全文获取类型
收费全文 | 721篇 |
免费 | 52篇 |
出版年
2024年 | 2篇 |
2023年 | 6篇 |
2022年 | 11篇 |
2021年 | 18篇 |
2020年 | 16篇 |
2019年 | 20篇 |
2018年 | 30篇 |
2017年 | 31篇 |
2016年 | 35篇 |
2015年 | 22篇 |
2014年 | 26篇 |
2013年 | 73篇 |
2012年 | 47篇 |
2011年 | 54篇 |
2010年 | 33篇 |
2009年 | 26篇 |
2008年 | 53篇 |
2007年 | 43篇 |
2006年 | 49篇 |
2005年 | 37篇 |
2004年 | 24篇 |
2003年 | 16篇 |
2002年 | 21篇 |
2001年 | 5篇 |
2000年 | 10篇 |
1998年 | 4篇 |
1997年 | 5篇 |
1995年 | 5篇 |
1994年 | 5篇 |
1993年 | 4篇 |
1992年 | 5篇 |
1991年 | 6篇 |
1990年 | 3篇 |
1988年 | 4篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1968年 | 1篇 |
1964年 | 1篇 |
1962年 | 1篇 |
排序方式: 共有773条查询结果,搜索用时 15 毫秒
161.
Antonio C ndido Antonio Maldonado Alicia Rodrí guez Alberto Morales 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》2002,55(2):171-184
The main finding of these experiments was a positive contrast effect in one-way avoidance learning. Experiment 1 showed that increasing safety time during one-way avoidance training led to improved performance, surpassing that of a control group that had received the high reward (safe time) from the beginning of training. Experiment 2 showed that a similar positive contrast effect occurred when the time spent in the danger compartment before the onset of the warning signal was shortened. These results suggest that time spent in a safe context acts as a reinforcer of the avoidance response; however, its incentive value depends not only on its duration, but also on the length of the time spent in the danger compartment before the onset of the signal. Overall, results also suggest that the avoidance response is a mixture of flight (motivated by fear) and approach (to a safe place) behaviour. The specific weight of the flight or approach component may be a function of the time and the amount of activation of each emotional state (fear or relief) due to opponent homeostatic compensatory processes that occur in the danger and safe compartments during one-way avoidance learning. 相似文献
162.
Andr s Catena Antonio Maldonado Jesú s L. Megí as Bettina Frese 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》2002,55(3):267-281
The main aim of this research was to study the cognitive architecture underlying causal/covariation learning by investigating the frequency of judgement effect. Previous research has shown that decreasing the number of trials between opportunities to make a judgement in a covariation learning task led to a higher score after an a or d type of trial (positive cases) than after b and c trials (negative cases). Experiment 1 replicated this effect using a trial-by-trial procedure and examined the conditions under which it occurs. Experiment 2 demonstrated a similar frequency of judgement effect when the information was presented in the form of contingency tables. Associative or statistical single-mechanism accounts of causal and covariation learning do not provide a satisfactory explanation for these findings. An alternative belief revision model is presented. 相似文献
163.
Maria Caterina Silveri Laura Giustolisi Antonio Daniele Guido Gainotti 《Brain and language》1992,43(4):597-612
We described a patient with a dramatic deficit of both word comprehension and naming but with good preservation of visual pictorial semantics. On word-picture matching, his performances were slightly better than expected based on the observed lexical semantic disorder; in addition, the patient, who maintained good preservation of his underlying phonology, showed a tendency to point to the picture phonologically related to the target. In order to interpret these data, we advanced the hypothesis that the patient, in spite of his virtually complete inability to name, would be able, in a word-picture matching task, to "covertly" (i.e., preverbally) retrieve the name from the picture and to use this name to attempt a match with the phonological form of the stimulus word. This mechanism, that we called "phonological" comprehension, would allow the identification of the correct target and would explain the choice of the phonologically related foil that was sometimes selected. 相似文献
164.
Chasmagnathus crabs placed in the dark compartment (DC) of a double-chamber device and given electrical shocks whenever they entered or remained in the light compartment (LC), showed an LC-avoidance behavior when tested 24 h after a training session of three 30-min periods with 60-min intervals. The avoidance behavior depended neither on the shock number nor on the distribution at training but only on exposure to the LC-shock contingency, thus suggesting that crabs learn to associate the LC with an aversive situation. The learning outcome disclosed a higher degree of refraining from entering the LC rather than a faster escaping to the DC. Distributed practice proved more effective on crab avoidance learning than massive practice. Retention of the learned behavior occurred after a 24-h rest interval in an environment different from that of the training apparatus. Experimental devices previously used in avoidance learning studies with crabs were improved here by automating both the computation of latency values and the event recording. 相似文献
165.
The associative network theory of emotion and memory, outlined by Bower (1981), predicts that depressed mood leads to biases which favour the perception of mood-congruent information. In this study, a lexical decision task was used to assess the effects of degree of depression and induced elation and depression on lexical decision times for positive and negative words. Subsequently, subjects were given a recall test for the words presented during the lexical decision task. The results partially offered support for perceptual bias. The data showed that in non-depressed and elation-induced subjects, decision times were differentially affected by hedonic tone. Words of positive nature were responded to significantly faster than were negative words. In mildly depressed and depression-induced, decision times were similar for both types of words (positive and negative). These findings are discussed in relation to the associative network model and a growing amount of empirical research on human emotion and cognition. 相似文献
166.
A brief history of the professionalization of psychology precedes a section of how psychological services became reimbursable. Specific focus is placed on reimbursement for psychological services, especially the distinction between medical and psychiatric diagnoses as well as procedures or services. Specific guidelines for appropriate reimbursement are provided. Future directions for reimbursement for mental health and related services are considered. 相似文献
167.
Bernd Simon Pawel Mlicki Lucy Johnston Antonio Caetano Miroslaw Warowicki Ad Van Knippenberg Richard Deridder 《European journal of social psychology》1990,20(6):519-523
An experiment (n = 61) investigated the effects of ingroup and outgroup homogeneity on ingroup favouritism, stereotyping and the overestimation of relative ingroup size. As predicted, outgroup homogeneity was conducive to ingroup favouritism. Ingroup homogeneity, however, failed to influence ingroup favouritism. Also unexpectedly, asymmetry in group homogeneity — irrespective of whether the ingroup or the outgroup was the more homogeneous group — led to pronounced stereotyping of both groups and to the overestimation of relative ingroup size. 相似文献
168.
169.
170.
K. Daniel O'Leary Diana Vivian Antonio Nisi 《Journal of abnormal child psychology》1985,13(4):485-500
Prevalence rates of hyperactivity in Italy using commonly accepted cutoff scores in the United States were 20% for boys and 3% for girls;the combined prevalence rate was 12%. Italian children exhibited rates of hyperactive behaviors similar to those of children in New Zealand, Spain, and portions of the United States. Nevertheless, rates of hyperactivity are influenced by ethnic and cultural factors, and differences in prevalence rates may be expected in many situations. Factor structures of the Conners' Teacher Rating Scale for boys and girls were different. The need for separate factor analyses for males and females is stressed;hyperactivity and conduct problems, in fact, were separate factors for girls whereas such behaviors were subsumed under one factor for boys. There were also important similarities and differences with the factor structures for boys and girls in Italy and Spain. Methodological issues such as complete specification of the sample and assuring representativeness of samples are discussed.The authors give special thanks to John Richters III and Julian Barling, who aided in the computer analysis of these data; Susan O'Leary, who gave substantive and editorial feedback; and Julian Barling and Ileana Arias, who provided helpful editorial comments. 相似文献