全文获取类型
收费全文 | 5938篇 |
免费 | 174篇 |
国内免费 | 3篇 |
专业分类
6115篇 |
出版年
2019年 | 54篇 |
2018年 | 112篇 |
2017年 | 87篇 |
2016年 | 83篇 |
2015年 | 66篇 |
2014年 | 74篇 |
2013年 | 450篇 |
2012年 | 171篇 |
2011年 | 161篇 |
2010年 | 82篇 |
2009年 | 98篇 |
2008年 | 136篇 |
2007年 | 152篇 |
2006年 | 131篇 |
2005年 | 126篇 |
2004年 | 123篇 |
2003年 | 103篇 |
2002年 | 117篇 |
2001年 | 214篇 |
2000年 | 205篇 |
1999年 | 142篇 |
1998年 | 56篇 |
1996年 | 59篇 |
1993年 | 54篇 |
1992年 | 118篇 |
1991年 | 120篇 |
1990年 | 117篇 |
1989年 | 99篇 |
1988年 | 89篇 |
1987年 | 97篇 |
1986年 | 108篇 |
1985年 | 105篇 |
1984年 | 95篇 |
1983年 | 82篇 |
1981年 | 53篇 |
1979年 | 95篇 |
1978年 | 70篇 |
1977年 | 62篇 |
1976年 | 54篇 |
1975年 | 67篇 |
1974年 | 92篇 |
1973年 | 100篇 |
1972年 | 72篇 |
1971年 | 69篇 |
1970年 | 80篇 |
1969年 | 75篇 |
1968年 | 106篇 |
1967年 | 82篇 |
1966年 | 93篇 |
1958年 | 62篇 |
排序方式: 共有6115条查询结果,搜索用时 15 毫秒
951.
Unique temporal change is the key to attentional capture 总被引:2,自引:0,他引:2
Abstract— Attentional capture refers to the observation that some events break through and attract one's attention even when one is engaged in a task for which these events are irrelevant. Previous research, focusing primarily on spatial factors, has shown that a new object is more salient in this regard than an abrupt change in an object's features. Here we show that feature changes can be as effective as new objects in capturing attention, provided that they occur during a period of temporal calm. Conversely, both feature changes and new objects are far less effective in capturing attention when they occur simultaneously with other display changes, such as coincident with the initial onset of the display or with small visual transients that occur during a display transition. These results highlight the importance of considering both space and time in studies of attentional capture; the most effective stimulus is unique in both dimensions. 相似文献
952.
Many memory theorists have assumed that forced-choice recognition tests can rely more on familiarity, whereas item (yes-no)
tests must rely more on recollection. In actuality, several studies have found no differences in the contributions of recollection
and familiarity underlying the two different test formats. Using word frequency to manipulate stimulus characteristics, the
present study demonstrated that the contributions of recollection to item versus forced-choice tests is variable. Low word
frequency resulted in significantly more recollection in an item test than did a forced-choice procedure, but high word frequency
produced the opposite result. These results clearly constrain any uniform claim about the degree to which recollection supports
responding in item versus forced-choice tests. 相似文献
953.
Benjamin I. Joffe Ryan J. Van Lieshout MD PhD FRCP Laura Duncan MA Michael H. Boyle PhD 《Suicide & life-threatening behavior》2014,44(5):497-509
The prevalence of suicidal ideation/behavior in 1983 or 1987 and its association with future mental health in 2001 were evaluated in a provincially representative sample of Canadian adolescents (n = 1,248) aged 12 to 16 years. Approximately 13.3% (95% CI = 11.5–15.3) of adolescents self‐reported suicidal ideation/behavior. Adolescent agreement with parent (κ = .07) and teacher (κ = .05) reports at baseline was low because adults identified so few subjects. In adulthood, the associations between adolescent self‐reports of suicidal behavior/ideation and major depression and other mental health indicators were explained by respondent sex and adolescent emotional problems reported in 1983/1987. Adolescents with suicidal behavior/ideation often are not recognized by their parents and teachers and may be at risk for persistent psychiatric problems attributable to coexisting mental health problems early‐on. 相似文献
954.
Mihnea D. I. Capraru 《Philosophical Studies》2016,173(7):1755-1777
955.
956.
The American Journal of Psychoanalysis - 相似文献
957.
958.
Drawing on Dewey's pragmatic perspective on talent cultivation and previous research on promoting employee creativity in industry, this study investigates student creativity performance in relation to teacher's encouragement, intrinsic motivation, and creative process engagement. Based on survey data collected from 140 vocational high school students who participated in a nation‐wide contest in Taiwan, path analyses were performed using structure equation modeling techniques. The results indicate that both teacher's encouragement and intrinsic motivation have a significant, although indirect, effect on student creativity, and that creative process engagement, as opposed to teacher encouragement or intrinsic motivation, has a direct and significant mediating effect on student creativity. This finding is in partial agreement with prior research which reports student creativity is positively associated with teacher encouragement and intrinsic motivation, highlighting the mediating role of creative process engagement in facilitating student creative performance. 相似文献
959.
Mark B. Reed Susan I. Woodruff Megan Holt Gerard DeMers Michael Mattuecci Suzanne L. Hurtado 《Military psychology》2019,31(3):187-199
The purpose of this study was to test the relationship between self-efficacy, readiness to change, and Alcohol Use Disorders Identification Test (AUDIT) risk levels in a sample of active duty drinkers who were seeking care in a military emergency department. Civilian health educators screened participants for alcohol use with the AUDIT and collected sociodemographic, service, and drinking-related cognitions data from active duty patients admitted to an emergency department. A total of 787 active duty military personnel participated in the study. Almost half (48%) drank at least once a week and 32% reported consuming five or more alcoholic drinks during a typical drinking episode. One in five participants reported heavy episodic drinking weekly to almost daily. Results of a multinomial logistic regression model showed that active duty service members with a self-reported diagnosis of posttraumatic stress disorder since joining the military were more likely to be an at-risk or high/severe risk drinker relative to a low risk drinker. Higher controlled drinking self-efficacy was associated with a decrease in the odds of being either an at-risk or high/severe risk drinker. Increased readiness to reduce drinking was associated with an increase in the odds of being either an at risk or high/severe risk drinker. The results of this research suggest self-efficacy to control one’s heavy drinking as well as readiness to change may be important factors to consider when designing alcohol education programs within the military. 相似文献