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Ann V. McGillicuddy-De Lisi Brigid Sullivan Mary beth Hughes 《Journal of applied developmental psychology》2003,23(6):655-669
An experimental study using two forms of the Defining Issues Test [Rest, J. R. (1979). Revised manual for the Defining Issues Test. Minneapolis: Moral Research Project, University of Minnesota.], modified to present either a high degree of relationship among characters or a low degree of relationship among characters, was conducted with 114 college students. The gender of the characters in the dilemmas was also systematically varied. Both male and female students evidenced principled (Stages 5 and 6) reasoning more often when dilemma characters were male than when story characters were female. Participant gender and relationship condition were significant factors in the frequency of Stage 4 reasoning. Male students in the low-relationship condition evidenced Stage 4 (“Law and order”) reasoning most often when story characters were male, while male students, like female students in all conditions, showed Stage 4 reasoning more often when female characters were presented in the high-relationship condition. The degree to which moral decisions were supportive of an affected character revealed more support when story characters were female than when they were male. Results indicate that even in hypothetical situations, moral judgments vary with the gender of the person being judged and to some degree with the relationships among those involved in the dilemma. These findings are consistent with a view that multiple, equally valid approaches to moral judgment might exist and affect the development of male and female students differently. 相似文献
414.
Within sport psychology, a vague concept of effective team communication has been broached. Because of a lack of theoretical basis and skewed measurement, this construct is presently misunderstood and underutilized. A total of 681 athletes participated in a series of studies designed to construct a measurement of effective team communication in sports. Independent exploratory factor analysis (EFA) and subsequent confirmatory factor aalysis (CFA) uncovered a 4-factor model. The 4 emergent factors were defined as Distinctiveness, Acceptance, Positive Conflict, and Negative Conflict. Acceptance, distinctiveness, and positive conflict were consistently positively correlated to all aspects of cohesion, while negative conflict was negatively correlated to task cohesion. Post hoc analyses suggested that male athletes exchanged more distinctiveness and negative conflict than did female athletes. The resultant scale is offered as a theory-based, data-driven measurement of effective team communication in sports. 相似文献
415.
The authors tested two components of the catharsis theory of aggression: physiological tension reduction and aggressive drive reduction. On the basis of work in the stress-aggression literature, they also examined the moderating effect of impersonal stress exposure on cathartic reductions in heart rate following aggressive responding. Participants were instructed to administer nonaggressive (correct button) or aggressive (shock button) responses to a frustrating confederate in a laboratory aggression paradigm, and half the participants were exposed to an impersonal stressor (aversive air blasts) during the procedure. Heart rate was recorded before and after the participants administered the aggressive or nonaggressive response. Analyses revealed that participants exhibited reductions in heart rate following aggressive but not nonaggressive responding, but this was the case only for those not exposed to the impersonal stressor. Heart rate reductions during the experimental blocks actually predicted the most intense aggression in a subsequent block of trials. The results are considered in light of different theories of aggression by J. E. Hokanson (1974) and L. Berkowitz (1990) and have implications for interventions with anger-prone individuals. 相似文献
416.
Luke O’Sullivan 《Philosophia》2008,36(4):429-452
This paper argues that the identity of history as a discipline derives from its distinctive combination of intellectual assumptions,
or categories. Many of these categories are shared with other fields of thought, including science, literature, and common
sense, but in history are understood in a unique way. This paper first examines the general notion of categories of historical
understanding, then scrutinises some of the specific categories suggested by classic authors on the philosophy of history
such as Dilthey and Collingwood. More recent works by Goldstein, Oakeshott, Bevir, and Tucker are treated as contributions
to the same discussion. It concludes that the various categories these writers have proposed are neither trivial nor incompatible
and that when collated they do indeed compose a framework capable of characterising historical thought.
相似文献
Luke O’SullivanEmail: |
417.
Despite decades of research, the causal mechanisms of hot flashes are not adequately understood, and a biopsychosocial perspective on hot flashes remains underdeveloped. This article explores overlooked parallels between hot flashes and panic attacks within 5 areas: course and symptomatology, physiological indicators, neurocircuitry and biochemical mechanisms, pharmacotherapy, and psychological treatment, noting both similarities and important differences between the 2 events. An integrative conceptual model is presented that identifies key ways in which psychological factors may influence the experience of hot flashes, with clinical implications and areas of future research. This model yields readily testable hypotheses and may provide a template for exploring the role of cognition in the frequency and severity of hot flashes and, in turn, a basis for the development of nonpharmacological treatments. 相似文献
418.
Static movement aftereffects (MAEs) were measured after adaptation to vertical square-wave luminance gratings drifting horizontally within a central window in a surrounding stationary vertical grating. The relationship between the stationary test grating and the surround was manipulated by varying the alignment of the stationary stripes in the window and those in the surround, and the type of outline separating the window and the surround [no outline, black outline (invisible on black stripes), and red outline (visible throughout its length)]. Offsetting the stripes in the window significantly increased both the duration and ratings of the strength of MAEs. Manipulating the outline had no significant effect on either measure of MAE strength. In a second experiment, in which the stationary test fields alone were presented, participants judged how segregated the test field appeared from its surround. In contrast to the MAE measures, outline as well as offset contributed to judged segregation. In a third experiment, in which test-stripe offset was systematically manipulated, segregation ratings rose with offset. However, MAE strength was greater at medium than at either small or large (180 degrees phase shift) offsets. The effects of these manipulations on the MAE are interpreted in terms of a spatial mechanism which integrates motion signals along collinear contours of the test field and surround, and so causes a reduction of motion contrast at the edges of the test field. 相似文献
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Neonatal odor-shock conditioning alters the neural network involved in odor fear learning at adulthood
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Sevelinges Y Sullivan RM Messaoudi B Mouly AM 《Learning & memory (Cold Spring Harbor, N.Y.)》2008,15(9):649-656
Adult learning and memory functions are strongly dependent on neonatal experiences. We recently showed that neonatal odor-shock learning attenuates later life odor fear conditioning and amygdala activity. In the present work we investigated whether changes observed in adults can also be observed in other structures normally involved, namely olfactory cortical areas. For this, pups were trained daily from postnatal (PN) 8 to 12 in an odor-shock paradigm, and retrained at adulthood in the same task. (14)C 2-DG autoradiographic brain mapping was used to measure training-related activation in amygdala cortical nucleus (CoA), anterior (aPCx), and posterior (pPCx) piriform cortex. In addition, field potentials induced in the three sites in response to paired-pulse stimulation of the olfactory bulb were recorded in order to assess short-term inhibition and facilitation in these structures. Attenuated adult fear learning was accompanied by a deficit in 2-DG activation in CoA and pPCx. Moreover, electrophysiological recordings revealed that, in these sites, the level of inhibition was lower than in control animals. These data indicate that early life odor-shock learning produces changes throughout structures of the adult learning circuit that are independent, at least in part, from those involved in infant learning. Moreover, these enduring effects were influenced by the contingency of the infant experience since paired odor-shock produced greater disruption of adult learning and its supporting neural pathway than unpaired presentations. These results suggest that some enduring effects of early life experience are potentiated by contingency and extend beyond brain areas involved in infant learning. 相似文献