全文获取类型
收费全文 | 2659篇 |
免费 | 148篇 |
专业分类
2807篇 |
出版年
2024年 | 7篇 |
2023年 | 46篇 |
2022年 | 37篇 |
2021年 | 57篇 |
2020年 | 86篇 |
2019年 | 68篇 |
2018年 | 146篇 |
2017年 | 150篇 |
2016年 | 134篇 |
2015年 | 80篇 |
2014年 | 101篇 |
2013年 | 345篇 |
2012年 | 211篇 |
2011年 | 243篇 |
2010年 | 140篇 |
2009年 | 47篇 |
2008年 | 201篇 |
2007年 | 144篇 |
2006年 | 149篇 |
2005年 | 69篇 |
2004年 | 67篇 |
2003年 | 50篇 |
2002年 | 41篇 |
2001年 | 15篇 |
2000年 | 30篇 |
1999年 | 21篇 |
1998年 | 10篇 |
1997年 | 11篇 |
1996年 | 7篇 |
1995年 | 3篇 |
1994年 | 5篇 |
1993年 | 5篇 |
1992年 | 5篇 |
1991年 | 5篇 |
1990年 | 12篇 |
1989年 | 7篇 |
1988年 | 6篇 |
1987年 | 6篇 |
1985年 | 4篇 |
1983年 | 5篇 |
1982年 | 4篇 |
1981年 | 3篇 |
1978年 | 4篇 |
1976年 | 2篇 |
1974年 | 2篇 |
1971年 | 2篇 |
1968年 | 2篇 |
1967年 | 1篇 |
1966年 | 3篇 |
1965年 | 1篇 |
排序方式: 共有2807条查询结果,搜索用时 0 毫秒
941.
942.
Jussi Jylkkä Anna Soveri Jenny Wahlström Minna Lehtonen Antoni Rodríguez-Fornells Matti Laine 《Journal of Cognitive Psychology》2017,29(4):404-419
We examined the relationship between self-reported everyday language switching experience and the performance of early bilinguals in tasks measuring different executive functions. Our participants were Finnish–Swedish early bilinguals, aged 16–41 years (N?=?66, Experiment 1) and 18–69 years (N?=?111, Experiment 2). An earlier study using a sample from a similar population discovered a negative relationship between self-reported language switching and a mixing cost in error rates in a number–letter task. This finding was not replicated. Instead, we found that a higher rate of reported contextual language switching predicted larger switching cost reaction times in the number–letter task, and that a higher rate of reported unintended language switches predicted larger error rates in a spatial n-back task. We conclude that these results likely reflect individual differences in executive skills, and do not provide evidence for the hypothesis that language switching trains executive functions. 相似文献
943.
Previous studies have demonstrated that humans have a remarkable capacity to memorise a large number of scenes. The research on memorability has shown that memory performance can be predicted by the content of an image. We explored how remembering an image is affected by the image properties within the context of the reference set, including the extent to which it is different from its neighbours (image-space sparseness) and if it belongs to the same category as its neighbours (uniformity). We used a reference set of 2,048 scenes (64 categories), evaluated pairwise scene similarity using deep features from a pretrained convolutional neural network (CNN), and calculated the image-space sparseness and uniformity for each image. We ran three memory experiments, varying the memory workload with experiment length and colour/greyscale presentation. We measured the sensitivity and criterion value changes as a function of image-space sparseness and uniformity. Across all three experiments, we found separate effects of 1) sparseness on memory sensitivity, and 2) uniformity on the recognition criterion. People better remembered (and correctly rejected) images that were more separated from others. People tended to make more false alarms and fewer miss errors in images from categorically uniform portions of the image-space. We propose that both image-space properties affect human decisions when recognising images. Additionally, we found that colour presentation did not yield better memory performance over grayscale images. 相似文献
944.
Domínguez X Vitiello VE Fuccillo JM Greenfield DB Bulotsky-Shearer RJ 《Journal of School Psychology》2011,49(2):175-195
Research suggests that promoting adaptive approaches to learning early in childhood may help close the gap between advantaged and disadvantaged children. Recent research has identified specific child-level and classroom-level variables that are significantly associated with preschoolers' approaches to learning. However, further research is needed to understand the interactive effects of these variables and determine whether classroom-level variables buffer the detrimental effects of child-level risk variables. Using a largely urban and minority sample (N = 275) of preschool children, the present study examined the additive and interactive effects of children's context-specific problem behaviors and classroom process quality dimensions on children's approaches to learning. Teachers rated children's problem behavior and approaches to learning and independent assessors conducted classroom observations to assess process quality. Problem behaviors in structured learning situations and in peer and teacher interactions were found to negatively predict variance in approaches to learning. Classroom process quality domains did not independently predict variance in approaches to learning. Nonetheless, classroom process quality played an important role in these associations; high emotional support buffered the detrimental effects of problem behavior, whereas high instructional support exacerbated them. The findings of this study have important implications for classroom practices aimed at helping children who exhibit problem behaviors. 相似文献
945.
Relation between physical activity and academic performance in 3rd-year secondary education students
Morales J Pellicer-Chenoll M García-Masso X Gomis M González LM 《Perceptual and motor skills》2011,113(2):539-546
The main aim of this study was to analyze the relationship between the amount of physical activity and academic performance in 3rd-year secondary education students. The sample was taken from three secondary schools in the area of Barcelona. 284 students (158 girls, 126 boys) with an average age of 14.7 yr. participated. The International Physical Activity Questionnaire was used by students to self-report their amount of physical activity. Students' academic records were obtained for comparisons. Results showed that there was a linear relationship between academic performance and physical activity; nevertheless, there was a trend to stronger correlation when modeling the relationship between these variables with a quadratic equation. Further research should focus on whether academic performance and physical activity might be better explained with a second-order equation. 相似文献
946.
An analysis of psychological well-being (self-esteem and subjective vitality) of 639 Spanish university students was performed, while accounting for the amount of leisure-time physical activity. The Spanish versions of the Rosenberg Self-Esteem Scale and Subjective Vitality Scale were employed. Participants were divided into four groups (Low, Moderate, High, and Very high) depending on estimation of energy expenditure in leisure-time physical activity. Men and women having higher physical activity rated higher mean subjective vitality; however, differences in self-esteem were observed only in men, specifically between Very high and the other physical activity groups. 相似文献
947.
The reliability and factor structure of the Spanish version of the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ) were assessed in a sample of 213 Spanish university graduates. The questionnaire measures three types of processing preferences (verbal, object imagery, and spatial imagery). Principal components analysis with varimax rotation identified three factors, corresponding to the three scales proposed in the original version, explaining 33.1% of the overall variance. Cronbach's alphas were .72, .77, and .81 for the verbal, object imagery, and spatial imagery scales, respectively. 相似文献
948.
We defend the view that defines the rigidity of general terms as sameness of designated universal across possible worlds from
the objection that such a characterization is incapable of distinguishing rigid from non-rigid readings of general terms and,
thus, that it trivializes the notion of rigidity. We also argue that previous attempts to offer a solution to the trivialization
problem do no succeed. 相似文献
949.
Fernández Megías C Pascual Mateos JC Soler Ribaudi J Fernández-Abascal EG 《Psicothema》2011,23(4):778-785
One of the main difficulties in the study of emotion is the induction of a real emotional response by means of artificial techniques. The aim of the current study is to validate the Spanish version of a set of films with the capacity to induce emotions (PIE) under laboratory conditions and to analyze its capacity to provoke differentiated basic emotions. A sample of 127 subjects took part in the study; 57 excerpts of Spanish-dubbed films with capacity in previous studies to induce 7 emotions: anger, fear, sadness, disgust, amusement, tenderness, and neutral emotion were used. Subjective emotional response was measured using the Self-Assessment Manikins and the Discrete Emotions Questionnaire. Films included showed a good capacity to induce positive and negative affects, high levels of emotional activation and variations in the perception of emotional control. They induced basic emotions of amusement and fear in a differentiated way. However, sadness and disgust could not be significantly differentiated from anger; or anger and tenderness from sadness. The PIE could be a useful tool for the experimental research of emotions in Spanish populations. 相似文献
950.
This study aims to analyze the psychometric properties of the Spanish version of the Scale of Perceived Social Support Specific to the Illness of Revenson et al. 1991. A sample of 202 patients with chronic conditions was used. After making several factor analysis of the scale on all four versions (partner, family, friends and doctors), it was found a structure formed by two factors involving positive social support and not functional or problematic social support. The results obtained with Cronbach's alpha show that all scales have acceptable and adequate internal consistency. In this sense, this scale may be appropriate to identify properly perceived social support for chronic patients on the four sources of support studied. 相似文献