全文获取类型
收费全文 | 1510篇 |
免费 | 49篇 |
国内免费 | 1篇 |
出版年
2020年 | 19篇 |
2019年 | 17篇 |
2018年 | 26篇 |
2017年 | 25篇 |
2016年 | 30篇 |
2015年 | 18篇 |
2014年 | 29篇 |
2013年 | 215篇 |
2012年 | 33篇 |
2011年 | 48篇 |
2010年 | 34篇 |
2009年 | 39篇 |
2008年 | 54篇 |
2007年 | 55篇 |
2006年 | 46篇 |
2005年 | 51篇 |
2004年 | 47篇 |
2003年 | 49篇 |
2002年 | 40篇 |
2001年 | 29篇 |
2000年 | 26篇 |
1999年 | 22篇 |
1998年 | 24篇 |
1997年 | 26篇 |
1996年 | 19篇 |
1995年 | 20篇 |
1994年 | 16篇 |
1993年 | 14篇 |
1992年 | 29篇 |
1991年 | 22篇 |
1990年 | 13篇 |
1988年 | 14篇 |
1987年 | 19篇 |
1986年 | 14篇 |
1985年 | 12篇 |
1984年 | 16篇 |
1983年 | 16篇 |
1982年 | 25篇 |
1981年 | 28篇 |
1980年 | 14篇 |
1979年 | 18篇 |
1978年 | 15篇 |
1977年 | 14篇 |
1975年 | 16篇 |
1974年 | 20篇 |
1973年 | 22篇 |
1972年 | 13篇 |
1971年 | 16篇 |
1970年 | 13篇 |
1969年 | 13篇 |
排序方式: 共有1560条查询结果,搜索用时 15 毫秒
121.
Jack C. Lyons 《Philosophical Studies》2014,169(3):537-547
Morphological content (MC) is content that is implicit in the standing structure of the cognitive system. Henderson and Horgan claim that MC plays a distinctive epistemological role unrecognized by traditional epistemic theories. I consider the possibilities that MC plays this role either in central cognition or in peripheral modules. I argue that the peripheral MC does not play an interesting epistemological role and that the central MC is already recognized by traditional theories. 相似文献
122.
123.
124.
Emily McLaughlin Lyons Nina Simms Kreshnik N. Begolli Lindsey E. Richland 《Cognitive Science》2018,42(2):678-690
Stereotype threat—a situational context in which individuals are concerned about confirming a negative stereotype—is often shown to impact test performance, with one hypothesized mechanism being that cognitive resources are temporarily co‐opted by intrusive thoughts and worries, leading individuals to underperform despite high content knowledge and ability (see Schmader & Beilock, 2012 ). We test here whether stereotype threat may also impact initial student learning and knowledge formation when experienced prior to instruction. Predominantly African American fifth‐grade students provided either their race or the date before a videotaped, conceptually demanding mathematics lesson. Students who gave their race retained less learning over time, enjoyed the lesson less, reported a diminished desire to learn more, and were less likely to choose to engage in an optional math activity. The detrimental impact was greatest among students with high baseline cognitive resources. While stereotype threat has been well documented to harm test performance, the finding that effects extend to initial learning suggests that stereotype threat's contribution to achievement gaps may be greatly underestimated. 相似文献
125.
Dave A. Gonzalez Sara M. Scharoun M. E. Cinelli P. J. Bryden J. L. Lyons Eric A. Roy 《Journal of motor behavior》2018,50(1):80-95
Tool use is typically explored via actor-tool interactions. However, the target-object (that which is being acted on) may influence perceived action possibilities and thereby guide action. Three different tool-target-object pairings were tested (Experiment 1). The hammering action demonstrated the greatest sensitivity and therefore subsequently used to further investigate target-object pairings. The hammer was removed as an option and instructions were provided using pictorial (Experiment 2), written (Experiment 3), and both pictorial and written formats (Experiment 4). The designed tool is chosen when available (Experiment 1) and when removed as a choice (i.e., the hammer), participants perform the same action associated with the designed tool (i.e., hammering) regardless of instruction method (Experiments 2, 3, and 4). 相似文献
126.
127.
128.
129.
Spatial updating relies on an egocentric representation of space: Effects of the number of objects 总被引:1,自引:0,他引:1
Wang RF Crowell JA Simons DJ Irwin DE Kramer AF Ambinder MS Thomas LE Gosney JL Levinthal BR Hsieh BB 《Psychonomic bulletin & review》2006,13(2):281-286
Models of spatial updating attempt to explain how representations of spatial relationships between the actor and objects in
the environment change as the actor moves. In allocentric models, object locations are encoded in an external reference frame,
and only the actor’s position and orientation in that reference frame need to be updated. Thus, spatial updating should be
independent of the number of objects in the environment (set size). In egocentric updating models, object locations are encoded
relative to the actor, so the location of each object relative to the actor must be updated as the actor moves. Thus, spatial
updating efficiency should depend on set size. We examined which model better accounts for human spatial updating by having
people reconstruct the locations of varying numbers of virtual objects either from the original study position or from a changed
viewing position. In consistency with the egocentric updating model, object localization following a viewpoint change was
affected by the number of objects in the environment. 相似文献
130.
Derse AR 《The American journal of bioethics : AJOB》2006,6(3):36-7; discussion W49-50