全文获取类型
收费全文 | 538篇 |
免费 | 44篇 |
出版年
2023年 | 3篇 |
2022年 | 6篇 |
2021年 | 15篇 |
2020年 | 13篇 |
2019年 | 15篇 |
2018年 | 31篇 |
2017年 | 28篇 |
2016年 | 31篇 |
2015年 | 29篇 |
2014年 | 28篇 |
2013年 | 56篇 |
2012年 | 26篇 |
2011年 | 29篇 |
2010年 | 14篇 |
2009年 | 11篇 |
2008年 | 27篇 |
2007年 | 14篇 |
2006年 | 14篇 |
2005年 | 18篇 |
2004年 | 8篇 |
2003年 | 17篇 |
2002年 | 17篇 |
2001年 | 9篇 |
2000年 | 6篇 |
1999年 | 3篇 |
1998年 | 9篇 |
1997年 | 3篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 4篇 |
1991年 | 4篇 |
1990年 | 7篇 |
1989年 | 8篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1983年 | 6篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1980年 | 2篇 |
1979年 | 7篇 |
1978年 | 6篇 |
1977年 | 6篇 |
1976年 | 3篇 |
1970年 | 2篇 |
1968年 | 2篇 |
排序方式: 共有582条查询结果,搜索用时 32 毫秒
111.
Jo Anne Tracy Gabrielle B. Britton Joseph E. Steinmetz 《Neurobiology of learning and memory》2001,76(3):253-267
Unit recordings and lesion studies have implicated the cerebellum as an essential site for the acquisition and maintenance of the conditioned eyeblink response. The current study looked at the neural characteristics of conditioned stimulus (CS) processing in the interpositus nucleus of the cerebellum after training New Zealand white rabbits (Oryctolagus cuniculus) in one of two conditioning paradigms: (a) compound conditioning (CMP), a compound CS consisting of light and tone paired with an air puff unconditioned stimulus (US); or (b) stimulus compounding (ALT), alternating blocks of tone CS and light CS trials paired with the air puff US. Single unit responses were recorded during five sessions after the animals had reached an asymptotic level of responding. Animals were tested for behavioral and neural responses to CS alone trials that included tone alone, light alone, and compound tone-light trials. For the CMP group, the compound CS elicited 80 to 90% conditioned eyeblink responses (CRs), whereas the individual tone and light CSs elicited only 40 to 50% CRs. For the ALT group, all three CSs (tone, light, and compound) elicited very high levels of responding of at least 80% CRs. For the CMP group, there were roughly equal numbers of cells responding to all of the CSs. This includes cells that responded exclusively to one, and only one, of the three stimuli and also those cells that responded to combinations of two or more. Cells from the ALT group were far more likely to respond exclusively to only one of the CSs. Both the behavioral and physiological results suggest that the compound tone-light stimulus was processed as a distinct stimulus, separate from the component tone and light. These results are discussed in the context of multisensory processing. 相似文献
112.
113.
114.
115.
Mary Jo Meadow 《Pastoral Psychology》1992,40(5):293-302
The ego development stage model theory of Jane Loevinger is compared to the understanding of St. Teresa of Avila regarding development in spiritual life. The paper first presents Loevinger's theory, then goes through the mansions Teresa described in the interior castle of the soul, comparing each mansion with Loevinger's understanding. The paper concludes that a very similar line of development is traced in both understandings.This paper is a revision of a paper first presented to Division 36, Psychologists Interested in Religious Issues, at the annual meeting of The American Psychological Association. 相似文献
116.
In recent years, facilitative forms of leadership and teacher empowerment for the democratic restructuring of schools have
been emphasized. However, no published studies seem to have examined teachers' perspectives of both facilitative school leadership
and empowerment. This article describes the everyday strategies and personal characteristics of exemplary principals practicing
facilitative leadership in shared-governance schools and how these principals influenced teacher empowerment. The date were
drawn from a qualitative study of teachers in 11 schools in Georgia. An openended questionnaire was designed to provide teachers
the opportunity to identify and describe in detail the characteristics of principals that enhanced their sense of empowerment
and what being empowered means to teachers. Inductive analyses of the data generated seven major strategies, one set of personal
characteristics identified with facilitative leadership, and two major dimensions of teacher empowerment: affective and professional.
This article emphasizes the meanings teachers identified with empowerment. 相似文献
117.
118.
Jo Young Switzer 《Sex roles》1990,22(1-2):69-82
Previous studies of receivers' responses to generic words have found that adults generally develop masculine imagery for neutral words and that men do this more than women. The present investigation of school-aged children (n=471) found that they, like adults, develop sex-specific masculine imagery in response to apparently neutral messages. Early adolescents, however, reported significantly more inclusive imagery than 6–7-year-olds. Different pronoun conditions elicited different mental imagery for the receivers of the messages with he/she eliciting more of a balance between male and female images and they eliciting more inclusive imagery.This work was supported by a grant from the Indiana University—Purdue University at Fort Wayne Research and Instructional Development Support Program. 相似文献
119.
Three-, four-, and five-year-old children's categorical and comparative understanding of high and low were examined in two experiments. Categorical knowledge was assessed by presenting subjects with a single object at varying heights (from 0 to five feet above the ground), and asking if the object was high or low. Comparative understanding of the terms was assessed by showing children two objects at a time and asking which was higher or lower. We observed two patterns of performance in children's categorical treatments: younger children in particular defined disjoint categories for high and low such that they only labelled the extreme heights as high or low, and maintained that middle heights were neither high nor low. Older children defined either-or categories such that all heights were labelled either high or low. We also found that children who defined either-or categories made correct comparative judgments across the entire range of variation whereas children who defined disjoint categories could only judge which of two objects was higher if the objects were not low (at 0 and 1 feet) and which of the objects was lower if the objects were not high (at 4 and 5 feet). The results were interpreted as reflecting a lack of appreciation that the terms are interdefined as negations of each other, and were discussed in terms of the similar semantic-congruity effects found in adults. 相似文献
120.
The relationship between individual differences in conjugate lateral eye movements (CLEMs) and inferential reasoning was investigated in two experiments. Subjects were given inference tasks in sentence and pictorial form and were later tested for recognition of correct inferences as well as literal recognition of the acquisition items. In Experiment 2, for example, subjects were given logical syllogisms during acquisition. Theoretically, right-eye movement/left-hemispheric (REM/LH) subjects should have excelled at this highly logical task but no significant differences between eye-movement groups were found. However, support for previous research showing the moderating effects of gender on hemispheric activation (measured by CLEMs) and hemispheric competence came from the memory data of Experiment 2. These data indicated that male REM/LH subjects recognized more acquisition sentences than the other eye movement/gender groups. It was suggested CLEMs and other measures of hemispheric activation and competence, coupled with data collected using complex cognitive tasks, can eventually lead to explanatory brain models of cognitive processing. 相似文献