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181.
Activation of adenosine receptors in the posterior cingulate cortex impairs memory retrieval in the rat 总被引:2,自引:0,他引:2
Pereira GS Rossato JI Sarkis JJ Cammarota M Bonan CD Izquierdo I 《Neurobiology of learning and memory》2005,83(3):217-223
Adenosine A1 and A2A receptor agonists and antagonists have been reported to alter learning and memory. The aim of our study was to investigate the involvement of adenosinergic system in memory retrieval into posterior cingulate cortex (PCC) of Wistar rats. To clarify this question, we tested specifics agonist and antagonists of adenosine A1 and A2A receptors in rats submitted to a one-trial inhibitory avoidance task. The stimulation of adenosine A1 and A2A receptors by CPA and CGS21680, respectively, impaired memory retrieval for inhibitory avoidance task, into PCC. These findings provide behavioral evidence for the role of adenosinergic system in the memory retrieval into PCC. 相似文献
182.
The effects of skill demands and object position on the distribution of preferred hand reaches 总被引:2,自引:0,他引:2
Performance-based measures of hand preference have been developed as an objective method of examining handedness. Previous research using this method showed that both skill demands and the position of the object in working space affect preferential hand reaching. Specifically, preferred hand reaches predominated in left hemispace, in spite of the biomechanical inefficiency involved in reaching across the body midline. This was mediated by the skill demands, with a higher frequency of preferred hand reaches for tasks requiring more skill. To further examine this issue, we increased the task skill demands. Twenty-two right-handed adults reached for five tools located in an array of five positions in front of them. Participants were required to pick up the tool, pick up and demonstrate how to use it, or pick up and actually use the tool on the materials provided. The results showed that the frequency of right hand reaches was greatest for the tool use condition. This effect was mediated by the position of the object in hemispace, with more right hand reaches occurring for the Use task in left hemispace than the other tasks, in support of our previous work. 相似文献
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184.
A new paradigm, analogous to that used to study inhibition in visual selection (Tipper, 1985), was employed to investigate the possible role of inhibition in selection among instance names (e.g.rabbit) and superordinate names (e.g.animal) for pictured objects. Participants named two sequentially presented pictures in pairs of three types: SAME (e.g., RABBIT-RABBIT), SAME CATEGORY (e.g., HORSE-RABBIT), and DIFFERENT (e.g., BALL-RABBIT). Naming instructions were varied so that participants either used superordinate (S) or instance (I) names for both pictures in a pair (S-S or I-I; Experiment 1) or switched predictably from one type of name to the other across the two pictures (S-I or I-S; Experiment 2). The patterns of naming reaction times revealed both facilitatory and inhibitory effects and provided preliminary support for the hypothesis that selection of a target name involves inhibition of a competing distractor name. Suggestions are given for extending this new paradigm to provide further evidence on the mechanisms underlying name selection. 相似文献
185.
Purdy JE Roberts AC Garcia CA 《Journal of comparative psychology (Washington, D.C. : 1983)》1999,113(4):443-449
Two groups of cuttlefish (Sepia officinalis) were used to demonstrate classical conditioning in this species and to determine whether the resulting approach response would be that of sign tracking or goal tracking. For cuttlefish in the paired condition, a flashing light was presented at one end of a long tank followed by food dropped into the center of the tank. For cuttlefish in the unpaired condition, food was dropped into the center of the tank either before or after the flashing-light stimulus. Paired cuttlefish oriented to the light, positioned themselves within striking distance, and occasionally attacked the light. Unpaired cuttlefish showed no reliable response to either stimulus. The results demonstrate that cuttlefish are capable of signal learning and that, under the conditions tested, cuttlefish sign tracked. This study begins a comparative analysis of learning in cuttlefish and offers a possible ecological advantage for sign-tracking behavior. 相似文献
186.
187.
Carla J. McCowan Reginald J. Alston 《Journal of multicultural counseling and development》1998,26(1):28-38
The purpose of this study was to examine the relationships among racial Identity, African self-consciousness, and career decidedness in 212 African American women classified as first year or senior at an historically Black university and a predominantly White university. It was hypothesized that senior women at both institutions would have higher levels of racial identity and African self-consciousness and would be more career decided than first year women. The findings provided partial support for the hypothesis. 相似文献
188.
Miguel Perez Garcia Juan F. Godoy Garcia Nieves Vera Guerrero Jose A. Laserna Triguero Antonio E. Puente 《Neuropsychology review》1998,8(4):203-227
The evaluation of everyday memory (EM) was reviewed and reconceptualized. EM has established new objectives of study and the development of new methods to reach these objectives . At the basic level, this approach has already produced important discoveries and the development of new principles about memory and functioning. At the clinical level, this new area of investigation has resulted in evaluating deficits of EM, which is defined as what daily life functions remain impaired after a deficit pathology has occurred. A type of evaluation has evolved that is oriented toward treatment and extremely useful in designing rehabilitation programs for individuals with alterations in memory. 相似文献
189.
Stevan E. Hobfoll Carla L. Dunahoo Yossef Ben-Porath Jeannine Monnier 《American journal of community psychology》1994,22(1):49-82
Examined a dual-axis model of coping that included both action (active vs. passive) and social dimensions (prosocial vs. antisocial)
of coping strategies among a combined sample of students and community residents. We developed an assessment device to represent
the model and allow investigation. Mixed support for the model and instrument were noted. Women were more prosocial than men
in their coping, but no less active. Men were more likely to use antisocial and aggressive, but less assertive coping strategies
than women. More prosocial, action coping strategies were also more likely to be related to greater sense of mastery and more
liberal gender-role orientation. Antisocial and passive strategies tended to be related to lower mastery and more traditional
gender-role orientation. Active coping was related to lower emotional distress for men and women, but both prosocial and antisocial
coping were related to greater emotional distress for men, suggesting that men may have a narrower band of beneficial coping
strategies than do women.
This research was made possible, in part, by a grant from the National Institute of Health (R01-HD24901-01) and by support
of the Kent State Applied Psychology Center, which was established through the support of the Ohio Board of Regents. 相似文献
190.
Michael H. Epstein Ed.D. Kevin P. Quinn Ms.Ed. Carla Cumblad M.S.Ed. 《Journal of child and family studies》1994,3(1):107-119
The placement of students into educational settings is perhaps one of the most debated issues in special education, particularly for students with emotional and behavioral disorders (EBD). A primary consideration in this decision is the restrictiveness of the setting, yet no scale to assess restrictiveness of educational settings exists. We undertook two surveys that asked respondents to rate the restrictiveness of 18 educational placements. The first survey was sent to a national panel of experts, the second survey was sent to supervisors of programs for students with EBD. The results of the surveys led to the development of theScale to Assess Restrictiveness of Educational Settings. This scale is designed to provide a measure of restrictiveness of educational settings that can provide data to evaluate student progress and program outcomes. 相似文献