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121.
The effect of task difficulty on inter-task transfer is a classic issue in motor learning. We examined the relation between self-efficacy and transfer of learning after practicing different versions of a stick balancing task. Practicing the same task or an easier version led to significant pre- to post-test transfer of learning, whereas practicing a more difficult version did not. Self-efficacy increased modestly from pre- to post-test with easy practice, but decreased significantly with difficult practice. In addition, self-efficacy immediately prior to the post-test was significantly lower after difficult practice than easy or intermediate practice. Self-efficacy immediately prior to the post-test, performance at the end of practice, and pre-test performance explained 75% of the variance in post-test performance. The mediating role of self-efficacy on transfer of learning offers an alternative explanation for recent findings on the superiority of easy-to-difficult transfer and may help clarify inconsistencies in earlier research. 相似文献
122.
This study investigated the effects of one session of Yoga Nidra (relaxation technique) on the breathing patterns/respiratory effort in the thoracic and abdominal chest regions of boys with disruptive behaviour using a Respiratory Inductive Plethysmography (RIP). The participants (n?=?7) were aged 10–15?years and attending NSW, Department of Education (DET) special schools for children with disruptive behaviour (DB). Results were compared with three students (one female) aged 15?years without DB. The seven boys had previously participated in a 13-week yoga program. During this program participants were progressively taught the practice of Yoga Nidra. The comparison group did not participate in the yoga program but underwent the same procedure for collection of data as the yoga group. Using Compumedics “ProFusion Polysomnography (PSG)” software and further analyses in “Polyman” European Data Format?+?(EDF), data were analysed by identifying breathing as unstable or stable. Unstable breathing was identified as fluctuations in rate/s of breathing effort, amplitude, cessation of breath, and thoracic or abdominal predominance. Results indicated that boys with disruptive behaviour generally displayed unstable breathing patterns throughout the pre-recording period and showed more stable breathing during Yoga Nidra compared with pre- or post-recording periods. There were also examples of reductions in thoracic dominance during Yoga Nidra. The comparison group’s breathing patterns throughout the three phases of the process were found to be stable. 相似文献
123.
Doug Bodin Dustin A. Pardini Thomas G. Burns Abigail B. Stevens 《Child neuropsychology》2013,19(5):417-424
A confirmatory factor analysis was conducted examining the higher order factor structure of the WISC-IV scores for 344 children who participated in neuropsychological evaluations at a large children's hospital. The WISC-IV factor structure mirrored that of the standardization sample. The second order general intelligence factor (g) accounted for the largest proportion of variance in the first-order latent factors and in the individual subtests, especially for the working memory index. The first-order processing speed factor exhibited the most unique variance beyond the influence of g. The results suggest that clinicians should not ignore the contribution of g when interpreting the first-order factors. 相似文献
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125.
In view of reported effects of strenuous and exhaustive exercise on CNS activity, it was hypothesized that “fatiguing” exercise may influence learning retroactively as predicted by consolidation theory. Prelimary findings from two animal experiments are reported followed by a discussion of implications for future research. 相似文献
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128.
Jeffrey R. Stevens 《Animal cognition》2010,13(4):663-670
Helping others at no cost to oneself is a simple way to demonstrate other-regarding preferences. Yet, primates exhibit mixed
results for other-regarding preferences: chimpanzees and tamarins do not show these effects, whereas capuchin monkeys and
marmosets preferentially give food to others. One factor of relevance to this no-cost food donation is the payoff to the donor.
Though donors always receive the same payoffs regardless of their choice, previous work varies in whether they receive either
a food reward or no food reward. Here, I tested cotton-top tamarins in a preferential giving task. Subjects could choose from
two tools, one of which delivered food to a partner in an adjacent cage and the other of which delivered food to an empty
cage. Thus, subjects could preferentially give or withhold food from a partner. I varied whether subjects received food payoffs,
whether a partner was present or absent, and whether the partner was a non-cagemate or the subject’s mate. Results showed
that the subjects’ overall motivation to pull either tool declined when they did not receive any food. Additionally, they
did not preferentially donate or withhold food, regardless of their own payoff or their relationship with the partner. Thus,
cotton-top tamarins do not take advantage of cost-free food giving, either when they might gain in the future (mates) or when
they have no opportunity for future interactions (non-cagemates). 相似文献
129.
The American Journal of Psychoanalysis - Identity development depends on the ability to say ‘no.’ Setting limits enables a relationship between two separate individuals to develop.... 相似文献
130.
Sara A. Stevens Greg L. West Naseem Al-Aidroos Ulrich W. Weger Jay Pratt 《Psychonomic bulletin & review》2008,15(6):1148-1153
It has been suggested that two types of uninformative central cues produce reflexive orienting: gaze and arrow cues. Using
the criterion that voluntary shifts of attention facilitate both response speed and perceptual accuracy, whereas reflexive
shifts of attention facilitate only response speed (Prinzmetal, McCool, & Park, 2005), we tested whether these cues produce
reflexive or volitional shifts of attention. A cued letter discrimination task was used with both gaze (Experiments 1A and
1B) and arrow (Experiments 2A and 2B) cues, in which participants responded to the identity of the target letter. In the response
time (respond speed) tasks, participants were asked to respond as quickly as possible to the target; in the accuracy (perceptual
quality) tasks, participants were asked to respond as accurately as possible. For both cue types, compatible cues were found
to facilitate response speed but not perceptual accuracy, indicating that both gaze and arrow cues generate reflexive shifts
in attention. 相似文献