全文获取类型
收费全文 | 948篇 |
免费 | 119篇 |
国内免费 | 176篇 |
出版年
2024年 | 2篇 |
2023年 | 25篇 |
2022年 | 21篇 |
2021年 | 24篇 |
2020年 | 26篇 |
2019年 | 36篇 |
2018年 | 35篇 |
2017年 | 63篇 |
2016年 | 35篇 |
2015年 | 41篇 |
2014年 | 42篇 |
2013年 | 97篇 |
2012年 | 51篇 |
2011年 | 79篇 |
2010年 | 70篇 |
2009年 | 60篇 |
2008年 | 74篇 |
2007年 | 82篇 |
2006年 | 67篇 |
2005年 | 60篇 |
2004年 | 48篇 |
2003年 | 29篇 |
2002年 | 27篇 |
2001年 | 19篇 |
2000年 | 17篇 |
1999年 | 16篇 |
1998年 | 9篇 |
1997年 | 12篇 |
1996年 | 6篇 |
1995年 | 6篇 |
1994年 | 4篇 |
1993年 | 7篇 |
1992年 | 5篇 |
1991年 | 4篇 |
1990年 | 5篇 |
1989年 | 8篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1986年 | 5篇 |
1985年 | 5篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1980年 | 2篇 |
1978年 | 1篇 |
1973年 | 4篇 |
1971年 | 1篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1964年 | 1篇 |
排序方式: 共有1243条查询结果,搜索用时 31 毫秒
841.
Nicotinic modulation of tone-evoked responses in auditory cortex reflects the strength of prior auditory learning 总被引:1,自引:0,他引:1
Liang K Poytress BS Weinberger NM Metherate R 《Neurobiology of learning and memory》2008,90(1):138-146
Nicotinic acetylcholine receptors (nAChRs) contribute to sensory-cognitive function, as demonstrated by evidence that nAChR activation enhances, and nAChR blockade impairs, neural processing of sensory stimuli and sensory-cognitive behavior. To better understand the relationship between nAChR function and behavior, here we compare the strength of nAChR-mediated physiology in individual animals to their prior auditory behavioral performance. Adult rats were trained on an auditory-cued, active avoidance task over 4 days and classified as “good,” “intermediate” or “poor” performers based on their initial rate of learning and eventual level of performance. Animals were then anesthetized, and tone-evoked local field potentials (LFPs) recorded in layer 4 of auditory cortex (ACx) before and after a test dose of nicotine (0.7 mg/kg, s.c.) or saline. In “good” performers, nicotine enhanced LFP amplitude and decreased response threshold to characteristic frequency (CF) stimuli, yet had opposite effects (decreased amplitude, increased threshold) on responses to spectrally distant stimuli; i.e., cortical receptive fields became more selective for CF stimuli. In contrast, nicotine had little effect on LFP amplitude in “intermediate” or “poor” performing animals. Nicotine did, however, reduce LFP onset latency in all three groups, indicating that all received an effective dose of the drug. Our findings suggest that nicotinic regulation of cortical receptive fields may be a distinguishing feature of the best-performing animals, and may facilitate sensory-related learning by enhancing receptive field selectivity. 相似文献
842.
Learning in a contextual fear conditioning task involves forming a context representation and associating it with a shock. The dorsal hippocampus (DH) is implicated in representing the context, but whether it also has a role in associating the context and shock is unclear. To address this issue, male Wistar rats were trained on the task by a two-phase training paradigm, in which rats learned the context representation on day 1 and then reactivated it to associate with the shock on day 2; conditioned freezing was tested on day 3. Lidocaine was infused into the DH at various times in each of the two training sessions. Results showed that intra-DH infusion of lidocaine shortly before or after the context training session on day 1 impaired conditioned freezing, attesting to the DH involvement in context representation. Intra-DH infusion of lidocaine shortly before or after the shock training session on day 2 also impaired conditioned freezing. This deficit was reproduced by infusing lidocaine or APV (alpha-amino-5-phosphonovaleric acid) into the DH after activation of the context memory but before shock administration. The deficit was not due to drug-induced state-dependency, decreased shock sensitivity or reconsolidation failure of the contextual memory. These results suggest that in contextual fear conditioning integrity of the DH is required for memory processing of not only context representation but also context-shock association. 相似文献
843.
A study conducted in a Taiwanese financial services company revealed that affect- and role-based loyalty are two distinct types of loyalty to supervisors. The ethical behaviour of supervisors, perceived supervisor support, interpersonal justice, and respect for hierarchy predicted affect-based loyalty, whereas only interpersonal justice and respect for hierarchy predicted role-based loyalty to the supervisor. Affect-based loyalty had a more positive correlation with supervisory satisfaction than did role-based loyalty, and role-based loyalty had a more positive correlation with extra-role performance and attendance than did affect-based loyalty. 相似文献
844.
This paper re-examines the relevance of three academic norms to contemporary academic life – communism, universalism and disinterestedness
– based on the work of Robert Merton. The results of a web-based survey elicited responses to a series of value statements
and were analysed using the weighted average method and through cross-tabulation. Results indicate strong support for communism
as an academic norm defined in relation to sharing research results and teaching materials as opposed to protecting intellectual
copyright and withholding access. There is more limited support for universalism based on the belief that academic knowledge
should transcend national, political, or religious boundaries. Disinterestedness, defined in terms of personal detachment
from truth claims, is the least popular contemporary academic norm. Here, the impact of a performative culture is linked to
the need for a large number of academics to align their research interests with funding opportunities. The paper concludes
by considering the claims of an alternate set of contemporary academic norms including capitalism, particularism and interestedness. 相似文献
845.
物理问题创造性解决是一个发散思维和聚合思维交替运行的过程,而表象对问题的创造性解决具有重要作用。本研究通过自编的物理问题对天津市某中学109名高二理科学生进行物理问题创造性解决测验,探讨高中理科学生物理问题创造性解决中的表象特征。验证了表象与物理问题创造性解决中的发散思维具有显著的正相关,与聚合思维无显著相关。对109名高二理科学生K聚类分析发现:物理问题解决过程中,高创造性和中等程度创造性的学生人数较少,而低创造性的学生人数较多;表象丰富性很高和较高的学生较少,表象丰富性较低的学生较多。 相似文献
846.
Rebecca. Wing‐yi Cheng Shui‐fong. Lam Joanne. Chung‐yan Chan 《The British journal of educational psychology》2008,78(2):205-221
Background . There has been an ongoing debate about the inconsistent effects of heterogeneous ability grouping on students in small group work such as project‐based learning. Aim . The present research investigated the roles of group heterogeneity and processes in project‐based learning. At the student level, we examined the interaction effect between students' within‐group achievement and group processes on their self‐ and collective efficacy. At the group level, we examined how group heterogeneity was associated with the average self‐ and collective efficacy reported by the groups. Sample . The participants were 1,921 Hong Kong secondary students in 367 project‐based learning groups. Method . Student achievement was determined by school examination marks. Group processes, self‐efficacy and collective efficacy were measured by a student‐report questionnaire. Hierarchical linear modelling was used to analyse the nested data. Results . When individual students in each group were taken as the unit of analysis, results indicated an interaction effect of group processes and students' within‐group achievement on the discrepancy between collective‐ and self‐efficacy. When compared with low achievers, high achievers reported lower collective efficacy than self‐efficacy when group processes were of low quality. However, both low and high achievers reported higher collective efficacy than self‐efficacy when group processes were of high quality. With 367 groups taken as the unit of analysis, the results showed that group heterogeneity, group gender composition and group size were not related to the discrepancy between collective‐ and self‐efficacy reported by the students. Conclusions . Group heterogeneity was not a determinant factor in students' learning efficacy. Instead, the quality of group processes played a pivotal role because both high and low achievers were able to benefit when group processes were of high quality. 相似文献
847.
848.
849.
Donald B. Pope‐Davis Daniela P. Ligiero Chris Liang Jamila Codrington 《Journal of multicultural counseling and development》2001,29(4):226-238
The authors present the results of a content analysis of articles that were published in the Journal of Multicultural Counseling and Development (JMCD) during the last 15 years. The analysis identified the leading contributors (i.e., authors, institutions) to JMCD, evaluated the content of the articles, examined the type of articles, and highlighted the particular cultural groups that were studied most frequently. Los autores presentan los resultados de un análisis de el contenido de la Revista de Consejeria y Desarrollo Multicultural (JMCD), durante los ultimos 15 años. El análisis identificó los contribuyentes más destacados (en otras palabras, los autores, las instituciones) a JMCD; examinó el tipo del articulos y subrayó los grupos culturales que se estudiaron más frecuentemente. 相似文献
850.
Robert C. Satterwhite Jack M. Feldman Richard Catrambone Liang‐Yu Dai 《International journal of psychology》2000,35(6):287-293
In testing possible cultural effects of the use of the self as an habitual reference point to which others are compared, we expected that: (a) individualistic participants (i.e., those who give priority to personal goals) would rate self—other similarity higher when asked “How similar is X to you?” than when asked “How similar are you to X?”, whereas nondirectional similarity judgements (“How similar are these two people?”) would resemble the former directional comparison; (b) collectivistic participants (i.e., those who give priority to in‐group goals) would show a weaker or, possibly, reversed pattern, especially using in‐group comparison others. Neither hypothesis was upheld. However, the individualists perceived the in‐group to be relatively more similar to themselves as compared to the collectivists. This difference cannot be explained by response bias, status asymmetry, or role differentiation. We propose an explanation in terms of the differential relationship between self and other representations for people from collectivist versus individualist cultures. 相似文献