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901.
We examined whether 12-month-old infants privilege words over other linguistic stimuli in an associative learning task. Sixty-four infants were presented with sets of either word–object, communicative sound–object, or consonantal sound–object pairings until they habituated. They were then tested on a ‘switch’ in the sound to determine whether they were able to associate the word and/or sound with the novel objects. Infants associated words, but not communicative sounds or consonantal sounds, with novel objects. The results demonstrate that infants exhibit a preference for words over other linguistic stimuli in an associative word learning task. This suggests that by 12 months of age, infants have developed knowledge about the nature of an appropriate sound form for an object label and will privilege this form as an object label. 相似文献
902.
Three experiments examined the role of the dorsal hippocampus (dHIPP) in occasion setting with diffuse contextual and discrete light stimuli serving as occasion setters in classical fear conditioning with rats. Both sham-operated and dHIPP-lesioned animals readily learned a L→T+, T? serial feature-positive discrimination in which a light (L) “set the occasion” for reinforcement of a tone (T+). dHIPP-lesioned animals were deficient, however, in acquiring a similar discrimination in which different contexts (A and B) served as occasion setters, i.e., A(T+) and B(T?). The lesioned animals also failed to discriminate between a context in which a tone had been partially reinforced and a context in which no conditioning had taken place, whereas sham-operated animals froze more to the tone in the conditioned context than in the novel context. Collectively, the data indicate that the dorsal hippocampus is important in processing information about the signaling value of contextual, but not discrete, stimuli. 相似文献
903.
This article integrates the guidelines of American Red Cross and the Psychological First Aid: Field Operations Guide (Brymer et al., 2006) with adult development theories to demonstrate the promotion of adaptive functioning in adults after a disaster. Case examples and recommendations for counselors working in disaster situations are included. 相似文献
904.
Elaine M. Eshbaugh Carla A. Peterson Shavaun Wall Judith J. Carta Gayle Luze Mark Swanson Hyun‐Joo Jeon 《Infant and child development》2011,20(5):509-524
Warm and responsive parenting is optimal for child development, but this style of parenting may be difficult for some parents to achieve. This study examines how parents' observed warmth and their reported frequency of parent–child activities were related to children's classifications as having biological risks or a range of disability indicators. Children were low‐income prekindergarteners who participated in the Early Head Start Research and Evaluation Project Longitudinal Follow‐up. Data from parent, early care and education staff reports, and direct child assessments were used to classify children into the following groups: disabilities, suspected delays, biological risks, disabilities and biological risk, suspected delays and biological risk, and no disability indicator. Socioeconomic status (ethnicity, maternal education and poverty level) and maternal depression were controlled in the analyses. The parents of children with disabilities and suspected delays evidenced significantly lower levels of warmth and less frequent parent–child activities compared with other parents. The parents of children with biological risk factors who did not also have disabilities or suspected delays did not exhibit decreased warmth and less frequent parent–child activities. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
905.
906.
Although dozens of studies have examined the autonomic nervous system (ANS) aspects of negative emotions, less is known about ANS responding in positive emotion. An evolutionary framework was used to define five positive emotions in terms of fitness-enhancing function, and to guide hypotheses regarding autonomic responding. In a repeated measures design, participants viewed sets of visual images eliciting these positive emotions (anticipatory enthusiasm, attachment love, nurturant love, amusement, and awe) plus an emotionally neutral state. Peripheral measures of sympathetic and vagal parasympathetic activation were assessed. Results indicated that the emotion conditions were characterized by qualitatively distinct profiles of autonomic activation, suggesting the existence of multiple, physiologically distinct positive emotions. 相似文献
907.
Social power affects the manner in which people view themselves and act toward others, a finding that has attracted broad
interest from the social and political sciences. However, there has been little interest from those within cognitive neuroscience.
Here, we demonstrate that the effects of power extend beyond social interaction and invoke elementary spatial biases in behavior
consistent with preferential hemispheric activation. In particular, participants who felt relatively powerless, compared with
those who felt more powerful, were more likely to bisect horizontal lines to the left of center, and bump into the right-hand
(as opposed to the left-hand) side when walking through a narrow passage. These results suggest that power induces hemispheric
differences in visuomotor behavior, indicating that this ubiquitous phenomenon affects not only how we interact with one another,
but also how we interact with the physical world. 相似文献
908.
909.
The quest to understand what it means to ‘become’ a teacher and the conditions in which such aspirations can be translated
into lived experience, continues to exercise teacher educators and researchers alike. Whilst the literature points towards
the importance of developing teacher identity, little attention has been given to understanding the transitional processes
of individuals coming into teaching at a later point in their working lives. The research reported here was part of a wider
project investigating the experiences of early career science teachers. In this study we follow one mature, highly qualified
science graduate as she moved through initial teacher education and beyond into her first teaching post. Drawing on theories
of identity and self-verification, the analysis reveals how disparity between strongly-held archetypal teacher images and
socially constructed teacher identity played out and led this teacher to step away from her new career. Fostering a strong
sense of self-efficacy is suggested as critical in supporting mid-career changers in making durable adjustments to new working
roles and contexts of teaching. 相似文献
910.
This study examined the impact of perceptual load on the processing of unattended threat-relevant faces. Participants performed a central letter-classification task while ignoring irrelevant face distractors, which appeared above or below the central task. The face distractors were graded for affective salience by means of aversive fear conditioning, with a conditioned angry face (CS+), an unconditioned angry face (CS-), and a neutral control face. The letter-classification task was presented under conditions of both low and high perceptual load. Results showed that fear conditioned (i.e., CS+) angry face distractors interfered with task performance more than CS- angry or neutral face distractors but that this interference was completely eliminated by high perceptual load. These findings demonstrate that aversively conditioned face distractors capture attention only under conditions of low perceptual load. 相似文献