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231.
文章试图运用"双重自我"的概念,结合想象现象对一般梦现象进行现象学上的考察,并期望借助考察的结论给清明之梦一个现象学的解释。在文章的最后,还将用梦作比喻,探讨它对超越论现象学的启示。 相似文献
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肌电和皮温生物反馈及其和自我训练结合控制考试焦虑有效性的比较研究 总被引:3,自引:0,他引:3
本文比较了肌电和皮温生物反馈以及反馈与自我训练结合等方法对改善考试焦虑的有效性。采用状态—特质焦虑问卷的状态焦虑分选择48名高考应届考生为实验受试。将这些受试随机分成6组,每组8人,分别为:1.肌电反馈加自我训练;2.单肌电反馈;3.皮温反馈加自我训练;4.单皮温反馈;5.假反馈和 6.延迟训练等组。训练前后分别测试了各位受试在故意制造的紧张气氛中完成测验作业时的肌电和皮温变化以及状态焦虑的水平。比较结果表明:1.生物反馈改善考试焦虑是有效的,皮温和肌电反馈有效性相当;2.生物反馈和自我训练结合效果似乎更佳;3.假反馈训练的效果虽然比不训练略好,但两者无明显的区别;4.初始状态焦虑程度越高,经训练,焦虑水平下降幅度也越大。 相似文献
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Inertia and memory in ambiguous visual perception 总被引:1,自引:0,他引:1
Gao JB Billock VA Merk I Tung WW White KD Harris JG Roychowdhury VP 《Cognitive processing》2006,7(2):105-112
Perceptual multistability during ambiguous visual perception is an important clue to neural dynamics. We examined perceptual switching during ambiguous depth perception using a Necker cube stimulus, and also during binocular rivalry. Analysis of perceptual switching time series using variance–sample size analysis, spectral analysis and time series shuffling shows that switching times behave as a 1/f noise and possess very long range correlations. The long memory feature contrasts sharply with the traditional satiation models of multistability, where the memory is not incorporated, as well as with recently published models of multistability and neural processing, where memory is excluded. On the other hand, the long memory feature favors the concept of “dynamic core” or coalition of neurons, where neurons form transient coalitions. Perceptual switching then corresponds to replacement of one coalition of neurons by another. The inertia and memory measures the stability of a coalition: a strong and stable coalition has to be won over by another similarly strong and stable coalition, resulting in long switching times. The complicated transient dynamics of competing coalitions of neurons may be addressable using a combination of functional imaging, measurement of frequency-tagged magnetoencephalography and frequency-tagged encephalography, simultaneous recordings of groups of neurons in many areas of the brain, and concepts from statistical mechanics and nonlinear dynamics theory. 相似文献
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Kaichun Liu Ningxin Zhao Tong Huang Wei He Lan Xu Xia Chi Xiujie Yang 《Infant and child development》2023,32(2):e2392
The study used Bayesian and Frequentist methods to investigate whether the roles of linguistic, quantitative, and spatial attention skills are distinct in children's acquisition of reading and math. A sample of 175 Chinese kindergarteners was tested with measures of linguistic skills (phonological awareness and phonological memory), quantitative knowledge (number line task, symbolic digit comparison, and non-symbolic number estimation), spatial attention skills (visual span, mental rotation, and visual search), word reading, and calculation. After statistically controlling for age and nonverbal intelligence, phonological awareness and digit comparison performance explained unique variance in both math and reading. Moreover, number line estimation was specifically important for math, while phonological memory was specifically essential for reading. These findings highlight the possibility of developing early screening tools with different cognitive measures for children at risk of learning disabilities in reading and/or math. 相似文献
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This study aimed to investigate the heterogeneity of creativity and the role of interpersonal relationships for creativity subgroups among primary school students. We used latent profile analysis to identify subgroups of creativity among pupils. We then used logistic regression analysis to investigate the role of teacher-student and peer relationships in these subgroups. A total of 1,047 primary school students (Mage = 10.97, SD = 0.91; 47.80% girls) completed the Chinese version of the Torrance Test of Creative Thinking Figural Form A, the Teacher-Student Relationship Scale, and peer nominations. First, the results revealed five creativity profiles for pupils in primary school: high-creativity individuals, innovators, medium-creativity individuals, adaptors, and low-creativity individuals. Heterogeneity across the five subgroups was reflected in the differing creativity levels and differences in creativity dimensions. Second, students who had better teacher-student relationships were more likely to be high-creativity individuals and innovators than low-creativity individuals. In addition, students who had higher perceived popularity tended to be high-creativity individuals, innovators, adaptors, and medium-creativity individuals than low-creativity individuals. The results of this study provide a theoretical basis and empirical support for the targeted cultivation of creativity in primary schools. 相似文献