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901.
Lie tellers in intimate relationships often claim their lies were told to protect their partner. However, based on several converging theories (e.g., motivated reasoning, cognitive dissonance), we expected lie receivers to interpret lie tellers' motives less altruistically. We also made predictions regarding other variables on which we expected lie tellers' and lie receivers' perceptions to differ (e.g., justifications for the lie and responses to the lie, lie tellers' guilt, the temporal and situational context of the lies, perceptions of causality and blame). Participants wrote 2 autobiographical narratives, one from the perspective of lie teller and the other from the perspective of lie receiver. Participants also completed questionnaire items that mirrored the coding dimensions used in our content analyses of the narratives. As predicted, results indicated that the same participants, when occupying the role of lie teller as opposed to lie receiver, viewed their lies as more altruistically motivated, guilt inducing, spontaneous, justified by features of the situation, and provoked by the lie receiver. We discuss potential explanations for perspective differences in lying, the value of multiple perspectives when studying and evaluating lies, and the potential for an understanding of perspective differences to aid in conflict resolution. 相似文献
902.
Anne E Baldwin Kenneth Sadeghian Matthew R Holahan Ann E Kelley 《Neurobiology of learning and memory》2002,77(1):44-62
The medium spiny neurons of the nucleus accumbens receive a unique convergence of dopaminergic and glutamatergic inputs from regions associated with motivational, cognitive, and sensory processes. Long-term forms of plasticity in the nucleus accumbens associated with such processes as appetitive learning and drug addiction may require coactivation of both dopamine D1 and glutamate N-methyl-D-aspartate (NMDA) receptors. This notion implies that an intracellular mechanism is likely to be involved in these long-term neuroadaptive processes. The present series of experiments examined the effects of intra-accumbens microinfusion of protein kinase inhibitors on acquisition of an instrumental task, lever-pressing for food. Male Sprague-Dawley rats were bilaterally implanted with chronic indwelling cannulae aimed at the nucleus accumbens core. Following recovery, animals were food-restricted and subsequently trained for operant responding. The broad-based serine/threonine kinase inhibitor H-7 (5 or 27 nmol per side) dose-dependently impaired learning when infused immediately after testing on days 1-4. Rp-cAMPS, a cAMP-dependent protein kinase (PKA) inhibitor, also impaired learning regardless of whether it was infused immediately before (5 or 20 nmol) or immediately after (10 nmol) testing on days 1-4. Rp-cAMPS (10 nmol) also inhibited learning when infused 1 h after testing, though to a lesser extent than when administered before or immediately after testing. The PKA stimulator Sp-cAMPS (5 or 20 nmol) also impaired learning when infused before testing, suggesting that there is an optimal level of PKA activity required for learning. None of the drugs used produced nonspecific motor or feeding effects. These results provide evidence supporting the involvement of nucleus accumbens PKA in appetitive learning and suggest that this kinase may be involved in long-term changes associated with this and other motivationally based neuroadaptive processes. 相似文献
903.
The proliferation of World Wide Web (Web) sites and the low cost of publishing information on the Web have placed a tremendous amount of information at the fingertips of millions of people. Although most of this information is at least intended to be accurate, there is much that is rumor, innuendo, urban legend, and outright falsehood. This raises problems especially for students (of all ages) trying to do research or learn about some topic. Finding accurate, credible information requires document-level literacy skills, such as integration, sourcing, corroboration, and search. This paper discusses these skills and offers a list of simple ways that designers of educational Web sites can help their visitors utilize these skills. 相似文献
904.
Anne Caclin Salvador Soto-Faraco Alan Kingstone Charles Spence 《Attention, perception & psychophysics》2002,64(4):616-630
Previous research has demonstrated that the localization of auditory or tactile stimuli can be biased by the simultaneous presentation of a visual stimulus from a different spatial position. We investigated whether auditory localization judgments could also be affected by the presentation of spatially displaced tactile stimuli, using a procedure designed to reveal perceptual interactions across modalities. Participants made left—right discrimination responses regarding the perceived location of sounds, which were presented either in isolation or together with tactile stimulation to the fingertips. The results demonstrate that the apparent location of a sound can be biased toward tactile stimulation when it is synchronous, but not when it is asynchronous, with the auditory event. Directing attention to the tactile modality did not increase the bias of sound localization toward synchronous tactile stimulation. These results provide the first demonstration of the tactilecapture of audition. 相似文献
905.
A Longitudinal Examination of Correlates of Depressive Symptoms Among Inner-City African-American Children and Adolescents 总被引:1,自引:0,他引:1
We longitudinally examined across four years the presence and correlates of depressive symptoms in a sample of inner-city African-American children, an ethnic minority population which is understudied regarding child depressive symptoms. Results, based on mother- and child-report, did not indicate gender differences in depressive symptoms at the onset of adolescence. However, depressive symptoms did significantly predict future child adjustment problems. Implications for the understanding and future study of depressive symptoms in ethnic minority youth are discussed. 相似文献
906.
Kari Anne Rødnes 《Argumentation》2009,23(4):531-546
This article investigates how students reason and argue to make sense of fictional literature. Excerpts from students’ talk
are analysed using the concepts categorisation, particularisation and recontextualisation, and interpreted from a socio-cultural,
dialogical perspective. The analyses show that the students’ arguments oscillate between personal experience and the novel,
and between categorising and particularising perspectives. The subject relevance of talk that lies between everyday and scientific
talk, and between personal and analytic readings, is revealed. The bridging of different readings, different language practices,
and different learning contexts is discussed. 相似文献
907.
Lars Lewejohann Anne Marie Hoppmann Philipp Kegel Mareike Kritzler Antonio Krüger Norbert Sachser 《Behavior research methods》2009,41(3):850-856
Neurodegen erative disorders such as Alzheimer’s disease (AD) are increasingly threatening public health. Most animal models
of AD consist of transgenic mice that are usually housed singly or in unisexual groups in small barren cages. Such restricted
environments, however, prevent the mice from showing a variety of speciesspecific behaviors and consequently may constrain
comprehensive behavioral phenotyping. On the other hand, allowing the animals to freely organize their lives in a spacious
physically and socially enriched environment makes behavioral phenotyping laborious and time consuming. Radio frequency identification
(RFID) using a network of antennae and small glass-coated transponders labeling each individual allows for gathering spatiotemporal
information about a large number of individuals in parallel. The aim of this project was to use the RFID technique to facilitate
the characterization of mice carrying a genetic disposition to develop AD-like pathology and of their wild-type conspecifics
in a spacious seminaturalistic environment. 相似文献
908.
Abstract : C. S. Lewis' views on sexuality and the relationship between men and women changed radically through his relationship with Joy, his friend and later wife. Lewis makes a sharp distinction between love and friendship in his writings. This article shows how his concrete experience of love and grief with Joy transformed his understanding of relationships between men and women, and, eventually, the meaning of being human and its implications for Christianity. 相似文献
909.
Joline Ramirez Ruth Anne Rehfeldt Chris Ninness 《Journal of applied behavior analysis》2009,42(4):801-805
One 9‐year‐old child was taught conditional discriminations between dictated names in Spanish and their corresponding pictures across three stimulus sets while her 10‐year‐old brother observed. Posttests revealed the emergence of symmetry relations in the form of oral naming skills by both children. 相似文献
910.
Catherine P. Bradshaw Anne L. Sawyer Lindsey M. O’Brennan 《American journal of community psychology》2009,43(3-4):204-220
Social disorganization theory suggests that certain school-level indictors of disorder may be important predictors of bullying-related attitudes and behaviors. Multilevel analyses were conducted on bullying-related attitudes and experiences among 22,178 students in 95 elementary and middle schools. The intraclass correlation coefficients indicated that 0.6–2% of the variance in victimization, 5–10% of the variance in retaliatory attitudes, 5–6% of the variance in perceptions of safety, and 0.9% of the variance in perpetration of bullying was associated with the clustering of students within schools. Although the specific associations varied somewhat for elementary schools as compared to middle schools, the hierarchical linear modeling analyses generally suggested that school-level indicators of disorder (e.g., student–teacher ratio, concentration of student poverty, suspension rate, and student mobility) were significant predictors of bullying-related attitudes and experiences. Student-level characteristics (i.e., sex, ethnicity, status in school) were also relevant to students’ retaliatory attitudes, perceptions of safety, and involvement in bullying. Implications for school-based research and violence prevention are provided. 相似文献