全文获取类型
收费全文 | 364篇 |
免费 | 25篇 |
国内免费 | 58篇 |
专业分类
447篇 |
出版年
2024年 | 2篇 |
2023年 | 3篇 |
2022年 | 13篇 |
2021年 | 11篇 |
2020年 | 16篇 |
2019年 | 9篇 |
2018年 | 11篇 |
2017年 | 16篇 |
2016年 | 11篇 |
2015年 | 16篇 |
2014年 | 18篇 |
2013年 | 38篇 |
2012年 | 28篇 |
2011年 | 26篇 |
2010年 | 15篇 |
2009年 | 15篇 |
2008年 | 23篇 |
2007年 | 29篇 |
2006年 | 21篇 |
2005年 | 26篇 |
2004年 | 18篇 |
2003年 | 8篇 |
2002年 | 7篇 |
2001年 | 4篇 |
2000年 | 12篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1992年 | 2篇 |
1990年 | 4篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1980年 | 2篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1977年 | 1篇 |
1975年 | 5篇 |
1974年 | 3篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1967年 | 2篇 |
1963年 | 2篇 |
排序方式: 共有447条查询结果,搜索用时 15 毫秒
91.
Alexandra Snellman Bo Ekehammar Nazar Akrami 《Journal of applied social psychology》2009,39(4):999-1012
Previous research has shown that people's gender identification correlates with their social dominance orientation (SDO). A question is whether gender identification mediates or moderates the effect of biological sex on SDO. We examined the correlations of sex and gender identification with SDO using the Bem Sex Role Inventory in Study 1 and a gender diagnostic measure in Study 2. Both studies showed that gender identification was significantly associated with SDO. In Study 1, gender identification partially mediated the effect of sex on SDO; and in Study 2, this mediation was complete. There were no indications that gender identification moderated the effect of sex on SDO. The results are discussed against the background of the gender invariance hypothesis of SDO. 相似文献
92.
93.
The relationship of analogical distance to analogical function and preinventive structure: the case of engineering design 总被引:3,自引:0,他引:3
Analogy was studied in real-world engineering design, using the in vivo method. Analogizing was found to occur frequently, entailing a roughly equal amount of within- and between-domain analogies. In partial support for theories of unconscious plagiarism (Brown & Murphy, 1989; Marsh, Landau, & Hicks, 1996) and Ward's (1994) path-of-least-resistance model, it was found that the reference to exemplars (in the form of prototypes) significantly reduced the number of between-domain analogies between source and target, as compared with using sketches or no external representational systems. Analogy served three functions in relation to novel design concepts: identifying problems, solving problems, and explaining concepts. Problem identifying analogies were mainly within domain, explanatory analogies were mainly between domain, and problem-solving analogies were a mixture of within- and between-domain analogies. 相似文献
94.
95.
96.
The development of the understanding of the words and and or was studied. Children in the age interval 2:0–7:6 received two tests of word understanding, varying in the degree to which the context of the test items contributed in determining the meaning of the connectives, and one test of spontaneous usage. The results from the tests of word understanding showed that the context variable facilitated small children's responding, and that most reponses were correct at the age of four and beyond. The results from the production test indicated that and was used to express enummerations and or to express alternatives. The difference between the linguistic and the logical meaning of the connectives was discussed. 相似文献
97.
A mean interstimulus interval (ISI) of 10 sec. resulted in significantly-shorter RTs to a single light stimulus than a 30 sec. average ISI. During a second workperiod the groups performing under each of the two ISI conditions were divided into four subgroups given 0, 25, 50 or 75% interspersion of an additional stimulus (sound). With short ISIs the condition of maximum predictability of event structure (light stimulus only) gave the shortest average RTs. With lessened predictability (increased proportion of the sound stimulus) there was a slight monotonous increase in RT. With long ISIs the same relationship was curvilinear, i.e. 25% interspersion of sound stimulus was most effective in preserving vigilance. 相似文献
98.
99.
条件反射性免疫抑制激活过程中下丘脑核团c-fos的表达 总被引:1,自引:0,他引:1
利用经典条件反射性免疫抑制的动物模型,以糖精水为条件刺激(CS),免疫抑制剂-环磷酰胺为非条件刺激 (UCS),观测两次CS-UCS结合训练后,再次条件刺激诱发条件反射性免疫抑制作用的动态改变,获得条件反射性免疫抑制和味觉厌恶性条件反射各自保持的情况,并在此基础上,采用c-fos免疫组化技术, 进一步观察再次条件刺激诱发条件反射性免疫抑制反应时大鼠下丘脑各核团内FOS蛋白的表达情况。结果表明,条件反射性免疫抑制作用在训练后第5天较强,第30天基本消失,而味觉厌恶性条件反射始终稳定保持到第30天。进一步研究显示出,下丘脑室旁核FOS蛋白表达在第5天非常密集,而第30天几乎没有表达,与细胞免疫功能改变在时程和趋势上具有一致性。通过FOS蛋白表达时程差异比较,提示下丘脑室旁核可能是CNS内介导CS诱导的免疫抑制效应的重要核团。 相似文献
100.
Eline Leen Emma Sorbring Matt Mawer Emma Holdsworth Bo Helsing Erica Bowen 《Aggression and violent behavior》2013,18(1):159-174
Adolescent dating violence is a pressing international issue: yet, there have been few attempts to collate the international evidence regarding this phenomenon. This article reviews contemporary evidence from Europe and North America on prevalence, dynamic risk factors, and the efficacy of intervention programs for adolescent dating violence. Prevalence findings suggest that victimization rates are comparable across Europe and North America. Although individual studies report differing prevalences, the overall hierarchy of violence types – in which psychological/emotional violence is most and sexual violence least prevalent – is consistent across almost all investigations. Four dynamic risk factors for perpetration are identified: peer influence, substance use, psychological adjustment and competencies, and attitudes towards violence. Peer influences and attitudes towards violence appear to be the most extensively evidenced factors in the literature. Nine existing intervention programs are identified, all located within North America. Intervention results are mixed, with some evaluations reporting significant long-term benefits while others report positive intervention effects dissipate throughout follow-up. Tentative analysis suggests that programs focused on behavioral change may elicit sustainable effects more readily. However, this is difficult to ascertain with no data on program repetitions and variations across intervention pedagogy and sample. Concerns with existing research and interventions and possible future directions are discussed. 相似文献