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851.
Using featural cues such as colour to identify ephemeral food can increase foraging efficiency. Featural cues may change over
time however; therefore, animals should use spatial cues to relocate food that occurs in a temporally stable position. We
tested this hypothesis by measuring the cue preferences of captive greenfinches Carduelis chloris when relocating food hidden in a foraging tray. In these standardised associative learning trials, greenfinches favoured
colour cues when returning to a foraging context that they had encountered before only once (“one-trial test”) but switched
to spatial cues when they had encountered that scenario on ten previous occasions (“repeated-trial test”). We suggest that
repeated encounters generated a context in which individuals had a prior expectation of temporal stability, and hence context-dependent
cue selection. Next, we trained birds to find food in the absence of colour cues but tested them in the presence of visual
distracters. Birds were able to learn spatial cues after one encounter, but only when visual distracters were identical in
colouration. When a colourful distracter was present in the test phase, cue selection was random. Unlike the first one-trial
test, birds were not biased towards this colourful visual distracter. Together, these results suggest that greenfinches are able to learn both cue types, colour
cue biases represent learning, not simply distraction, and spatial cues are favoured over colour cues only in temporally stable
contexts. 相似文献
852.
853.
The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as promoter of active learning and differentiation. 相似文献
854.
From the evidence reported in the recent guidelines [Heinrichs et al. (2009) Evidenzbasierte Leitlinie zur Psychotherapie der Panikst?rung mit und ohne Agoraphobie. Hogrefe, G?ttingen] the following conclusions can be drawn with respect to the treatment of panic disorder with or without agoraphobia, as well as for agoraphobia without panic disorder:
- Every psychotherapy should be preceded by suitable diagnostics and a case formulation.
- The effectiveness of every psychotherapy should be evaluated with well established measures.
- For the treatment of panic disorder without agoraphobia, cognitive behavioral treatment (CBT) and applied relaxation have been shown to be effective (evidence grade 1).
- For panic disorder with agoraphobia, CBT, combination treatment (CBT plus medication), as well as panic-focused psychodynamic psychotherapy in the outpatient setting have shown short-term effectiveness (evidence grade 1). Longer lasting effects have been documented for CBT (evidence grade 1).
- For agoraphobia without panic disorder, CBT with a focus on situational exposure can be recommended (evidence grade 1).
855.
In the current study, based on a sample of 1,873 adolescents between 11.4 and 20.9 years of age from the first 3 waves of the National Longitudinal Study of Adolescent Health, we investigated the longitudinal effects of future orientation on levels of and developmental changes in problem behaviors, while controlling for the effects by impulsivity; we also tested the moderating effects by future orientation on the impulsivity-problem behaviors link over time. Additionally, we examined future orientation operationalized by items measuring education, marriage, and life domains. Findings based on growth curve analyses provided evidence of longitudinal effects by education and life future orientation on both levels of and developmental changes in problem behaviors; the effect of marriage future orientation was not significant for either test. In addition, only life future orientation moderated the effect by impulsivity on levels of problem behaviors over time. More specifically, impulsivity had a weaker effect on levels of problem behaviors over time for adolescents who reported higher levels of life future orientation. 相似文献
856.
A. Alexander Beaujean Michael W. FirminShanna Attai Courtney B. JohnsonRuth L. Firmin Kena E. Mena 《Personality and individual differences》2011,51(6):709-714
This study examined the relationship between cognitive ability, personality, and academic achievement in post-secondary students, using latent variable models. Testing both simple and complex relationships, we found that cognitive ability and personality predicted reading achievement independently, but that they interact when predicting math achievement - at least in the Conscientiousness and Openness to Experience domains. 相似文献
857.
A newly developed Semantic Misattribution Procedure (SMP), a semantic variant of the Affect Misattribution Procedure (AMP), was used in three studies as an indirect measure of sexual interest. Using a known-group approach, homosexual men (Studies 1 and 2), heterosexual men (Studies 1 to 3) and heterosexual women (Study 3) were asked to guess the meaning of briefly presented Chinese ideographs as "sexual" or "not sexual". The ideographs were preceded by briefly presented primes depicting male and female individuals of varying sexual maturity. As hypothesised, the frequency of "sexual" responses increased after priming with pictures of individuals of the preferred sex and increasing sexual maturation. The SMP showed satisfactory reliability and convergent validity as indicated by correlations with direct and two indirect measures of sexual interest. In two further studies, the hypothesised pattern was replicated whereas a standard AMP with the identical prime stimuli did not produce this result. The potential usefulness of semantic variants of the AMP is discussed. 相似文献
858.
A. Peter McGraw Alexander Todorov andHoward Kunreuther 《Organizational behavior and human decision processes》2011,115(1):25-34
Although anti-terrorism policy should be based on a normative treatment of risk that incorporates likelihoods of attack, policy makers’ anti-terror decisions may be influenced by the blame they expect from failing to prevent attacks. We show that people’s anti-terror budget priorities before a perceived attack and blame judgments after a perceived attack are associated with the attack’s severity and how upsetting it is but largely independent of its likelihood. We also show that anti-terror budget priorities are influenced by directly highlighting the likelihood of the attack, but because of outcome biases, highlighting the attack’s prior likelihood has no influence on judgments of blame, severity, or emotion after an attack is perceived to have occurred. Thus, because of accountability effects, we propose policy makers face a dilemma: prevent terrorism using normative methods that incorporate the likelihood of attack or prevent blame by preventing terrorist attacks the public find most blameworthy. 相似文献
859.
Martel MM Roberts B Gremillion M von Eye A Nigg JT 《Journal of abnormal child psychology》2011,39(8):1111-1123
The current paper provides external validation of the bifactor model of ADHD by examining associations between ADHD latent
factor/profile scores and external validation indices. 548 children (321 boys; 302 with ADHD), 6 to 18 years old, recruited
from the community participated in a comprehensive diagnostic procedure. Mothers completed the Child Behavior Checklist, Early
Adolescent Temperament Questionnaire, and California Q-Sort. Children completed the Stop and Trail-Making Task. Specific inattention
was associated with depression/withdrawal, slower cognitive task performance, introversion, agreeableness, and high reactive
control; specific hyperactivity-impulsivity was associated with rule-breaking/aggressive behavior, social problems, errors
during set-shifting, extraversion, disagreeableness, and low reactive control. It is concluded that the bifactor model provides
better explanation of heterogeneity within ADHD than DSM-IV ADHD symptom counts or subtypes. 相似文献
860.
Alexander Weiss Mark James AdamsWendy Johnson 《Journal of research in personality》2011,45(4):393-397
We examined whether a general factor of personality (GFP) was present in chimpanzees, orangutans, or rhesus macaques. We used confirmatory factor analysis (CFA) to model correlations among first-order factors as arising from a GFP. We then conducted principal axis factor analyses (PFA) of the first-order factors to extract a single higher-order factor and then to extract two oblique higher-order factors. The CFA model fit was poor for chimpanzees and orangutans, but not rhesus macaques. The single higher-order factors extracted via PFA did not resemble the GFP in all three species. The oblique higher-order factors extracted via PFA were only weakly correlated in all three species. These results do not support the existence of a GFP in nonhuman primates. 相似文献