全文获取类型
收费全文 | 1340篇 |
免费 | 77篇 |
国内免费 | 1篇 |
专业分类
1418篇 |
出版年
2023年 | 15篇 |
2021年 | 16篇 |
2020年 | 22篇 |
2019年 | 34篇 |
2018年 | 41篇 |
2017年 | 34篇 |
2016年 | 52篇 |
2015年 | 16篇 |
2014年 | 24篇 |
2013年 | 121篇 |
2012年 | 52篇 |
2011年 | 47篇 |
2010年 | 26篇 |
2009年 | 29篇 |
2008年 | 55篇 |
2007年 | 45篇 |
2006年 | 35篇 |
2005年 | 38篇 |
2004年 | 47篇 |
2003年 | 25篇 |
2002年 | 26篇 |
2001年 | 32篇 |
2000年 | 23篇 |
1999年 | 25篇 |
1998年 | 13篇 |
1997年 | 26篇 |
1996年 | 14篇 |
1995年 | 16篇 |
1994年 | 17篇 |
1992年 | 20篇 |
1991年 | 16篇 |
1990年 | 13篇 |
1989年 | 14篇 |
1988年 | 13篇 |
1987年 | 21篇 |
1985年 | 15篇 |
1984年 | 19篇 |
1983年 | 15篇 |
1982年 | 15篇 |
1981年 | 18篇 |
1979年 | 13篇 |
1978年 | 17篇 |
1976年 | 16篇 |
1975年 | 18篇 |
1974年 | 16篇 |
1973年 | 20篇 |
1972年 | 18篇 |
1971年 | 22篇 |
1968年 | 13篇 |
1965年 | 12篇 |
排序方式: 共有1418条查询结果,搜索用时 15 毫秒
921.
Recently, we reported that discrete (4-sec) olfactory cues paired with footshock serve as effective conditioned stimuli (CSs) for potentiating the acoustic startle response in rats using the fear-potentiated startle paradigm. Because odors are such salient cues for the rat, and because of the robust olfactory conditioning observed previously, the current studies investigated second-order fear conditioning using olfactory and visual cues. In Experiments 1 and 2, we used a small number of first-order and second-order training trials on separate days to investigate second-order fear-potentiated startle. Significant potentiated startle was observed in animals receiving Paired/Paired training in both studies, but surprisingly, control animals in the Unpaired/Paired group (Exp. 1) also showed significant potentiated startle to a light S2 at testing. These findings are addressed in the Discussion. Overall, the results of both experiments suggest that olfactory cues serve as efficient S1 and S2 stimuli in second-order fear-potentiated startle paradigms when only a small number of first and second-order training trials are presented. 相似文献
922.
923.
924.
The WAIS-R is often used in neuropsychological evaluations of individuals with probable Alzheimer's disease (AD), but its factor structure in this population is unknown. Moreover, theories and past research findings make competing predictions concerning its structure. Using confirmatory factor analysis, the authors compared 5 alternative WAIS-R factor models among 516 AD patients: 1-factor (Spearman's g) and 2-factor (Verbal IQ and Performance IQ) models; a 3-factor model including Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom From Distractibility (FD) factors; a 3-factor model in which Digit Symbol loads on PO rather than FD; and a 3-factor model in which Digit Symbol loads on both PO and FD. Results favored the 3-factor model in which Digit Symbol loads on PO rather than FD. Moreover, this model fit the data best among subsamples of patients defined by age, dementia severity, years of education, and gender. 相似文献
925.
Using pavlovian higher-order conditioning paradigms to investigate the neural substrates of emotional learning and memory 下载免费PDF全文
In first-order Pavlovian conditioning, learning is acquired by pairing a conditioned stimulus (CS) with an intrinsically motivating unconditioned stimulus (US; e.g., food or shock). In higher-order Pavlovian conditioning (sensory preconditioning and second-order conditioning), the CS is paired with a stimulus that has motivational value that is acquired rather than intrinsic. This review describes some of the ways higher-order conditioning paradigms can be used to elucidate substrates of learning and memory, primarily focusing on fear conditioning. First-order conditioning, second-order conditioning, and sensory preconditioning allow for the controlled demonstration of three distinct forms of memory, the neural substrates of which can thus be analyzed. Higher-order conditioning phenomena allow one to distinguish more precisely between processes involved in transmission of sensory or motor information and processes involved in the plasticity underlying learning. Finally, higher-order conditioning paradigms may also allow one to distinguish between processes involved in behavioral expression of memory retrieval versus processes involved in memory retrieval itself. 相似文献
926.
Ryan T. McKay Will Gervais Colin J. Davis 《British journal of psychology (London, England : 1953)》2023,114(4):991-1014
In countries such as Britain and the US, court witnesses must declare they will provide truthful evidence and are often compelled to publicly choose between religious (“oath”) and secular (“affirmation”) versions of this declaration. Might defendants who opt to swear an oath enjoy more favourable outcomes than those who choose to affirm? Two preliminary, pre-registered survey studies using minimal vignettes (Study 1, N = 443; Study 2, N = 913) indicated that people associate choice of the oath with credible testimony; and that participants, especially religious participants, discriminate against defendants who affirm. In a third, Registered Report study (Study 3, N = 1821), we used a more elaborate audiovisual mock trial paradigm to better estimate the real-world influence of declaration choice. Participants were asked to render a verdict for a defendant who either swore or affirmed, and were themselves required to swear or affirm that they would try the defendant in good faith. Overall, the defendant was not considered guiltier when affirming rather than swearing, nor did mock-juror belief in God moderate this effect. However, jurors who themselves swore an oath did discriminate against the affirming defendant. Exploratory analyses suggest this effect may be driven by authoritarianism, perhaps because high-authoritarian jurors consider the oath the traditional (and therefore correct) declaration to choose. We discuss the real-world implications of these findings and conclude the religious oath is an antiquated legal ritual that needs reform. 相似文献
927.
Samuel L. Perry Joshua T. Davis Joshua B. Grubbs 《Journal for the scientific study of religion》2023,62(3):694-708
Recent debates about whether educators should teach America's racist history have sparked activism and legislation to ensure students are taught American history in such a way that promotes “patriotism,” amplifying cherished national myths, emphasizing American exceptionalism, and erasing negative historical facts. Building on insights from both social dominance theory and Christian nationalism research, we propose Christian nationalism combines legitimizing myths that whitewash America's past with authoritarian impulses and thus seeks to enforce “patriotic” content in public school classrooms. We also theorize this connection varies across racial, partisan, and ideological identities. Data from a nationally-representative survey of Americans affirm Christian nationalism is by far the leading predictor Americans believe “We should require public school teachers to teach history in a way that promotes patriotism.” This association is consistent across race (possibly due to divergent meanings of both “Christian nationalism” and “patriotism” across groups), but varies by partisanship and ideological identity for whites. Specifically, Christian nationalism brings whites who identify with the ideological and political left into complete alignment with their conservative counterparts who are already more likely to support mandatory patriotic education. Our findings provide critical context for ongoing battles over public-school curricula and education's role in perpetuating social privilege. 相似文献
928.
Nicholas J. Kelley Netta Weinstein Emily E. Smith William E. Davis Andrew G. Christy Constantine Sedikides Rebecca J. Schlegel 《European journal of social psychology》2023,53(3):486-502
When do prosocial actors experience positive versus negative psychological outcomes from helping others? In four studies and an internal meta-analysis, we tested the hypothesis that autonomy shapes the psychological consequences of helping others. In Study 1, prosocial behaviour was associated with a robust pattern of negative well-being outcomes (i.e., depression, anxiety, stress) for individuals low but not high in autonomy. In Studies 2–4, relative to reflecting on a neutral interpersonal experience, reflecting on an autonomous helping experience increased sadness and happiness, strengthened intentions to help in the future and raised support for social welfare. By contrast, reflecting on a controlled helping experience increased negative emotions and decreased positive emotions, but did not affect attitudes or behavioural intentions. Collectively, the findings indicate that autonomy (or lack thereof) shapes the emotional, motivational and attitudinal consequences of helping behaviour. 相似文献
929.
Paige E. Davis Nigel King Elizabeth Meins Charles Fernyhough 《Infant and child development》2023,32(2):e2390
Spontaneous imaginary companion (SIC) creation in childhood is a typical imaginative play behaviour associated with advanced sociocognitive skills; however, the direction of causality has not been established. To investigate this experimentally, researchers must determine whether children can create, on request, qualitatively equivalent imaginary companions (ICs) to those created spontaneously. We examined whether children could create ICs, and how these compared to SICs. Nine elementary school children were encouraged to create ICs in a 3-month intervention. Accounts of elicited ICs were compared with an age-matched sample of interviewees with SICs. Seven children maintained ICs for 6 months post intervention. Template analysis of IC interviews found four themes: Realistic Play, Multifaceted IC Mind, Utility of the IC, and Elicited IC Across Time. Analysis suggests elicited and SICs were similar in nature and utility, although intervention ICs tended to have animal rather than human appearances. Findings support the argument that children can be encouraged to create ICs similar to SICs. 相似文献
930.
M H Davis J G Hull R D Young G G Warren 《Journal of personality and social psychology》1987,52(1):126-133
The idea that empathy may best be considered a multidimensional construct, consisting of both cognitive and emotional facets, has recently been gaining in popularity. To date, however, little research explicitly based on such a view has been carried out. We conducted the present experiment to explore the different influences of cognitive and emotional empathy on two types of responses to dramatic stimuli: positive and negative emotional reactions. Consistent with a multidimensional view of empathy, the two types of empathy exhibited different effects; positive emotional reactions were affected primarily by cognitive empathy, and negative emotional reactions were most heavily influenced by emotional empathy. The results are discussed in terms of their relevance to a multidimensional approach to the study of empathic responding. 相似文献