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291.
292.
Understanding how the human brain integrates features of perceived events calls for the examination of binding processes within
and across different modalities and domains. Recent studies of feature-repetition effects have demonstrated interactions between
shape, color, and location in the visual modality and between pitch, loudness, and location in the auditory modality: repeating
one feature is beneficial if other features are also repeated, but detrimental if not. These partial-repetition costs suggest
that co-occurring features are spontaneously bound into temporary event files. Here, we investigated whether these observations
can be extended to features from different sensory modalities, combining visual and auditory features in Experiment 1 and
auditory and tactile features in Experiment 2. The same types of interactions, as for unimodal feature combinations, were
obtained including interactions between stimulus and response features. However, the size of the interactions varied with
the particular combination of features, suggesting that the salience of features and the temporal overlap between feature-code
activations plays a mediating role. 相似文献
293.
The age-correlated gains and losses in visual identification under backward pattern masking were studied in a representative
sample of 226 individuals ranging from 6 to 88 years of age. Participants identified masked symbols at leisure under high
and low stimulus quality and at varying Stimulus Onset Asynchronies. Performance increased from childhood to early adulthood
and then decreased, describing the common inverted U-shaped function. However, measures of general processing speed accounted
for the gains in childhood and adolescence but not for losses in older age. This asymmetry between child development and aging
is inconsistent with general-factor lifespan theories of cognitive development and suggests that specific mechanisms underlying
visual identification during child development and aging are different. 相似文献
294.
295.
Marianne Leuzinger‐Bohleber Ulrich Stuhr Bernhard Rüger Manfred Beutel 《The International journal of psycho-analysis》2003,84(2):263-290
How can we study the ‘quality of psychoanalytic treatments’? The authors attempt to answer this question by discussing a naturalistic, multi‐perspective and representative follow‐up study of psychoanalyses and long‐term psychoanalytic psychotherapies. We studied a representative sample (n = 401) of all the patients who had terminated their psychoanalytic treatments with members of the German Psychoanalytical Association (DPV) between 1990 and 1993. Between 70 and 80 per cent of the patients achieved (average 6.5 years after the end of treatment) good and stable psychic changes according to the evaluations of the patients themselves, their analysts, independent psychoanalytic and non‐psychoanalytic experts, and questionnaires commonly applied in psychotherapy research. The evaluation of mental health costs showed a cost reduction through fewer days of sick leave during the seven years following the end of long‐term psychoanalytic treatments. The results achieved using non‐psychoanalytical instruments are complemented by the richness of the idiosyncratic findings, gained by the psychoanalytic research instruments. 相似文献
296.
How does bilingualism improve executive control? A comparison of active and reactive inhibition mechanisms 总被引:1,自引:0,他引:1
Colzato LS Bajo MT van den Wildenberg W Paolieri D Nieuwenhuis S La Heij W Hommel B 《Journal of experimental psychology. Learning, memory, and cognition》2008,34(2):302-312
It has been claimed that bilingualism enhances inhibitory control, but the available evidence is equivocal. The authors evaluated several possible versions of the inhibition hypothesis by comparing monolinguals and bilinguals with regard to stop signal performance, inhibition of return, and the attentional blink. These three phenomena, it can be argued, tap into different aspects of inhibition. Monolinguals and bilinguals did not differ in stop signal reaction time and thus were comparable in terms of active-inhibitory efficiency. However, bilinguals showed no facilitation from spatial cues, showed a strong inhibition of return effect, and exhibited a more pronounced attentional blink. These results suggest that bilinguals do not differ from monolinguals in terms of active inhibition but have acquired a better ability to maintain action goals and to use them to bias goal-related information. Under some circumstances, this ability may indirectly lead to more pronounced reactive inhibition of irrelevant information. 相似文献
297.
Exemplar theories of categorization depend on similarity for explaining subjects’ ability to generalize to new stimuli. A
major criticism of exemplar theories concerns their lack of abstraction mechanisms and thus, seemingly, of generalization
ability. Here, we use insights from machine learning to demonstrate that exemplar models can actually generalize very well.
Kernel methods in machine learning are akin to exemplar models and are very successful in real-world applications. Their generalization
performance depends crucially on the chosen similarity measure. Although similarity plays an important role in describing
generalization behavior, it is not the only factor that controls generalization performance. In machine learning, kernel methods
are often combined with regularization techniques in order to ensure good generalization. These same techniques are easily
incorporated in exemplar models. We show that the generalized context model (Nosofsky, 1986) and ALCOVE (Kruschke, 1992) are
closely related to a statistical model called kernel logistic regression. We argue that generalization is central to the enterprise of understanding categorization behavior, and we suggest some
ways in which insights from machine learning can offer guidance. 相似文献
298.
419名中国和德国被试参加了本研究,并回答了若干简式心理健康量表。所选的这套量表能对心理治疗不同阶段的效果(Howard’s阶段模型:重新认识期-转变期-康复期)进行测查。本研究目的在于考察这些简式量表能否用于认知-行为治疗跨文化培训项目中的质量管理。结果显示,这些量表在中德两种文化背景下都有很高的信度和效度(聚合效度和敏感性)。尽管项目间的高相关似乎提示心理健康模型只有一个维度,但探索性因素和理论分析则更支持心理健康是一个分为8个亚维度的模型,其中每个亚维度或者与基础情绪、或者与社会性情感相连关联。本文最后就研究结果及其对心理治疗质量控制的意义进行了详细讨论 相似文献
299.
Dyspnea and pain are similarly unpleasant, alarming physical sensations, but studies examining both sensations in combination
are lacking. In the present study, dyspnea was induced in 7 healthy volunteers by breathing through inspiratory resistive
loads and the effects were compared with those of a heat pain stimulus. End-tidal partial pressures of carbon dioxide (PETCO2), inspiratory time (Ti), breathing frequency (f), experienced unpleasantness, and intensity were measured. No difference was observed between dyspnea and pain in experienced
intensity and unpleasantness (p >.05). During dyspneic stimulation, slightly higherTi was found than for pain (p<.08). PETCO2 showed slight increases during the dyspneic versus the baseline and painful conditions (ΔPETCO2=1.5 and 1.3 mmHg, respectively;p<.01 andp<.05). This study shows that the effects of dyspnea and heat pain can be compared within one experiment; both stimuli can
be presented with similar intensity and unpleasantness, which is a prerequisite for comparing responses to them. The changes
in PETCO2 between our conditions were minimal, allowing an application of the present design to future fMRI studies. 相似文献
300.
Pastötter B Bäuml KH 《Journal of experimental psychology. Learning, memory, and cognition》2007,33(5):977-982
People can intentionally forget previously studied material if, after study, a forget cue is provided and new material is learned. It has recently been suggested that such list-method directed forgetting arises because the forget cue induces a change in internal context and causes context-dependent forgetting of the studied material (L. Sahakyan & C. M. Kelley, 2002). The authors compared directed forgetting and context-dependent forgetting by examining whether, like a forget cue, a change in internal context needs subsequent learning of new material to be effective. Participants studied an item list and, after study, received a remember cue or a forget cue or their internal context was changed through an imagination task. In each condition, half the participants learned a second list, and the other half fulfilled an unrelated distractor task. Both the forget cue and the change in internal context induced forgetting of the first list only when learning of the second list was interpolated. These results suggest that postcue encoding of new material is crucial for both directed forgetting and (some forms of) context-dependent forgetting. 相似文献