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1.
Matthias Schirn 《Erkenntnis》1990,32(1):27-60
A previous version of this paper was read at the universities of Glasgow, Munich, Oxford and St. Andrews; the penultimate version was presented at the universities of Bologna, Erlangen-Nürnberg, Minnesota, Puerto Rico and at University College, London. I am grateful to Verena Mayer, Eva Picardi, Peter Clark, Michael Dummett, Bill Hart, Andreas Kemmerling, Brian McGuinness, Guillermo E. Rosado Haddock, Joachim Schulte, Leslie Stevenson and especially to Christian Thiel and Crispin Wright for helpful comments. 相似文献
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Darwin's Dangerous Idea, Daniel C. Dennett, 1995. London, Penguin. 587 pp., hbk £25, ISBN: 0–713–99090–2
Verificationism: Its History and Prospects, C. J. Misak, 1995. London and New York, Routledge. xviii + 254 pp. ISBN: 0–415–12597–9(hbk); 0–415–12598–7(pbk)
Abductive Inference: Computation, Philosophy, Technology, John R. Josephson & Susan G. Josephson (Eds), 1994. Cambridge, Cambridge University Press 306 pp.
Physics and Metaphysics. Theories of Space and Time, Jennifer Trusted, 1994. London, Routledge 210 pp. 相似文献
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Curiosity – broadly defined as the desire to acquire new information – enhances learning and memory in adults. In addition, interest in the information (i.e., when the information is processed) can also facilitate later memory. To date, it is not known how states of pre‐information curiosity and post‐information interest enhance memory in childhood and adolescence. We used a trivia paradigm in which children and adolescents (N = 60, 10–14 years) encoded trivia questions and answers associated with high or low curiosity. States of high pre‐answer curiosity enhanced later memory for trivia answers in both children and adolescents. However, higher positive post‐answer interest enhanced memory for trivia answers beyond the effects of curiosity more strongly in adolescents than in children. These results suggest that curiosity and interest have positive effects on learning and memory in childhood and adolescence, but might need to be harnessed in differential ways across child development to optimize learning. 相似文献
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Sex Roles - Research has shown that language can be gender-biased; however, little research has investigated the prevalence of this bias in everyday speech. Using recordings sampled from... 相似文献
7.
Allison M. Tackman Erica N. Baranski Alexander F. Danvers David A. Sbarra Charles L. Raison Suzanne A. Moseley Angelina J. Polsinelli Matthias R. Mehl 《欧洲人格杂志》2020,34(5):753-776
Past research using the Electronically Activated Recorder (EAR), an observational ambulatory assessment method for the real-world measurement of daily behaviour, has identified several behavioural manifestations of the Big Five domains in a small college sample (N = 96). With the use of a larger and more diverse sample of pooled data from N = 462 participants from a total of four community samples who wore the EAR from 2 to 6 days, the primary purpose of the present study was to obtain more precise and generalizable effect estimates of the Big Five–behaviour relationships and to re-examine the degree to which these relationships are gender specific. In an extension of the original article, the secondary purpose of the present study was to examine if the Big Five–behaviour relationships differed across two facets of each Big Five domain. Overall, while several of the behavioural manifestations of the Big Five were generally consistent with the trait definitions (replicating some findings from the original article), we found little evidence of gender differences (not replicating a basic finding from the original article). Unique to the present study, the Big Five–behaviour relationships were not always comparable across the two facets of each Big Five domain. © 2020 European Association of Personality Psychology 相似文献
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Gerd Overbeck Daniela Hubl Matthias Michal Martin Jandl Thomas Dierks 《Psychotherapeut》2002,47(1):32-42
The present single case study is aimed to investigate neuro-physiological correlates of checking and ordering compulsions in a 40 years old patient suffering from obsessive-compulsive disorder (OCD) by means of the functional magnetic resonance imaging (fMRI) method. After the presentation of the psychogenesis and psychodynamic of the OCD case, the cardinal symptom, a compulsive reading disturbance, is described in detail. Based on the symptom analysis eight different texts, hierarchically arranged by their degrees of difficulty were composed and presented to the patient for reading during fMRI. The results of the fMRI during symptom provocation display significant increase of activation in fronto-thalamic-cortical neural circuits with the occurence of compulsive reading disturbances compared with unproblematic texts and with the reading of a control subject. The findings are discussed in relation to the neurobiologic literature as well as to an object-psychological model of the OCD. 相似文献
10.
Bettina Rolke Susana Ruiz Fernández Mareike Schmid Matthias Walker Martin Lachmair Juan José Rahona López Gonzalo Hervás Carmelo Vázquez 《Cognitive processing》2013,14(3):231-244
The notion of a mental time-line (i.e., past corresponds to left and future corresponds to right) supports the conceptual metaphor view assuming that abstract concepts like “time” are grounded in cognitively more accessible concepts like “space.” In five experiments, we further investigated the relationship between temporal and spatial representations and examined whether or not the spatial correspondents of time are unintentionally activated. We employed a priming paradigm, in which visual or auditory prime words (i.e., temporal adverbs such as yesterday, tomorrow) preceded a colored square. In all experiments, participants discriminated the color of this square by responding with the left or the right hand. Although the temporal reference of the priming adverb was task irrelevant in Experiment 1, visually presented primes facilitated responses to the square in correspondence with the direction of the mental time-line. This priming effect was absent in Experiments 2, 3, and 5, in which the primes were presented auditorily and the temporal reference of the words could be ignored. The effect, however, emerged when attention was oriented to the temporal content of the auditory prime words in Experiment 4. The results suggest that task demands differentially modulate the activation of the mental time-line within the visual and auditory modality and support a flexible association between conceptual codes. 相似文献