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191.
University of Illinois at Urbana-Champaign, Urbana, Illinois Much of our learning comes from interacting with objects. Two
experiments investigated whether or not arbitrary actions used during category learning with objects might be incorporated
into object representations and influence later recognition judgments. In a virtual-reality chamber, participants used distinct
arm movements to make different classification responses. During a recognition test phase, these same objects required arm
movements that were consistent or inconsistent with the classification movement. In both experiments, consistent movements
were facilitated relative to inconsistent movements, suggesting that arbitrary action information is incorporated into the
representations. 相似文献
192.
We aimed to expand upon the demographic characteristics and gender differences among those who have met someone on the Internet who they later met offline and had sex with as well as any relationship with cybersex, sexually transmitted infections, and online sexual problems. We analyzed data collected through an online questionnaire in 2002 in Sweden including a total population of 1836 respondents of which 1458 used the Internet for sexual purposes. Of those, 35% men and 40% women reported to have met offline sex partners online. The majority reported an occurrence of one to two times, whereas 10% reported six or more times. The analysis suggested women aged 34-49 and 50-65 years, homo- and bisexual men, and singles more likely to have this experience. They were also more likely to have engaged in cybersex. No relationships were found with sexually transmitted infections or online sexual problems. The results suggest that using the Internet to find sex partners may be less hazardous for the general Internet users than pointed out by prior research about this behavior often focusing on specific sub groups of Internet users. 相似文献
193.
Ross D. Crosby Stephen A. Wonderlich Scott G. Engel Heather Simonich James E. Mitchell 《Behaviour research and therapy》2009,47(3):181-188
Objective
Negative affect has been purported to play an important role in the etiology and maintenance of bulimic behaviors. The objective of this study was to identify daily mood patterns in the natural environment exhibited by individuals with bulimia nervosa and to examine the relationship between these patterns and bulimic behaviors.Method
One hundred thirty-three women aged 18-55 meeting DSM-IV criteria for bulimia nervosa were recruited through clinical referrals and community advertisements. Ecological momentary assessment was used to collect multiple ratings of negative affect, binge eating and purging each day for a two-week period using palmtop computers. Latent growth mixture modeling was used to identify daily mood patterns.Results
Nine distinct daily mood patterns were identified. The highest rates of binge eating and purging episodes occurred on days characterized by stable high negative affect or increasing negative affect over the course of the day.Conclusions
These findings support the conclusion that negative mood states are intimately tied to bulimic behaviors and may in fact precipitate such behavior. 相似文献194.
Peter F. Lovibond Christopher J. Mitchell Erin Minard Alison Brady Ross G. Menzies 《Behaviour research and therapy》2009,47(8):716-720
A laboratory autonomic conditioning procedure was used to establish fear conditioning in human participants by pairing neutral stimuli with electric shock. Participants were also trained to make a button-press response to avoid shock. A target fear stimulus was then extinguished by presenting it without shock. The experimental group was given the opportunity to make the avoidance response during extinction whereas the control group was not. When the fear stimulus was tested without the response available, the control group showed normal extinction of both shock expectancy ratings and skin conductance responses, but the experimental group showed “protection from extinction”: they continued to give high expectancy ratings and strong skin conductance responses. We interpret this effect as analogous to the role of within-situation safety behaviours in preserving threat beliefs during exposure therapy for anxiety disorders. The results support a cognitive account of learning and anxiety. The procedure provides a potential laboratory model for further examination of the cognitive and neural mechanisms underlying anxiety and its reduction. 相似文献
195.
A. Ross Otto Todd M. Gureckis Arthur B. Markman Bradley C. Love 《Psychonomic bulletin & review》2009,16(5):957-963
Research on dynamic decision-making tasks, in which the payoffs associated with each choice vary with participants’ recent
choice history, shows that humans have difficulty making long-term optimal choices in the presence of attractive immediate
rewards. However, a number of recent studies have shown that simple cues providing information about the underlying state
of the task environment may facilitate optimal responding. In this study, we examined the mechanism by which this state knowledge
influences choice behavior. We examined the possibility that participants use state information in conjunction with changing
payoffs to extrapolate payoffs in future states. We found support for this hypothesis in an experiment in which generalizations
based on this state information worked to the benefit or detriment of task performance, depending on the task’s payoff structure. 相似文献
196.
Mara Welsh Ross D. Parke Keith Widaman Robin O''Neil 《Journal of School Psychology》2001,39(6):463-482
The relation between social and academic competence was examined in a group of school-age children (N = 163) using structural equation modeling to determine the direction of influence between these two domains across time. A model posing that a reciprocal relation exists between the two domains was tested. The two nested models within the reciprocal model were also tested. To test these models, social acceptance as well as prosocial and aggressive behaviors were assessed by teachers and peers, and children's academic achievement was measured by language and math report-card grades and work skills. Results supported the reciprocal model, indicating that academic achievement directly influenced social competence from both first to second and second to third grade, and social competence was reciprocally related to academic achievement from second to third grade. Implications of these findings for the education process are discussed. 相似文献
197.
Richie Poulton Barry J. Milne Michelle G. Craske Ross G. Menzies 《Behaviour research and therapy》2001,39(12):1395-1410
A longitudinal examination of the relation between separation experiences and the development of separation anxiety at age 3, 11 and 18 years was conducted. Three associative pathways (Rachman, S.J. (1978). Fear and courage. San Francisco: W.H. Freeman) were assessed. Conditioning events were not related to separation anxiety at age 3. Vicarious learning (modelling) in middle childhood (age 9 years) was the conditioning variable most strongly related to separation anxiety at age 11, accounting for 1.8% of the variance in symptoms. Separation experiences (hospitalisations) before the age of 9 were inversely correlated with separation anxiety at age 18. That is, more overnight hospital stays in childhood were related to less separation anxiety in late adolescence. However, none of these conditioning correlates remained significant predictors of separation anxiety in adjusted regression models. In contrast, certain “planned” separations in early–mid childhood were associated with lower levels of separation anxiety at later ages. Generally, the findings were consistent with predictions from the non-associative theory of fear acquisition. That vicarious learning processes appeared to modulate, albeit to a minor degree, the expression of separation anxiety during mid–late childhood suggests that there may be critical periods during which some individuals are susceptible to the interactive effects of both associative and non-associative processes. These findings serve to illustrate the complexity of fear acquisition, the relevance of developmental factors and the likely interplay between associative and non-associative processes in the etiology of fear and anxiety. 相似文献
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