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161.
Jason Tipples 《Cognition & emotion》2013,27(3):535-557
Two rating experiments were conducted to examine the effect of opening the mouth and widening the eyes on ratings of facial threat. In Experiment 1, 65 participants rated faces for threat, arousal and valence (pleasantness). The faces varied in eyebrow shape (V-shaped, flat), mouth type (closed, open), eye type (wide, normal) and mouth curvature (down-turned, up-turned). In replication of previous research (Lundqvist, Esteves, & Öhman, 1999, 2004), the V-shaped eyebrow was the most important determinant of facial threat. Faces with a V-shaped eyebrow were rated as more aroused and threatening, and less pleasant than faces with a flat eyebrow. Similar, albeit weaker, effects were recorded for mouth and eye type, leading to a new hierarchical ordering of facial features for determining facial threat (eyebrow type > mouth type > eye type > mouth curvature). In Experiment 2 (n=37) the effects and ordering recorded in Experiment 1 were replicated for ratings of face of a woman and, moreover , individual features (except an up-turned mouth) increased ratings of threat compared to an expressionless control condition. 相似文献
162.
This study evaluated the effectiveness of a group mentoring program that included components of empirically supported mentoring and cognitive behavioral techniques for children served at a community mental health center. Eighty-six 8- to 12-year-old children were randomly assigned to either group mentoring or a wait-list control group. Group mentoring significantly increased children's reported social problem-solving skills and decreased parent-reported child externalizing and internalizing behavior problems after controlling for other concurrent mental health services. Attrition from the group mentoring program was notably low (7%) for children. The integration of a cognitive behavioral group mentoring program into children's existing community mental health services may result in additional reductions in externalizing and internalizing behavior problems. 相似文献
163.
Paul D. Windschitl Aaron M. Scherer Andrew R. Smith Jason P. Rose 《Organizational behavior and human decision processes》2013,120(1):73-86
Previous studies that have directly manipulated outcome desirability have often found little effect on likelihood judgments (i.e., no desirability bias or wishful thinking). The present studies tested whether selections of new information about outcomes would be impacted by outcome desirability, thereby biasing likelihood judgments. In Study 1, participants made predictions about novel outcomes and then selected additional information to read from a buffet. They favored information supporting their prediction, and this fueled an increase in confidence. Studies 2 and 3 directly manipulated outcome desirability through monetary means. If a target outcome (randomly preselected) was made especially desirable, then participants tended to select information that supported the outcome. If made undesirable, less supporting information was selected. Selection bias was again linked to subsequent likelihood judgments. These results constitute novel evidence for the role of selective exposure in cases of overconfidence and desirability bias in likelihood judgments. 相似文献
164.
Reflected sounds are often treated as an acoustic problem because they produce false localization cues and decrease speech intelligibility. However, their properties are shaped by the acoustic properties of the environment and therefore are a potential source of information about that environment. The objective of this study was to determine whether information carried by reflected sounds can be used by listeners to enhance their awareness of their auditory environment. Twelve listeners participated in two auditory training tasks in which they learned to identify three environments based on a limited subset of sounds and then were tested to determine whether they could transfer that learning to new, unfamiliar sounds. Results showed that significant learning occurred despite the task difficulty. An analysis of stimulus attributes suggests that it is easiest to learn to identify reflected sound when it occurs in sounds with longer decay times and broadly distributed dominant spectral components. 相似文献
165.
Jason Raibley 《Philosophical Studies》2013,165(2):469-489
Eudaimonistic theorists of welfare have recently attacked conative accounts of welfare. Such accounts, it is claimed, are unable to classify states normally associated with physical and emotional health as non-instrumentally good and states associated with physical and psychological damage as non-instrumentally bad. However, leading eudaimonistic theories such as the self-fulfillment theory and developmentalism have problems of their own. Furthermore, conative theorists can respond to this challenge by dispositionalizing their theories, i.e., by saying that it is not merely the realization of one’s values that is non-instrumentally good for one, but that the disposition to realize one’s values is also non-instrumentally good for one. This approach, properly elaborated, can accommodate the idea that, in many cases, states normally associated with physical and psychological health (or unhealth) are non-instrumentally good (or bad). It also preserves the many well-known advantages of conative theories. 相似文献
166.
Jason Kawall 《Philosophical Studies》2013,165(2):349-370
Simon Keller and Sarah Stroud have both argued that the demands of being a good friend can conflict with the demands of standard epistemic norms. Intuitively, good friends will tend to seek favorable interpretations of their friends’ behaviors, interpretations that they would not apply to strangers; as such they seem prone to form unjustified beliefs. I argue that there is no such clash of norms. In particular, I argue that friendship does not require us to form beliefs about our friends in the biased fashion suggested by Stroud and Keller. I further argue that while some slight bias in belief-formation might be permitted by friendship, any such bias would fall within the bounds of epistemic propriety. 相似文献
167.
Bronwyn A. Hunter Leonard A. Jason Christopher B. Keys 《American journal of community psychology》2013,51(1-2):91-102
Empowerment is an interdisciplinary construct heavily grounded in the theories of community psychology. Although empowerment has a strong theoretical foundation, few context-specific quantitative measures have been designed to evaluate empowerment for specific populations. The present study explored the factor structure of a modified empowerment scale with a cross-sectional sample of 296 women in recovery from substance use who lived in recovery homes located throughout the United States. Results from an exploratory factor analysis identified three factors of psychological empowerment which were closely related to previous conceptualizations of psychological empowerment: self-perception, resource knowledge and participation. Further analyses demonstrated a hierarchical relationship among the three factors, with resource knowledge predicting participation when controlling for self-perception. Finally, a correlational analysis demonstrated the initial construct validity of each factor, as each factor of empowerment was significantly and positively related to self-esteem. Implications for the application of psychological empowerment theory and research are discussed. 相似文献
168.
Yuliya N. Yoncheva Urs Maurer Jason D. Zevin Bruce D. McCandliss 《Brain and language》2013,124(3):238-243
ERP responses to spoken words are sensitive to both rhyming effects and effects of associated spelling patterns. Are such effects automatically elicited by spoken words or dependent on selectively attending to phonology? To address this question, ERP responses to spoken word pairs were investigated under two equally demanding listening tasks that directed selective attention either to sub-syllabic phonology (i.e., rhyme judgments) or to melodies embedded within the words. ERPs elicited when participants selectively attended to phonology demonstrated a rhyming effect that was concurrent with online stimulus encoding and an orthographic effect that emerged later. ERP responses to the same stimuli presented under melodic focus, however, showed no evidence of sensitivity to rhyme or spelling patterns. Results reveal limitations to the automaticity of such ERP effects, suggesting that rhyme effects may depend, at least to some degree, on allocation of attention to phonology, which may in turn activate task-incidental orthographic information. 相似文献
169.
Xiaochen Hu Hermann Ackermann Jason A. Martin Michael Erb Susanne Winkler Susanne M. Reiterer 《Brain and language》2013
Individual differences in second language (L2) aptitude have been assumed to depend upon a variety of cognitive and personality factors. Especially, the cognitive factor phonological working memory has been conceptualised as language learning device. However, strong associations between phonological working memory and L2 aptitude have been previously found in early-stage learners only, not in advanced learners. The current study aimed at investigating the behavioural and neurobiological predictors of advanced L2 learning. Our behavioural results showed that phonetic coding ability and empathy, but not phonological working memory, predict L2 pronunciation aptitude in advanced learners. Second, functional neuroimaging revealed this behavioural trait to be correlated with hemodynamic responses of the cerebral network of speech motor control and auditory-perceptual areas. We suggest that the acquisition of L2 pronunciation aptitude is a dynamic process, requiring a variety of neural resources at different processing stages over time. 相似文献
170.
This research examined whether non-g residuals of the SAT and ACT subtests, obtained after removing g, predicted specific abilities. Non-g residuals of the verbal and math subtests of the SAT and ACT were correlated with academic (verbal and math) and non-academic abilities (speed and shop), both based on the Armed Services Vocational Aptitude Battery. Non-g residuals of the SAT and ACT math subtests were positively related to math ability and negatively to verbal ability, whereas the opposite pattern was found for the verbal subtests. Non-g residuals of both sets of subtests were weakly related to non-academic abilities. The results support an investment theory of skills and abilities: Investing in skills in one area (e.g., math) improves abilities in that area but lowers abilities in competing areas (e.g., verbal). 相似文献