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161.
This first test of the role of REM (rapid eye movement) sleep in reversal spatial learning is also the first attempt to replicate a much cited pair of papers reporting that REM sleep deprivation impairs the consolidation of initial spatial learning in the Morris water maze. We hypothesized that REM sleep deprivation following training would impair both hippocampus-dependent spatial learning and learning a new target location within a familiar environment: reversal learning. A 6-d protocol was divided into the initial spatial learning phase (3.5 d) immediately followed by the reversal phase (2.5 d). During the 6 h following four or 12 training trials/day of initial or reversal learning phases, REM sleep was eliminated and non-REM sleep left intact using the multiple inverted flowerpot method. Contrary to our hypotheses, REM sleep deprivation during four or 12 trials/day of initial spatial or reversal learning did not affect training performance. However, some probe trial measures indicated REM sleep-deprivation-associated impairment in initial spatial learning with four trials/day and enhancement of subsequent reversal learning. In naive animals, REM sleep deprivation during normal initial spatial learning was followed by a lack of preference for the subsequent reversal platform location during the probe. Our findings contradict reports that REM sleep is essential for spatial learning in the Morris water maze and newly reveal that short periods of REM sleep deprivation do not impair concurrent reversal learning. Effects on subsequent reversal learning are consistent with the idea that REM sleep serves the consolidation of incompletely learned items. 相似文献
162.
Academic dishonesty has been a frequent topic of research and discussion. In this article, we examine the differences between
student volunteers and student non-volunteers in terms of their attitudes towards academic dishonesty as well as their cheating
behaviors. We found that student volunteers held more serious attitudes towards cheating and academic dishonesty than did
student non-volunteers; however there were not many significant differences between student volunteers and student non-volunteers
when it came to cheating behaviors. We finally provide some suggestions for future research in the topic of academic dishonesty. 相似文献
163.
Caroline S. Booth Jane E. Myers 《Journal of multicultural counseling and development》2011,39(1):14-23
Women, especially African American women, have traditionally been in low‐paying careers. This exploratory study examined how career aspirations are affected by future career and family plans. Results revealed that African American undergraduate women had higher career aspirations than Caucasian undergraduate women and also planned for multiple roles in the future. Las mujeres, sobre todo las mujeres Afroamericanas, han desarrollado tradicionalmente sus carreras en trabajos de menor remuneración. Este estudio exploratorio examinó cómo las aspiraciones de carrera son afectadas por los planes futuros de carrera y familia. Los resultados revelaron que las estudiantes universitarias Afroamericanas tenían aspiraciones de carrera más elevadas que las estudiantes Caucásicas, y también planeaban tener múltiples roles en el futuro. 相似文献
164.
We examined the role of self-efficacy in negotiators' choice of dispute-resolution procedures and responsiveness to third-party recommendations after an impasse. Results show that high self-efficacy negotiators were more likely to choose continued negotiation over mediation than were their low self-efficacy counterparts. In addition, we found that these negotiators were more likely to reject a mediator's recommendation for settlement, even when this recommendation was evenhanded and met their interests. As predicted, however, the influence of self-efficacy on the acceptance of recommendations was moderated by mediator credibility. When disputants perceived that the mediator had low credibility, the pattern of effects remained unchanged. However, when disputants viewed the mediator as being highly credible, self-efficacy had no influence on the acceptance/rejection of mediator recommendations. 相似文献
165.
Jessica W. Younger Keun‐Woo Lee Ozlem E. Demir‐Lira James R. Booth 《Developmental science》2019,22(6)
Socioeconomic status (SES) has been shown to influence language skills, with children of lower SES backgrounds performing worse on language assessments compared to their higher SES peers. While there is abundant behavioral research on the effects of SES, whether there are differences in the neural mechanisms used to support language skill is less established. In this study, we examined the relation between maternal education (ME), a component of SES, and neural mechanisms of language. We focused on Kindergarten children, at the beginning of formal reading education, and on a pre‐reading skill, phonological awareness—the ability to distinguish or manipulate the sounds of language. We determined ME‐related differences in neural activity by examining a skill‐matched sample of typically achieving 5‐year‐old children as they performed a rhyme judgment task. We examined brain lateralization in two language processing regions, the inferior frontal gyrus (IFG) and superior temporal gyrus (STG). In the IFG, lateralization was related to ME but not skill: children with low ME showed bilateral activation compared to children with higher ME who showed leftward lateralization. In the STG, there was a skill by ME interaction on lateralization, such that children with high ME showed a positive relation between rightward lateralization and skill and children with low ME showed a positive relation between leftward lateralization and skill. Thus, we demonstrated ME is related to differences in neural recruitment during language processing, yet this difference in recruitment is not indicative of a deficit in linguistic processing in Kindergarten children. 相似文献
166.
Gerald A. Juhnke Shirley B. Huffman Keith A. Nilsen Jennifer R. Adams Brian J. Dew Joseph P. Jordan Wendy B. Charkow Russell C. Curtis Brian M. Gmutza Jolie A. Long Caroline S. Booth William Bryce Hagedorn Paula Rubio David A. Schroat 《Journal of Addictions & Offender Counseling》2002,22(2):83-90
The authors describe the Substance Information Program, a university alcohol and other drug (AOD) assessment and intervention program. The Substance Information Program is housed in a counseling department's on‐site training and research clinic and gives counselors‐in‐training an opportunity to gain practical addictions training. 相似文献
167.
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In a sample of established middle- and working-class families with normally developing children and adolescents ranging in age from 6 to 18 years, sons' and daughters' testosterone levels showed little direct connection to risk behavior or symptoms of depression. In contrast, testosterone's positive relation with risk behavior and negative relation with depression were conditional on the quality of parent-child relations. As parent-child relationship quality increased, testosterone-related adjustment problems were less evident. When relationship quality decreased, testosterone-linked risk-taking behavior and symptoms of depression were more in evidence. Few relations were found between parents' testosterone and child behavior. Boys' and girls' ages and stages of pubertal development were important for understanding the expression of hormone-related problem behavior in some cases but not in others. 相似文献
170.