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611.
The purpose of the present experiment was to determine whether repeated cocaine exposure differentially affects sucrose-reinforced operant responding in rats raised in an enriched condition (EC) or an isolated condition (IC). Specifically, the performance of EC and IC rats pressing a lever for sucrose under a high fixed-ratio schedule (FR 30) prior to and after 10 days of exposure to cocaine (15 mg/kg, i.p.) or saline was compared. Regardless of rearing condition, rats repeatedly exposed to cocaine had shorter reacquisition latencies to complete a sucrose-reinforced FR 30 task than saline controls. The results suggest that cocaine exposure may have cross-sensitized both EC and IC rats to the reinforcing effects of sucrose or sucrose-associated cues, thus facilitating reacquisition of operant responding. 相似文献
612.
When asked to detect target letters while reading a text, participants miss more letters in frequently occurring function words than in less frequent content words. To account for this pattern of results, known as the missing-letter effect, Greenberg, Healy, Koriat, and Kreiner proposed the guidance-organization (GO) model, which integrates the two leading models of the missing-letter effect while incorporating innovative assumptions based on the literature on eye movements during reading. The GO model was evaluated by monitoring the eye movements of participants while they searched for a target letter in a continuous text display. Results revealed the usual missing-letter effect, and many empirical benchmark effects in eye movement literature were observed. However, contrary to the predictions of the GO model, response latencies were longer for function words than for content words. Alternative models are discussed that can accommodate both error and response latency data for the missing-letter effect. 相似文献
613.
Often the performance of a task does not only require the processing of certain stimuli in certain ways, but also certain
patterns of interlimb coordination. We studied shifts between different tasks involving different patterns of intermanual
coupling by means of the timed-response procedure, which allows to trace state variables related to task sets. The tasks required
the production of rapid bimanual reversal movements with symmetric or parallel directions. Symmetric movements are associated
with symmetric coupling, as indicated by positive intermanual correlations between the directions of left-hand and right-hand
movements, whereas parallel movements are associated with parallel coupling, as indicated by negative intermanual correlations.
Task switches were associated with gradual changes of the intermanual correlations, which indicate the state of intermanual
coupling as a major ingredient of a task set, in the course of action preparation. At short preparation intervals intermanual
correlations were those appropriate for the preceding trial; with increasing preparation time they were replaced by those
appropriate for the current trial, but the influence of the preceding trial did not disappear completely. In-between trials,
intermanual coupling drifted toward a symmetric coupling, but not to uncoupled limbs. After a change of the task the specification
of movement directions was slowed, but its initiation was not delayed. According to these results, task sets relax toward
attractors which can be different from the absence of task sets. They are gradually configured during task preparation with
a persistent influence of the preceding task, and the specification of response characteristics does not wait until the configuration
of the new task set is completed.
The research reported in this paper was supported by grant He 1187/14-1 of the Deutsche Forschungsgemeinschaft. We thank Barbara
Herbst, Holger Küper, Kevin Schepers, and Elisei Rotaro for their support in running the experiment. 相似文献
614.
Zentall TR Klein ED Singer RA 《Journal of experimental psychology. Animal behavior processes》2004,30(2):129-134
S. C. Gaitan and J. T. Wixted (2000) proposed that when pigeons are trained on a conditional discrimination to associate 1 duration sample with 1 comparison and 2 other duration samples with a 2nd comparison, they detect only the single duration, and on trials involving either of the 2 other duration samples, they respond to the other comparison by default. In 2 experiments, the authors show instead that pigeons lend to treat the retention intervals (such as those used by Gaitan and Wixted) as intertrial intervals, and thus, they tend to treat all trials with a delay as 0-s sample trials. The authors tested this hypothesis by showing that divergent retention functions do not appear when the retention interval is discriminably different from the intertrial interval. 相似文献
615.
Previous work has shown that bilingualism is associated with more effective controlled processing in children; the assumption is that the constant management of 2 competing languages enhances executive functions (E. Bialystok, 2001). The present research attempted to determine whether this bilingual advantage persists for adults and whether bilingualism attenuates the negative effects of aging on cognitive control in older adults. Three studies are reported that compared the performance of monolingual and bilingual middle-aged and older adults on the Simon task. Bilingualism was associated with smaller Simon effect costs for both age groups; bilingual participants also responded more rapidly to conditions that placed greater demands on working memory. In all cases the bilingual advantage was greater for older participants. It appears, therefore, that controlled processing is carried out more effectively by bilinguals and that bilingualism helps to offset age-related losses in certain executive processes. 相似文献
616.
This paper describes Skills for Academic and Social Success (SASS), a cognitive–behavioral, school-based intervention for adolescents with social anxiety disorder. Clinic-based treatment studies for socially anxious youth are reviewed, and a strong rationale for transporting empirically-based interventions into schools, such as SASS, is provided. The SASS program consists of 12, 40-min group sessions that emphasize social skills and in-vivo exposure. In addition to group sessions, students are seen individually at least twice and participate in 4 weekend social events with prosocial peers from their high schools. Meetings with teachers provide information about social anxiety and facilitate classroom exposures for socially anxious participants. Parents attend 2 psychoeducational meetings about social anxiety, its treatment, and approaches for managing their childs anxiety. Initial findings regarding the programs effectiveness are presented. We conclude by discussing the challenges involved in implementing treatment protocols in schools and provide suggestions to address these issues. 相似文献
617.
618.
McCullough JP Klein DN Borian FE Howland RH Riso LP Keller MB Banks PL 《Journal of abnormal psychology》2003,112(4):614-622
The nosology of chronic depression in Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV, American Psychiatric Association, 1994) is highly complex and requires clinicians to differentiate among several chronic course subtypes. This study replicates an earlier investigation (J. McCullough et al., 2000; see record 2000-05424-007) that found few differences among Diagnostic and Statistical Manual of Mental Disorders (3rd ed. rev.; DSM-III-R; American Psychiatric Association, 1987) categories of chronic depression. In the present study, 681 outpatients with chronic major depression, double depression, recurrent major depression without full interepisode recovery, and chronic major depression superimposed on antecedent dysthymia were compared. Few differences were observed on a broad range of demographic, clinical, psychosocial, family history, and treatment response variables. The authors suggest that chronic depression should be viewed as a single, broad condition that can assume a variety of clinical course configurations. 相似文献
619.
The Wisconsin Personality Disorders Inventory (WISPI-IV; Klein & Benjamin, 1996) is the latest version of a self-report measure of DSM-IV personality disorders (PDs) derived from an interpersonal perspective. When categorical diagnoses derived from the WISPI-IV were compared with independent SCID-II diagnoses, the majority of the kappas were poor (>.40). However, all but one of the effect sizes for the differences in WISPI-IV means between groups with and without SCID-II diagnoses were large (>.80). When SCID-II and WISPI-IV dimensional scores were considered, the average r between profiles was .61 (median = .58) and correlations between corresponding PD scales (mean diagonal r = .48; mean off-diagonal r = .18) indicated good convergent and discriminant validity for five of the WISPI-IV scales. These results add to the cumulating evidence suggesting greater reliability and validity of dimensional over categorical scores for PDs. Researchers and clinicians interested in having an efficient method of assessing PDs may consider using a dimensional approach such as the WISPI-IV as an alternative to diagnostic interview. 相似文献
620.
Klein D Myhill W Hansen L Asby G Michaelson S Blanck P 《Behavioral sciences & the law》2003,21(1):27-49
The Americans with Disabilities Act (ADA), and Sections 504 and 508 of the Rehabilitation Act, prohibit discrimination against people with disabilities in all aspects of daily life, including education, work, and access to places of public accommodations. Increasingly, these antidiscrimination laws are used by persons with disabilities to ensure equal access to e-commerce, and to private and public Internet websites. To help assess the impact of the anti-discrimination mandate for educational communities, this study examined 157 website home pages of Iowa public high schools (52% of high schools in Iowa) in terms of their electronic accessibility for persons with disabilities. We predicted that accessibility problems would limit students and others in obtaining information from the web pages as well as limiting ability to navigate to other web pages. Findings show that although many web pages examined included information in accessible formats, none of the home pages met World Wide Web Consortium (W3C) standards for accessibility. The most frequent accessibility problem was lack of alternative text (ALT tags) for graphics. Technical sophistication built into pages was found to reduce accessibility. Implications are discussed for schools and educational institutions, and for laws, policies, and procedures on website accessibility. 相似文献