全文获取类型
收费全文 | 1180篇 |
免费 | 49篇 |
专业分类
1229篇 |
出版年
2021年 | 10篇 |
2020年 | 21篇 |
2019年 | 20篇 |
2018年 | 37篇 |
2017年 | 27篇 |
2016年 | 27篇 |
2015年 | 22篇 |
2014年 | 23篇 |
2013年 | 119篇 |
2012年 | 33篇 |
2011年 | 48篇 |
2010年 | 25篇 |
2009年 | 28篇 |
2008年 | 47篇 |
2007年 | 49篇 |
2006年 | 39篇 |
2005年 | 43篇 |
2004年 | 28篇 |
2003年 | 32篇 |
2002年 | 28篇 |
2001年 | 27篇 |
2000年 | 24篇 |
1999年 | 31篇 |
1998年 | 23篇 |
1996年 | 18篇 |
1995年 | 16篇 |
1994年 | 12篇 |
1993年 | 10篇 |
1992年 | 12篇 |
1991年 | 11篇 |
1990年 | 10篇 |
1989年 | 14篇 |
1988年 | 17篇 |
1987年 | 11篇 |
1986年 | 12篇 |
1985年 | 16篇 |
1984年 | 16篇 |
1982年 | 15篇 |
1981年 | 13篇 |
1980年 | 11篇 |
1979年 | 18篇 |
1977年 | 14篇 |
1976年 | 13篇 |
1974年 | 13篇 |
1973年 | 20篇 |
1972年 | 11篇 |
1971年 | 11篇 |
1970年 | 13篇 |
1969年 | 10篇 |
1968年 | 9篇 |
排序方式: 共有1229条查询结果,搜索用时 0 毫秒
251.
Karen S. Lewis 《No?s (Detroit, Mich.)》2018,52(3):481-507
The classic Lewis‐Stalnaker semantics for counterfactuals captures that Sobel sequences are consistent sequences, for example:
- a. If Sophie had gone to the parade, she would have seen Pedro dance.
- b. But if Sophie had gone to the parade and been stuck behind someone tall, she would not have seen Pedro dance.
252.
Verbal–spatial IQ discrepancies impact brain activation associated with the resolution of cognitive conflict in children and adolescents 下载免费PDF全文
Amy E. Margolis Katie S. Davis Lisa S. Pao Amy Lewis Xiao Yang Gregory Tau Guihu Zhao Zhishun Wang Rachel Marsh 《Developmental science》2018,21(2)
Verbal–spatial discrepancies are common in healthy individuals and in those with neurodevelopmental disorders associated with cognitive control deficits including: Autism Spectrum Disorder, Non‐Verbal Learning Disability, Fragile X, 22q11 deletion, and Turner Syndrome. Previous data from healthy individuals suggest that the magnitude of the difference between verbal IQ (VIQ) and performance IQ (PIQ) scores (the VIQ>PIQ discrepancy) is associated with reduced thickness in frontal and parietal cortices (inferior frontal, anterior cingulate, inferior parietal lobule, and supramarginal gyrus) that support cognitive control. Unknown is whether the VIQ>PIQ discrepancy is associated with functional deficits in these areas in healthy or ill children and adolescents. We assessed the effects of the VIQ>PIQ discrepancy on fMRI BOLD response during the resolution of cognitive conflict in 55 healthy children and adolescents during performance of a Simon Spatial Incompatibility task. As the magnitude of the VIQ>PIQ discrepancy increased, activation of fronto‐striatal, limbic, and temporal regions decreased during conflict resolution (p < .05, corrected). In exploratory analyses, the VIQ>PIQ discrepancy was associated with reduced functional connectivity from right inferior frontal gyrus to right thalamus and increased functional connectivity to right supramarginal gyrus (ps < .03, uncorrected). The VIQ>PIQ discrepancy may be an important aspect of an individual's cognitive profile and likely contributes to, or is associated with, deficient cognitive control processes characteristic of many childhood disorders. 相似文献
253.
Thane M. Erickson Adam P. McGuire Gina M. Scarsella Tara A. Crouch Jamie A. Lewis Ashley P. Eisenlohr 《The journal of positive psychology》2018,13(6):643-654
Laboratory studies suggest that witnessing virtuous acts triggers moral elevation, an emotion characterized by feeling uplifted and increased prosocial motives. However, it remains unknown whether regular inductions can increase elevation and prosocial motives in daily life without being vulnerable to habituation or adaptation effects. Participants (total N = 181) were randomly assigned to elevating vs. neutral or amusing inductions (video or recall tasks) for seven days (Study 1), ten days (Study 2), or 12 days over one month (Study 3). Multilevel growth models showed that relative to comparison conditions, elevation inductions increased daily elevation, positive affect, and prosocial outcomes (compassionate goals and affiliation), and decreased self-protective motives (self-image goals). Adaptation effects occurred for immediate responses when exercises occurred daily, but not when spaced out over time, and not for outcomes measured later each day. Results suggest benefits of brief, regular elevation experiences and have implications for interventions targeting specific emotions. 相似文献
254.
Lewis M 《Consciousness and cognition》2011,20(1):120-129
This paper explores the meaning and the development of consciousness in the human child. The idea of a self is made up of at least two major aspects. These can be referred to as the machinery of the self and the mental state of the idea of "me". The machinery of the self involves all unconscious, unreferenced action of the body, including its physiology and its processing of information that in turn includes cognitions and emotional states, which are unavailable to consciousness. The mental state or the idea of "me" is that part of the self that makes reference to itself. This mental state develops over the first 2 years of life and is a function of both brain maturation processes as well as socialization. 相似文献
255.
Mood has varied effects on cognitive performance including the accuracy of face recognition (Lundh & Ost, 1996). Three experiments are presented here that explored face recognition abilities in mood-induced participants. Experiment 1 demonstrated that happy-induced participants are less accurate and have a more conservative response bias than sad-induced participants in a face recognition task. Using a remember/know/guess procedure, Experiment 2 showed that sad-induced participants had more conscious recollections of faces than happy-induced participants. Additionally, sad-induced participants could recognise all faces accurately, whereas, happy- and neutral-induced participants recognised happy faces more accurately than sad faces. In Experiment 3, these effects were not observed when participants intentionally learnt the faces, rather than incidentally learnt the faces. It is suggested that happy-induced participants do not process faces as elaborately as sad-induced participants. 相似文献
256.
Leslie J. Francis Mandy Robbins Tania ap. Siôn Christiopher Alan Lewis L. Philip Barnes 《Pastoral Psychology》2007,56(2):157-164
Northern Ireland remains both one of the more religiously active and also one of the most religiously divided countries in
Europe. In this context 1,093 sixth-form pupils attending Protestant schools and 1,266 sixth-form pupils attending Catholic
schools (aged between 16 and 19 years) completed the abbreviated Eysenck Personality Questionnaire Revised (EPQR-A), as a
measure of psychological health, alongside the Francis Scale of Attitude toward Christainity (FSAC). The findings demonstrated
that a positive attitude toward Christianity was associated with neither higher nor lower neuroticism scores, but was associated
in both religious communities with lower psychoticism scores. There is no evidence, therefore, to associate a positive view
of Christianity with poorer levels of psychological health among adolescents in Northern Ireland, and some evidence to associate
a positive view of Christianity with better levels of psychological health. 相似文献
257.
Sian E. Lewis 《Journal of community & applied social psychology》2006,16(2):119-135
Workplace bullying is increasingly acknowledged as a major workplace stressor in the UK and Europe. However, identification and recognition of workplace bullying remain problematic, among targets and within organisations. This paper reports a qualitative study which explored experiences of bullying among ten British women targets, all public sector professionals. Data were collected using in‐depth interviews and analysed using grounded theory methods. Findings showed how these targets struggled to identify and cope with bullying. Major themes or processes identified from targets' accounts included: minimising interpersonal difficulties; preserving self; maintaining commitments to professional and organisational values and cultures; sickness explanations; and naming the problem. This research has implications for the development of coping strategies by targets and organisations, and raises questions about the type of support needed to facilitate recognition of workplace bullying. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献
258.
Stefanie I. Becker Amanda J. Lewis Jenna E. Axtens 《Psychonomic bulletin & review》2017,24(2):436-446
How do we select behaviourally important information from cluttered visual environments? Previous research has shown that both top-down, goal-driven factors and bottom-up, stimulus-driven factors determine which stimuli are selected. However, it is still debated when top-down processes modulate visual selection. According to a feedforward account, top-down processes modulate visual processing even before the appearance of any stimuli, whereas others claim that top-down processes modulate visual selection only at a late stage, via feedback processing. In line with such a dual stage account, some studies found that eye movements to an irrelevant onset distractor are not modulated by its similarity to the target stimulus, especially when eye movements are launched early (within 150-ms post stimulus onset). However, in these studies the target transiently changed colour due to a colour after-effect that occurred during premasking, and the time course analyses were incomplete. The present study tested the feedforward account against the dual stage account in two eye tracking experiments, with and without colour after-effects (Exp. 1), as well when the target colour varied randomly and observers were informed of the target colour with a word cue (Exp. 2). The results showed that top-down processes modulated the earliest eye movements to the onset distractors (<150-ms latencies), without incurring any costs for selection of target matching distractors. These results unambiguously support a feedforward account of top-down modulation. 相似文献
259.
Melissa Ann Stormont Sandra Covington Smith Timothy J. Lewis 《Journal of Behavioral Education》2007,16(3):280-290
Although research has clearly supported the use of school-wide positive behavior support (PBS) in elementary school settings,
data-based research has not been conducted to support program-wide PBS in early childhood settings. The purpose of this study
was to specifically support teachers’ use of universal features of program-wide PBS and to determine whether increases in
the use of positive teacher behaviors, including precorrection and praise, were functionally related to decreases in students’
problem behavior. Using a multiple baseline design, three teachers were introduced to an intervention to increase their use
of precorrections and specific behavioral praise statements. A relationship was established between the three teachers’ use
of key features of program-wide PBS and the reduction of students’ problem behavior in a small group setting. However, findings
should be viewed as tentative and future research should explore the relative influence of each of the intervention components
on preschool students’ behavior. 相似文献
260.