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51.
A method is presented for marginal maximum likelihood estimation of the nonlinear random coefficient model when the response
function has some linear parameters. This is done by writing the marginal distribution of the repeated measures as a conditional
distribution of the response given the nonlinear random effects. The resulting distribution then requires an integral equation
that is of dimension equal to the number of nonlinear terms. For nonlinear functions that have linear coefficients, the improvement
in computational speed and accuracy using the new algorithm can be dramatic. An illustration of the method with repeated measures
data from a learning experiment is presented. 相似文献
52.
Attention to a prepulse presented shortly before a startling stimulus enhances prepulse inhibition (PPI) of startle in normal
people, but not in schizophrenics. Fear conditioning for the prepulse enhances PPI in socially reared, but not isolation-reared,
rats. In humans, selective attention to acoustic signals against masking can be facilitated by precedence-effect-induced perceived
spatial separation between the signal and the masker. This study investigated whether perceived spatial separation between
a prepulse and a noise masker enhances PPI in socially reared rats and isolation-reared rats. The results show that both PPI
and conditioning-induced PPI enhancement were larger in socially reared rats than in isolation-reared rats. More important,
in socially reared, but not isolation-reared, rats, a further PPI enhancement was induced by precedence-effect-induced perceived
separation between a prepulse and a masker only after the prepulse became fear conditioned. Thus, perceived separation facilitates
normal rats’ attention to a conditioned prepulse and enhances PPI. Isolation rearing impairs rats’ ability to attend to ecologically
significant acoustic events. 相似文献
53.
María Dimitropoulou Jon Andoni Du?abeitia Panagiotis Blitsas Manuel Carreiras 《Behavior research methods》2009,41(2):584-589
The appropriate selection of both pictorial and linguistic experimental stimuli requires a previous languagespecific standardization
process of the materials across different variables. Considering that such normative data have not yet been collected for
Modern Greek, in this study normative data for the color version of the Snodgrass and Vanderwart picture set (Rossion & Pourtois,
2004) were collected from 330 native Greek adults. Participants named the pictures (providing name agreement ratings) and
rated them for visual complexity and age of acquisition. The obtained measures represent a useful tool for further research
on Greek language processing and constitute the first picture normative study for this language. The picture norms from this
study and previous ones may be downloaded from brm.psychonomic-journals.org/content/supplemental. 相似文献
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56.
三校大学生竞争/合作策略取向的特点及影响因素 总被引:3,自引:0,他引:3
为研究大学生竞争/合作策略取向的特点及影响因素,采用”合作与竞争策略标度”量表对144名大学生进行测查,并从能力变量、期望变量及背景变量进一步研究其影响因素。结果表明大学生竞争策略均分值普遍显著高于合作策略均分值,提示学生更崇尚竞争策略;女生的竞争策略均分值明显高于男生分值,表现出策略取向的性别差异。通过相关分析和多元逐步回归分析,表明学习能力、总体能力与父母期望对学生的竞争策略取向有一定的预测性,而性别和母亲受教育程度可部分预测学生合作策略取向。 相似文献
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加压素对记忆巩固过程作用的研究 Ⅲ.GABA能药物对加压素易化大白鼠被动回避反应的影响 总被引:1,自引:0,他引:1
本文以平台被动回避反应为行为模式,采用侧脑室微量注射AVP和GABA能受体激动剂蝇蕈醇(Muscimol)、受体拮抗剂印防己毒素(Picrotoxin),进一步研究了AVP易化记忆巩固效应及与中枢GABA能系统的关系。主要实验结果如下: 1.AVP对被动回避行为模式的学习训练过程无促进作用,但促进了这种行为的记忆巩固过程,注射AVP的动物记忆保持能力显著高于对照组动物,有效剂量为30ng/大鼠。 2.侧脑室注射100ng/大鼠蝇蕈醇后,AVP仍非常显著地保持其行为效应,但注射100ng/大鼠印防己毒素后,AVP的效应已见下降,剂量增至300ng/大鼠后,AVP的效应已被完全消除。 实验结果再次提示,加压素具有促进记忆巩固过程的中枢性效应,脑内GABA能神经元的活动可能参与了这种效应。 相似文献
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Contingency management procedures resembling the Personalized System of Instruction (PSI) were compared with a conventional lecture method in teaching an introductory psychology course. The use of a within-subjects design in which half of the students experienced both teaching conditions made it possible to examine the reliability of test-score differences over time when subjects were balanced over conditions. In the contingency management course, material was broken down into 14 small units, each unit covering about 30 pages of text. Students were assigned to an undergraduate teaching assistant who was encouraged to develop a close working relationship with each of his/her 13 assigned students. Specifically, this meant that the assistant was to call each student by his/her first name, show an interest in the student's quiz performance, help the student understand difficult concepts, and discuss various topics of interest to the student. Each week, the teaching assistant administered up to four different 10-item multiple-choice quizzes over the week's chapter. A modified “Doomsday Contingency” required each student either to achieve a score of 80% on one of the four quizzes or drop the course. Most students passed the quiz during the first session of the week; those not passing were tutored on special areas of weakness. No student was actually forced to leave the course under the Doomsday Contingency. Although quizzes were administered on a group basis, they were scored individually while the student stood near by. In addition to the weekly quiz assignment, students under the contingency management procedures were asked to attend one lecture per week. The contingency management method departed from traditional PSI in that (1) self pacing was minimal, such that students were required to master one unit per week or drop the course, (2) teaching assistants met with students in small groups, and usually gave individual tutoring only to those students who did not pass the quiz on the first attempt, and (3) students were asked to attend one lecture per week. However, it was similar to PSI in that small units of subject matter were assigned and unit mastery was assessed through use of undergraduate assistants who delivered immediate feedback. Students in the conventional lecture group attended three 50-min lectures each week; two of these lectures followed textbook material closely, while the third, which was attended by all students, concerned material only indirectly related to the text. As a result, students in both conditions were exposed to essentially identical material. Students in the lecture condition could also obtain copies of the unit quizzes, although few did so. Course grades were determined by scores on two 45-item multiple-choice hourly exams, each covering half of the semester material (each worth 25%), and by a 90-item final exam over the entire course (worth 50%). These measures also served as the dependent variables. The experimental design employed a crossover technique in which one fourth of the students began with the contingency management method and then switched to lecture method at midsemester, while another fourth began with the lecture method and switched to contingency management. The other students stayed in the same condition throughout the semester, half under contingency management and half under the lecture method. On the last day of class, all students filled out an extensive questionnaire that assessed their opinions and attitudes about the teaching techniques. In addition to allowing for assessment of any progressive effects that the contingency management procedures might have had over time, the crossover design also permitted students to make meaningful comparisons of the two teaching methods, since half of the students experienced both methods in the same course. Although average test performance was only slightly higher under the contingency management condition, this difference occurred on each exam and was statistically reliable in each case. Further, the method did not interact with time, as it produced about a three-item advantage per half semester. On each of the three exams, teaching method accounted for between 5 and 8% of the total variance in test scores. Finally, attitude measures indicated that students experiencing half a semester of the contingency management procedures preferred them to the lecture technique, but that only those students with a full semester of contingency management rated the course significantly better than students in the full semester lecture course. 相似文献