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171.
J. Greg Anson 《Journal of motor behavior》2013,45(3):228-246
Two experiments investigated the memory drum theory’s prediction (Henry & Rogers, 1960) that simple reaction time (SRT) increased with the complexity of the response to be initiated. Experiment 1 (N = 9) matched the Experiment 1, Group 1, SRT condition described by Henry and Rogers. Results of Experiment 1 replicated those of Henry and Rogers and indicated that the memory drum theory’s prediction of increased SRT as a function of increased complexity of response was tenable. Experiment 2 (N = 11) tested the effects of anatomical unit, extent, and target size on SRT, premotor time, and motor time. The results supported the contention that alternative explanations for SRT were possible. With complexity constant, increases in anatomical unit lead to increases in SRT, but only in the motor time component which indicated electromechanical rather than neuromotor program delays. It is proposed that the increased motor time could be explained by peripheral events such as the duration maximum torque must be applied by the agonist muscle(s) to generate the angular acceleration required to initiate rapid movement. SRT, premotor time, and motor time increased when target size was reduced from 6.35 cm to .79 cm. The increased premotor time could be a function of the determining of new equilibrium points for the elbow joint during response initiation. No effects on SRT were observed for extent. 相似文献
172.
This paper uses Deleuze and Guattari's concept of faciality to analyse the teacher's face. According to Deleuze and Guattari, the teacher-face is a special type of face because it is an 'overcoded' face produced in specific landscapes. This paper suggests four limit-faces for teacher faciality that actualise different mixes of signifiance and subjectification in a classroom in which individualisation and massifications are affected. Understanding these limit-faces suggests new ways to conceive the affects actualised in the classroom that are subjected to increasing levels of surveillance from education policy makers. Through this ‘partial mapping’ new possibilities emerge to “escape the face”. 相似文献
173.
Matthew D. Hilchey Jason Rajsic Greg Huffman Jay Pratt 《Attention, perception & psychophysics》2017,79(3):807-819
When there is a relatively long interval between two successive stimuli that must be detected or localized, there are robust processing costs when the stimuli appear at the same location. However, when two successive visual stimuli that must be identified appear at the same location, there are robust same location costs only when the two stimuli differ in their responses; otherwise same location benefits are observed. Two separate frameworks that inhibited attentional orienting and episodic integration, respectively, have been proposed to account for these patterns. Recent findings hint at a possible reconciliation between these frameworks—requiring a response to an event in between two successive visual stimuli may unmask same stimulus and same location costs that are otherwise obscured by episodic integration benefits in identification tasks. We tested this hybrid account by integrating an intervening response event with an identification task that would otherwise generate the boundary between same location benefits and costs. Our results showed that the intervening event did not alter the boundary between location repetition benefits and costs nor did it reliably or unambiguously reverse the common stimulus-response repetition benefit. The findings delimit the usefulness of an intervening event for disrupting episodic integration, suggesting that effects from intervening response events are tenuous. The divide between attention and feature integration accounts is delineated in the context of methodological and empirical considerations. 相似文献
174.
This study used data from the Early Childhood Longitudinal Survey, Kindergarten Class of 1998-1999, to (a) estimate mathematics achievement trends through 5th grade in the population of students who are English-language proficient by the end of kindergarten, (b) compare trends across primary language groups within this English-language proficient group, (c) evaluate the effect of low socioeconomic status (SES) for English-language proficient students and within different primary language groups, and (d) estimate language-group trends in specific mathematics skill areas. The group of English-language proficient English-language learners (ELLs) was disaggregated into native Spanish speakers and native speakers of Asian languages, the 2 most prevalent groups of ELLs in the United States. Results of multilevel latent variable growth modeling suggest that primary language may be less salient than SES in explaining the mathematics achievement of English-language proficient ELLs. The study also found that mathematics-related school readiness is a key factor in explaining subsequent achievement differences and that the readiness gap is prevalent across the range of mathematics-related skills. 相似文献
175.
Greg Janzen 《Sophia》2011,50(3):331-344
This paper argues that Pascal’s formulation of his famous wager argument licenses an inference about God's nature that ultimately
vitiates the claim that wagering for God is in one’s rational self-interest. Specifically, it is argued that if we accept
Pascal’s premises, then we can infer that the god for whom Pascal encourages us to wager is irrational. But if God is irrational,
then the prudentially rational course of action is to refrain from wagering for him. 相似文献
176.
Sense of community (SOC) is one of the most widely used and studied constructs in community psychology. As proposed by Sarason in (The Psychological sense of community: prospects for a community psychology, Jossey-Bass, San Francisco, 1974), SOC represents the strength of bonding among community members. It is a valuable component of community life, and it has been linked to positive mental health outcomes, citizen participation, and community connectedness. However, promotion of SOC can become problematic in community psychology praxis when it conflicts with other core values proposed to define the field, namely values of human diversity, cultural relativity, and heterogeneity of experience and perspective. Several commentators have noted that promotion of SOC can conflict with multicultural diversity because it tends to emphasize group member similarity and appears to be higher in homogeneous communities. In this paper, we introduce the idea of a community-diversity dialectic as part of praxis and research in community psychology. We argue that systematic consideration of cultural psychology perspectives can guide efforts to address a community-diversity dialectic and revise SOC formulations that ultimately will invigorate community research and action. We provide a working agenda for addressing this dialectic, proposing that systematic consideration of the creative tension between SOC and diversity can be beneficial to community psychology. 相似文献
177.
Autumn J. Kujawa Dana Torpey Jiyon Kim Greg Hajcak Suzanne Rose Ian H. Gotlib Daniel N. Klein 《Journal of abnormal child psychology》2011,39(1):125-135
Attentional biases for negative stimuli have been observed in school-age and adolescent children of depressed mothers and
may reflect a vulnerability to depression. The direction of these biases and whether they can be identified in early childhood
remains unclear. The current study examined attentional biases in 5–7-year-old children of depressed and non-depressed mothers.
Following a mood induction, children participated in a dot-probe task assessing biases for sad and happy faces. There was
a significant interaction of group and sex: daughters of depressed mothers attended selectively to sad faces, while children
of controls and sons of depressed mothers did not exhibit biases. No effects were found for happy stimuli. These findings
suggest that attentional biases are discernible in early childhood and may be vulnerability markers for depression. The results
also raise the possibility that sex differences in cognitive biases are evident before the emergence of sex differences in
the prevalence of depression. 相似文献
178.
Assessing and Promoting Spiritual Wellness as a Protective Factor in Secondary Schools 总被引:1,自引:0,他引:1
Michele Kielty Briggs Patrick Akos Greg Czyszczon Ashley Eldridge 《Counseling and values》2011,55(2):171-184
Spiritual wellness, much like resilience, is a multidimensional protective factor for students. This article reviews the relevant literature linking spiritual wellness and thriving in the adolescent population. Assessment and intervention methods that can be used in secondary school settings to promote spiritual wellness are provided. 相似文献
179.
Berntson GG Norman GJ Bechara A Bruss J Tranel D Cacioppo JT 《Psychological science》2011,22(1):80-86
The insula has been implicated as a component of central networks subserving evaluative and affective processes. This study examined evaluative valence and arousal ratings in response to picture stimuli in patients with lesions of the insula and two contrast groups: a control-lesion group (the primary contrast group) and an amygdala-lesion group. Patients rated the positivity and negativity of picture stimuli (from very unpleasant to very pleasant) and how emotionally arousing they found the pictures to be. Compared with patients in the control-lesion group, patients with insular lesions reported reduced arousal in response to both unpleasant and pleasant stimuli, as well as marked attenuation of valence ratings. In contrast, the arousal ratings of patients with amygdala lesions were selectively attenuated for unpleasant stimuli, and these patients' positive and negative valence ratings did not differ from those of the control-lesion group. Results support the view that the insular cortex may play a broad role in integrating affective and cognitive processes, whereas the amygdala may have a more selective role in affective arousal, especially for negative stimuli. 相似文献
180.