or (b) a limited hold was in effect for reinforcement. Only under the limited hold was responding similar to that observed in previous experiments. 相似文献
9.
10.
It is proposed that several biases in social judgment result from a failure--first noted by Francis Bacon--to consider possibilities at odds with beliefs and perceptions of the moment. Individuals who are induced to consider the opposite, therefore, should display less bias in social judgment. In two separate but conceptually parallel experiments, this reasoning was applied to two domains--biased assimilation of new evidence on social issues and biased hypothesis testing of personality impressions. Subjects were induced to consider the opposite in two ways: through explicit instructions to do so and through stimulus materials that made opposite possibilities more salient. In both experiments the induction of a consider-the-opposite strategy had greater corrective effect than more demand-laden alternative instructions to be as fair and unbiased as possible. The results are viewed as consistent with previous research on perseverance, hindsight, and logical problem solving, and are thought to suggest an effective method of retraining social judgment. 相似文献