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31.
Kristie R. Dukewich Raymond M. Klein John Christie 《Psychonomic bulletin & review》2008,15(6):1141-1147
In highly controlled cuing experiments, conspecific gaze direction has powerful effects on an observer’s attention. We explored the generality of this effect by using paintings in which the gaze direction of a key character had been carefully manipulated. Our observers looked at these paintings in one of three instructional states (neutral, social, or spatial) while we monitored their eye movements. Overt orienting was much less influenced by the critical gaze direction than what the cuing literature might suggest: An analysis of the direction of saccades following the first fixation of the critical gaze showed that observers were weakly biased to orient in the direction of the gaze. Over longer periods of viewing, however, this effect disappeared for all but the social condition. This restriction of gaze as an attentional cue to a social context is consistent with the idea that the evolution of gaze direction detection is rooted in social communication. The picture stimuli from this experiment can be downloaded from the Psychonomic Society’s Archive of Norms, Stimuli, and Data, www.psychonomic.org/archive. 相似文献
32.
The paper defends a combination of perdurantism with mereological universalism by developing semantics of temporary predications
of the sort ’some P is/was/will be (a) Q’. We argue that, in addition to the usual application of causal and other restrictions
on sortals, the grammatical form of such statements allows for rather different regimentations along three separate dimensions,
according to: (a) whether ‘P’ and ‘Q’ are being used as phase or substance sortal terms, (b) whether ‘is’, ‘was’, and ‘will
be’ are the ‘is’, ‘was’, ‘will be’ of identity or of constitution, and (c) whether ‘Q’ is being used as a subject or predicate
term. We conclude that this latitude is beneficial, as it conforms with linguistic reality (i.e., the multiple uses actually
in place) and also enables one to turn what is ordinarily perceived as a problem for universalist perdurantism viz., a commitment
to all sorts of weird and gerrymandered temporally extended entities, into an advantage, for the richness in questions allows
us to make sense of the many different readings of sentences of the same grammatical form. 相似文献
33.
Kristie Miller 《Erkenntnis》2006,64(2):223-230
34.
Prof. Dr. Ulrich T. Egle Claus Derra Beate Gruner Bernd Kappis Volker Köllner Eilard Maatz Matthias Schoof Ulrich Schubert Rainer Schwab 《Psychotherapeut》2007,52(6):436-442
Interdisciplinary guidelines allowed for new quality standards in pain appraisal. Simultaneously, the scientific notion of fibromyalgia changed from a subjectively overvalued malaise to a central disturbance of coping with stress, which is neurobiologically determined. Therefore, in this article a psychosomatics-based guide is given for the socio-medical appraisal of fibromyalgia with reference to the new International Classification for Functioning and Disability (ICF) of the World Health Organization (WHO). As illustration a case study is presented. 相似文献
35.
In a recent study, it was shown that subliminal priming (SP) effects are affected by the temporal predictability of a stimulus onset. If predictability is not given, SP effects are eliminated (Naccache, Blandin, & Dehaene, 2002). In two experiments, we investigated how different levels of preparation for target processing affect SP effects. For this purpose, an accessory tone stimulus was presented at different times prior to a subliminal priming task. The results demonstrate a clear modulation of the SP effects at different foreperiod intervals. Relative to conditions without an accessory stimulus, SP effects were smaller for short foreperiod intervals of the accessory stimulus, and larger for long foreperiod intervals. The results suggest that the presentation of an accessory stimulus facilitates response activation processes because of the participants' enhanced level of preparation for stimulus processing. 相似文献
36.
This paper identifies problems with indexicalism and abverbialism about temporary intrinsic properties, and solves them by
disentangling two senses in which a particular may possess a property simpliciter. The first sense is the one identified by adverbialists in which a particular possesses at all times the property as a matter
of foundational metaphysical fact regardless of whether it is manifest. The second involves building on adverbialism to produce
a semantics for property-manifestation according to which different members of a family of second-order properties of the
foundational property are relevant to property manifestation at different times. 相似文献
37.
The authors investigated the effect of physical exercise on reflex excitability in a controlled intervention study. Healthy participants (N = 21) performed 4 weeks of either power training (ballistic strength training) or balance training (sensorimotor training [SMT]). Both training regimens enhanced balance control and rate of force development, whereas reductions in peak-to-peak amplitudes of stretch reflexes and in the ratio of the maximum Hoffman reflex to the maximum efferent motor response (Hmax:Mmax) measured at rest were limited to SMT. The differences in reflex excitability between the training regimens indicated different underlying neural mechanisms of adaptation. The reduced reflex excitability following SMT was most likely induced by supraspinal influence. The authors discuss an overall increase in presynaptic inhibition of Ia afferent fibers as a possible mechanism. 相似文献
38.
ABSTRACT— Four studies show that the abstract concept of importance is grounded in bodily experiences of weight. Participants provided judgments of importance while they held either a heavy or a light clipboard. Holding a heavy clipboard increased judgments of monetary value (Study 1) and made participants consider fair decision-making procedures to be more important (Study 2). It also caused more elaborate thinking, as indicated by higher consistency between related judgments (Study 3) and by greater polarization of agreement ratings for strong versus weak arguments (Study 4). In line with an embodied perspective on cognition, these findings suggest that, much as weight makes people invest more physical effort in dealing with concrete objects, it also makes people invest more cognitive effort in dealing with abstract issues. 相似文献
39.
The present work investigates if ease/difficulty experiences associated with social comparison information shape the direction of the comparison. In particular, we test the hypothesis that standards of comparison associated with experiences of ease lead to assimilation whereas standards processed under experiences of difficulty result in comparative contrast. In line with this hypothesis, we found in Experiment 1 that the easy processing of a standard led to assimilation whereas difficult processing of the same standard led to contrast. This finding was replicated in Experiment 2, even though the ease/difficulty experiences were this time introduced independently of the standard. Finally, Experiment 3 tested the boundary conditions of the influence of experiences by showing their flexible use in judgmental processes. 相似文献
40.
Mary Catherine Scheeler Kristie Bruno Erin Grubb Terri Lynn Seavey 《Journal of Behavioral Education》2009,18(3):189-210
Preservice teachers learn evidence-based practices in university classrooms but often fail to use them later on in their own
K-12 classrooms. The problem may be a missing link in teacher preparation, i.e., failure to teach preservice teachers to generalize
newly acquired techniques. Two experiments using multiple baseline designs across participants assessed effectiveness of a
model to promote generalization and maintenance of a specific teaching skill. In Experiment 1, preservice teachers’ maintenance
of behavior deteriorated from practicum to student teaching when intervention consisted of training to criteria alone. When
a programming for generalization component (program common stimuli) was added to the intervention, teachers in Experiment
2 generalized and maintained behavior across settings (student teaching to own classrooms) at a higher average than occurred
during intervention. 相似文献