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961.
Stimulus-Specific Delay Activity in Human Primary Visual Cortex 总被引:1,自引:0,他引:1
John T. Serences Edward F. Ester Edward K. Vogel Edward Awh 《Psychological science》2009,20(2):207-214
ABSTRACT— Working memory (WM) involves maintaining information in an on-line state. One emerging view is that information in WM is maintained via sensory recruitment , such that information is stored via sustained activity in the sensory areas that encode the to-be-remembered information. Using functional magnetic resonance imaging, we observed that key sensory regions such as primary visual cortex (V1) showed little evidence of sustained increases in mean activation during a WM delay period, though such amplitude increases have typically been used to determine whether a region is involved in on-line maintenance. However, a multivoxel pattern analysis of delay-period activity revealed a sustained pattern of activation in V1 that represented only the intentionally stored feature of a multifeature object. Moreover, the pattern of delay activity was qualitatively similar to that observed during the discrimination of sensory stimuli, suggesting that WM representations in V1 are reasonable "copies" of those evoked during pure sensory processing. 相似文献
962.
Edward J Daly III Nikki J Wells Michelle S Swanger-Gagné James E Carr Gina M Kunz Ashley M Taylor 《Journal of applied behavior analysis》2009,42(3):563-574
The current study examined the accuracy of the multiple-stimulus without replacement (MSWO) preference assessment for identifying preferred common classroom activities as reinforcers with children with behavioral disorders. The accuracy of predictions from the MSWO regarding high, medium, and low stimulus preference was tested by providing contingent access to activities for completing math problems within an independent seatwork format. Overall, there was an interaction effect between preference ranking (high, medium, or low) and number of problems completed. The results confirm and extend previous findings regarding the accuracy of predictions with the MSWO. The findings also reveal, however, some individual differences that may account for instances in which student behavior did not conform to predictions of stimulus preference assessments. 相似文献
963.
Kristine D. Toomey Edward M. Levinson Eric J. Palmer 《Journal of Employment Counseling》2009,46(2):82-93
This study investigated the validity of J. L. Holland's (1997) theory of vocational personalities and work environments. The sample consisted of 241 randomly selected members of the National Association of School Psychologists, each of whom completed a demographic data form, the Self‐Directed Search‐Revised (SDS‐R; J. L. Holland, 1994) and a modified short form of the Minnesota Satisfaction Questionnaire (D. J. Weiss, R. V. Dawis, G. W. England, & L. H. Lofquist, 1967). Only limited support was found for major constructs associated with Holland's theory, although the study found several significant relationships between 3‐letter SDS‐R codes and desired role function as would be predicted by Holland's theory. 相似文献
964.
Most research on immigrant acculturation has been conducted with cross-sectional samples, using statistical designs that may not capture different trajectories for the components that contribute to this complex concept. The purpose of this study was to examine change over time in acculturation for 226 women from the former Soviet Union who had lived in the US fewer than eight years when recruited. Using self-report data from four annual waves, growth trajectories were examined in four components of acculturation (American behavior, Russian behavior, English language proficiency, and cultural generativity). Results indicate that these components changed at varying rates. Acculturation is a process with multiple distinct components which should be measured separately to obtain a full profile of change over time. 相似文献
965.
Jennifer Gross Brian Lakey Kristin Edinger Edward Orehek andDenise Heffron 《Journal of applied social psychology》2009,39(7):1609-1638
An important applied aspect of person perception occurs when college students evaluate their professors' teaching. Student evaluations of teaching typically are conceptualized as reflecting the characteristics of professors. Yet, this view overlooks the possibility that teaching evaluations also reflect the personal tastes of students, manifested as systematic disagreement among students. Large effects of personal tastes are routinely observed in person perception research and, therefore, should be expected in students' evaluations of teaching. This article describes 3 studies in which students evaluated the same professors' teaching effectiveness. In each study, students' evaluations were strongly influenced by their personal tastes regarding teaching. Moreover, personal tastes in teaching were related in meaningful ways to students' positive affect and memory for lectures. 相似文献
966.
From a social psychological process framework, this study examines how children's self-esteem influences whether their friends motivate them to go online. Children (ages 8–14; n = 293) completed an online questionnaire. Locus of control orientation is included as mediating the relationship between self-esteem and motivation. Hypotheses were tested using a structural equation model. Results reveal that children with healthy self-esteem perceive themselves as having control of their environments. This positively influences peer-related motivation to go online. Children with lower self-esteem see the world as controlled by others or as the result of luck. This external locus also positively influences peer-related motivation to go online. Girls maintained higher self-esteem, and boys were influenced by external factors. 相似文献
967.
Three computer based experiments, testing human participants in a non-immersive virtual watermaze task, used a blocking design to assess whether two sets of geometric cues would compete in a manner described by associative models of learning. In stage 1, participants were required to discriminate between visually distinct platforms. In stage 2, additional spatial information was provided by the shape or the color of the walls of the pool. In a test trial, the platforms were removed and the spatial knowledge acquired regarding the position of the platform was assessed. Experimental groups were compared against control groups which did not receive stage 1 training. The unique color of the correct platform, in Experiments 1 and 3, disrupted learning about the colored walls but not the geometry of the pool. In Experiment 2, the correct platform was identifiable from its position within the three platform array. Learning the relative position of the correct platform within the array disrupted learning about its position relative to the geometry of the pool, but not to the colored walls. The results suggest that learning the position of a goal in relation to the geometry of the environment can be blocked but only by an alternative geometric cue. 相似文献
968.
Karen Bennett has recently argued that the views articulated by Linsky and Zalta (Philos Perspect 8:431–458, 1994) and (Philos
Stud 84:283–294, 1996) and Plantinga (The nature of necessity, 1974) are not consistent with the thesis of actualism, according
to which everything is actual. We present and critique her arguments. We first investigate the conceptual framework she develops
to interpret the target theories. As part of this effort, we question her definition of ‘proxy actualism’. We then discuss
her main arguments that the theories carry a commitment to actual entities that do not exist. We end by considering and addressing
a worry that might have been the driving force behind Bennett’s claim that Linsky and Zalta’s view is not fully actualistic.
相似文献
Edward N. ZaltaEmail: |
969.
William Edward Morris 《Philosophia》2009,37(3):441-454
Although Hume has no developed semantic theory, in the heyday of analytic philosophy he was criticized for his “meaning empiricism,”
which supposedly committed him to a private world of ideas, led him to champion a genetic account of meaning instead of an
analytic one, and confused “impressions” with “perceptions of an objective realm.” But another look at Hume’s “meaning empiricism”
reveals that his criterion for cognitive content, the cornerstone both of his resolutely anti-metaphysical stance and his
naturalistic “science of human nature,” provides the basis for a successful response to his critics. Central to his program
for reforming philosophy, Hume’s use of the criterion has two distinct aspects: a critical or negative aspect, which assesses
the content of the central notions of metaphysical theories to demonstrate their unintelligibility; and a constructive or
positive aspect, which accurately determines the cognitive content of terms and ideas. 相似文献
970.
Evelina Fedorenko Aniruddh Patel Daniel Casasanto Jonathan Winawer Edward Gibson 《Memory & cognition》2009,37(1):1-9
In this study, we investigate whether language and music share cognitive resources for structural processing. We report an
experiment that used sung materials and manipulated linguistic complexity (subject-extracted relative clauses, object-extracted
relative clauses) and musical complexity (in-key critical note, out-of-key critical note, auditory anomaly on the critical
note involving a loudness increase). The auditory-anomaly manipulation was included in order to test whether the difference
between in-key and out-of-key conditions might be due to any salient, unexpected acoustic event. The critical dependent measure
involved comprehension accuracies to questions about the propositional content of the sentences asked at the end of each trial.
The results revealed an interaction between linguistic and musical complexity such that the difference between the subject-
and object-extracted relative clause conditions was larger in the out-of-key condition than in the in-key and auditory-anomaly
conditions. These results provide evidence for an overlap in structural processing between language and music. 相似文献