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921.
Contributions of learning to human development 总被引:4,自引:0,他引:4
R M Gagné 《Psychological review》1968,75(3):177-191
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Kenneth T Hill Helen Jones Emmerich Eric R Gelber Marilee A Lazar David Schickedanz 《Journal of experimental child psychology》1974,17(3):482-494
The study investigated children's interpretation of blank reaction (nonreaction) from one adult to another as a function of its pairing with positive or negative overt feedback. Each child watched through a one-way mirror as an evaluating adult provided feedback to a second adult who was performing on a two-choice discrimination task. After six initial blank reaction trials, children observed one of four types of feedback combinations over 60 experimental trials: (a) right feedback on some trials and blank reactions on others, (b) wrong feedback on some trials and blank reactions on others, (c) right, wrong, and nonreaction on different trials, or (d) nonreaction on all trials. There was little evidence that children consistently interpreted blank reaction as meaning right independent of feedback combination. In contrast, in the Right-Blank and Wrong-Blank feedback combinations, children interpreted blank as meaning the opposite of the overt feedback it was paired with on over two-thirds of the trials, with no sex differences or test anxiety effects. 相似文献
923.
Heart rate (HR), operant key pressing, and urinary 11-hydroxycorticosteroids (11-OH-CS) were recorded while dogs were subjected to various aversive conditioning schedules over a six-month period. The schedules consisted of Sidman avoidance, followed by a Sidman schedule which paired unavoidable shocks (US) with offset of seven discrete conditioned stimuli (CS). Introduction of the Sidman avoidance schedule led to an increase in HR. Changes in the experimental schedule always results in an increase in urinary 11-OH-CS. Neither HR nor urinary 11-OH-CS were correlated with rate of operant key pressing. Differences in the dependent variables reflected the different topological characteristics of the dogs studied. This study demonstrated: (a) a causal independence of physiological and behavioral responses conditioned to the same stimulus complex, and (b) that longterm increases in HR can be maintained if the experimental situation is manipulated to maintain the fear eliciting characteristics of the conditioning situation. 相似文献
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Le Comité Général de Rédaction 《Synthese》1946,5(7-8):285-286
Sans résumé 相似文献
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Eric Swanson 《Journal of Philosophical Logic》2016,45(2):121-146
This paper develops a compositional, type-driven constraint semantic theory for a fragment of the language of subjective uncertainty. In the particular application explored here, the interpretation function of constraint semantics yields not propositions but constraints on credal states as the semantic values of declarative sentences. Constraints are richer than propositions in that constraints can straightforwardly represent assessments of the probability that the world is one way rather than another. The richness of constraints helps us model communicative acts in essentially the same way that we model agents’ credences. Moreover, supplementing familiar truth-conditional theories of epistemic modals with constraint semantics helps capture contrasts between strong necessity and possibility modals, on the one hand, and weak necessity modals, on the other. 相似文献
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Leïla Bensalah Stéphanie Caillies Marion Anduze 《The Journal of genetic psychology》2016,177(1):17-31
The authors investigated the development of the affective, cognitive, and behavioral components of empathy in preschoolers, specifically examining how cognitive empathy is linked to theory of mind and affective perspective taking. Participants were 158 children aged 4–6 years. They listened to narratives and then answered questions about the protagonists' emotions. The affective component was probed with the question, “How do you feel seeing the little girl/boy?”; the cognitive component with the question, “Why do you feel [emotion shared with the character]?”; and the behavioral one with the question, “What would you do if you were next to the little boy/girl [experiencing an emotional scenario]?” Results revealed a developmental sequence in the self-focused attribution of cognitive empathy, and a trend toward a developmental sequence for behavioral empathy, which underwent a slight linear increase between 4 and 6 years old. Affective empathy remained stable. More interestingly, they showed that cognitive empathy is linked to both theory of mind and affective perspective taking. 相似文献