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81.
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David Christensen 《Philosophical Studies》2007,134(1):43-50
Jarrett Leplin’s paper is multifaceted; it’s rich with ideas, and I won’t even try to touch on all of them. Instead, I’d like
to raise three questions about the paper: one about its definition of reliable method, one about its solution to the generality
problem, and one about its answer to clairvoyance-type objections. 相似文献
84.
Janne Dahl Ida Enemo Guri C. B. Drevland Ellen Wessel Dag Erik Eilertsen Svein Magnussen 《Applied cognitive psychology》2007,21(9):1145-1155
Mock juries of 5–7 jurors viewed one of three video‐recorded versions of a rape victim's testimony, role‐played by a professional actress. The statement was given in a free‐recall manner with one of three kinds of emotions displayed, termed congruent, neutral and incongruent emotional expressions. The juries were requested to reach a decision on items in a short questionnaire, probing the perceived credibility of the witness and judgements of the probability of a guilty verdict. The jurors were then asked to complete the questionnaire a second time, individually and anonymously. A control group filled out the questionnaire individually without preceding jury deliberations. When participants judged credibility and guilt independently, without a preceding jury discussion, the displayed emotions strongly influenced the judgements. However, discussions in the context of the jury strongly attenuated the effect of displayed emotion, with judgements converging on the credibility of a neutral emotional expression as judged by independent participants, and the attenuating effect outlasted the jury‐situation. The results are consistent with research within social psychology showing that social stereotypes and prejudices are often neutralised by group discussions. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献
85.
Christensen DD 《CNS spectrums》2007,12(2):113-6, 119-23
The amyloid hypothesis--the leading mechanistic theory of Alzheimer's disease--states that an imbalance in production or clearance of amyloid beta (Abeta) results in accumulation of Abeta and triggers a cascade of events leading to neurodegeneration and dementia. The number of persons with Alzheimer's disease is expected to triple by mid-century. If steps are not taken to delay the onset or slow the progression of Alzheimer's disease, the economic and personal tolls will be immense. Different classes of potentially disease-modifying treatments that interrupt early pathological events (ie, decreasing production or aggregation of Abeta or increasing its clearance) and potentially prevent downstream events are in phase II or III clinical studies. These include immunotherapies; secretase inhibitors; selective Abeta42-lowering agents; statins; anti-Abeta aggregation agents; peroxisome proliferator-activated receptor-gamma agonists; and others. Safety and serious adverse events have been a concern with immunotherapy and gamma-secretase inhibitors, though both continue in clinical trials. Anti-amyloid disease-modifying drugs that seem promising and have reached phase III clinical trials include those that selectively target Abeta42 production (eg, tarenflurbil), enhance the activity of alpha-secretase (eg, statins), and block Abeta aggregation (eg, transiposate). 相似文献
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In recent years, a number of approaches to social cognition research have emerged that highlight the importance of embodied interaction for social cognition (Reddy, How infants know minds, 2008; Gallagher, J Conscious Stud 8:83–108, 2001; Fuchs and Jaegher, Phenom Cogn Sci 8:465–486, 2009; Hutto, in Seemans (ed.) Joint attention: new developments in psychology, philosophy of mind and social neuroscience, 2012). Proponents of such ‘interactionist’ approaches emphasize the importance of embodied responses that are engaged in online social interaction, and which, according to interactionists, present an alternative to mindreading as a source of social understanding. We agree that it is important to take embodied interaction seriously, but do not agree that this presents a fundamental challenge to mainstream mindreading approaches. Drawing upon an analogy between embodied interaction and the exercise of expert skills, we advocate a hierarchical view which claims that embodied social responses generally operate in close conjunction with higher-level cognitive processes that play a coordinative role, and which are often sensitive to mental states. Thus, investigation of embodied responses should inform rather than conflict with research on mindreading. 相似文献
88.
Analyses of Model Fit and Robustness. A New Look at the PISA Scaling Model Underlying Ranking of Countries According to Reading Literacy 总被引:1,自引:0,他引:1
This paper addresses methodological issues that concern the scaling model used in the international comparison of student attainment in the Programme for International Student Attainment (PISA), specifically with reference to whether PISA’s ranking of countries is confounded by model misfit and differential item functioning (DIF). To determine this, we reanalyzed the publicly accessible data on reading skills from the 2006 PISA survey. We also examined whether the ranking of countries is robust in relation to the errors of the scaling model. This was done by studying invariance across subscales, and by comparing ranks based on the scaling model and ranks based on models where some of the flaws of PISA’s scaling model are taken into account. Our analyses provide strong evidence of misfit of the PISA scaling model and very strong evidence of DIF. These findings do not support the claims that the country rankings reported by PISA are robust. 相似文献
89.
Attention‐shift vs. response‐priming explanations for the spatial cueing effect in cross‐modal tasks
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Petri Paavilainen Janne Illi Nella Moisseinen Maija Niinisalo Karita Ojala Johanna Reinikainen Lari Vainio 《Scandinavian journal of psychology》2016,57(3):185-192
The task‐irrelevant spatial location of a cue stimulus affects the processing of a subsequent target. This “Posner effect” has been explained by an exogenous attention shift to the spatial location of the cue, improving perceptual processing of the target. We studied whether the left/right location of task‐irrelevant and uninformative tones produces cueing effects on the processing of visual targets. Tones were presented randomly from left or right. In the first condition, the subsequent visual target, requiring response either with the left or right hand, was presented peripherally to left or right. In the second condition, the target was a centrally presented left/right‐pointing arrow, indicating the response hand. In the third condition, the tone and the central arrow were presented simultaneously. Data were recorded on compatible (the tone location and the response hand were the same) and incompatible trials. Reaction times were longer on incompatible than on compatible trials. The results of the second and third conditions are difficult to explain with the attention‐shift model emphasizing improved perceptual processing in the cued location, as the central target did not require any location‐based processing. Consequently, as an alternative explanation they suggest response priming in the hand corresponding to the spatial location of the tone. Simultaneous lateralized readiness potential (LRP) recordings were consistent with the behavioral data, the tone cues eliciting on incompatible trials a fast preparation for the incorrect response and on compatible trials preparation for the correct response. 相似文献
90.
Henrika Anttila Kirsi Pyhältö Tiina Soini Janne Pietarinen 《Social Psychology of Education》2016,19(3):451-473
Academic emotions are central ingredients in student teachers’ learning. They have been shown to affect cognitive performance, motivation and achievement (e.g. Linnenbrink-Garcia et al. in Contemp Educ Psychol 36(1):13–24, 2011). However, until recently the role of emotions in student teachers’ learning has largely been neglected (e.g. Ketonen and Lonka in Proc Soc Behav Sci 69(24):1901–1910, 2012). The study focused on exploring the spectrum of academic emotions experienced by 19 student teachers in different academic activities. The results showed that student teachers experience a wide variety of emotions during their studies. A total of 18 different positive emotions and 20 different negative emotions were reported. They explicated more positive than negative emotions. Further investigations showed that student teachers reported more emotional experiences embedded in individual activities than in social activities. The results implied that the spectrum of academic emotions experienced by student teachers is wider than previous literature suggests, and that student teachers experience a wide range of academic emotions in various academic activities provided by teacher education. 相似文献