全文获取类型
收费全文 | 715篇 |
免费 | 34篇 |
出版年
2024年 | 4篇 |
2023年 | 10篇 |
2022年 | 18篇 |
2021年 | 26篇 |
2020年 | 33篇 |
2019年 | 27篇 |
2018年 | 34篇 |
2017年 | 50篇 |
2016年 | 48篇 |
2015年 | 28篇 |
2014年 | 33篇 |
2013年 | 68篇 |
2012年 | 51篇 |
2011年 | 51篇 |
2010年 | 32篇 |
2009年 | 27篇 |
2008年 | 33篇 |
2007年 | 29篇 |
2006年 | 25篇 |
2005年 | 12篇 |
2004年 | 17篇 |
2003年 | 22篇 |
2002年 | 6篇 |
2001年 | 8篇 |
2000年 | 4篇 |
1999年 | 7篇 |
1998年 | 11篇 |
1997年 | 1篇 |
1996年 | 3篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 4篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1985年 | 1篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1964年 | 1篇 |
1961年 | 1篇 |
1960年 | 2篇 |
1956年 | 1篇 |
排序方式: 共有749条查询结果,搜索用时 218 毫秒
151.
Alexandra Reis Karl Magnus Petersson Alexandre Castro-Caldas Martin Ingvar 《Brain and cognition》2001,47(3):397-411
The modulatory influence of literacy on the cognitive system of the human brain has been indicated in behavioral, neuroanatomic, and functional neuroimaging studies. In this study we explored the functional consequences of formal education and the acquisition of an alphabetic written language on two- and three-dimensional visual naming. The results show that illiterate subjects perform significantly worse on immediate naming of two-dimensional representations of common everyday objects compared to literate subjects, both in terms of accuracy and reaction times. In contrast, there was no significant difference when the subjects named the corresponding real objects. The results suggest that formal education and learning to read and to write modulate the cognitive process involved in processing two- but not three-dimensional representations of common everyday objects. Both the results of the reaction time and the error pattern analyses can be interpreted as indicating that the major influence of literacy affects the visual system or the interaction between the visual and the language systems. We suggest that the visual system in a wide sense and/or the interface between the visual and the language system are differently formatted in literate and illiterate subjects. In other words, we hypothesize that the pattern of interactions in the functional-anatomical networks subserving visual naming, that is, the interactions within and between the visual and language processing networks, differ in literate and illiterate subjects. 相似文献
152.
153.
154.
155.
156.
157.
Alexandra Symonds M.D. 《American journal of psychoanalysis》1971,31(2):144-152
158.
159.
Across three studies, we investigated the moderating role of trait anger in the relationship between workplace stressors and counterproductive work behaviors (CWB). In Study 1, all the variables were measured using self‐reports. In Study 2, workplace stressors were measured using co‐worker reports, trait anger was measured using significant other reports, and CWB was measured using self‐reports. In Study 3, we measured workplace stressors at Time 1, trait anger at Time 2 (6 months later), and objective indicators of CWB at Time 3 (12 months after Time 2). Convergent results were obtained across the three studies, with positive associations between workplace stressors and CWB, trait anger and CWB, and with trait anger moderating the relationship between stressors and CWB. 相似文献
160.
Kaplan Alexandra G. Scanzoni John Stewart Abigail J. Speicher Kathryn L. Becker Adele 《Sex roles》1978,4(6):951-961