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251.
The status of efforts to indigenize psychology in the Philippines is reviewed. We address progress in four aspects of indigenization: theoretical/conceptual, methodological, topical, and institutional. Much, but not all, of this progress is the result of efforts associated with the indigenous Sikolohiyang Pilipino (Filipino psychology) movement, which emphasizes (a) the development of a Filipino psychology that reflects the unique experiences and orientations of Filipinos, (b) Filipino identity and national consciousness, (c) explicit socio‐political considerations, (d) application of psychology to societal problems, (e) the study of less elite Filipinos, (f) interdisciplinary efforts, and (g) the use of indigenous languages in the development and dissemination of indigenous psychology. We note considerable progress, but also controversy, in the selection and interpretation of indigenous concepts and less progress in the formulation of indigenous theories. Existing theories are narrow in scope, only partially specified, and have uncertain heuristic value in generating verifiable predictions. Filipino psychologists have also adapted or further specified Western theoretical frameworks to make them more sensitive to Philippine contextual factors. Many indigenous measures have been developed, but more information is needed on their psychometric properties. Several indigenous research methods have been described and these methods typically emphasize the importance of the researcher‐participant relationship. There remain questions about the objectivity and cultural uniqueness of these methods, however, many of which involve (a) unstructured conversations and discussions in lieu of structured interviews, (b) varying degrees of participant observation, or (c) qualitative phenomenological methods. Extensive topical indigenization is evident in studies that focus on everyday Filipinos and Philippine societal concerns. Institutional indigenization is reflected in courses, theses and dissertations, journals, books, conferences, and professional organizations with an indigenous focus. Potential limitations or risks to the indigenous movement include insularity and the limited research culture. Implications of the Philippine case for indigenization efforts in other cultures are discussed. 相似文献
252.
Kwok Pui‐lan William P. Brown Steve Delamarter Thomas E. Frank Joretta L. Marshall Esther Menn Marcia Y. Riggs 《Teaching Theology & Religion》2005,8(1):35-46
Abstract. This collection of essays tackles thorny questions related to critical incidents in teaching. By using different pedagogical methods and techniques, each author provokes creative thinking about how to address specific concerns common to teaching. The authors demonstrate that the teaching and learning process must make room for – if not celebrate – the surprises that happen not only to the students, but to the teachers as well. The discussion of critical incidents helps to promote reflection on teaching practice and prompt insights into the intricate dynamics shaping the increasingly diverse learning community. Each individual essay is accompanied by reflection questions that can be used to spark conversation among colleagues and/or prompt further personal reflection on teaching and learning. 相似文献
253.
Levetown M 《The American journal of bioethics : AJOB》2005,5(1):78-81; author reply W19-21
254.
Johnson MK Raye CL Mitchell KJ Greene EJ Cunningham WA Sanislow CA 《Cognitive, affective & behavioral neuroscience》2005,5(3):339-361
Using fMRI, we investigated the functional organization of prefrontal cortex (PFC) as participants briefly thought of a single
just-experienced item (i.e., refreshed an active representation). The results of six studies, and a meta-analysis including previous studies, identified regions
in left dorsolateral, anterior, and ventrolateral PFC associated in varying degrees with refreshing different types of information
(visual and auditory words, drawings, patterns, people, places, or locations). In addition, activity increased in anterior
cingulate with selection demands and in orbitofrontal cortex when a nonselected item was emotionally salient, consistent with
a role for these areas in cognitive control (e.g., overcoming “mental rubbernecking”). We also found evidence that presenting
emotional information disrupted an anterior component of the refresh circuit. We suggest that refreshing accounts for some
neural activity observed in more complex tasks, such as working memory, long-term memory, and problem solving, and that its
disruption (e.g., from aging or emotion) could have a broad impact. 相似文献
255.
Hidalgo MP Zanette CB Pedrotti M Souza CM Nunes PV Chaves ML 《Psychological reports》2004,95(1):75-85
Memory consists of several phases or processes that can be influenced by many factors, including the individual's circadian rhythm and the time of day at which tests are performed. The present objective was to evaluate the performance on memory tests of different chronotypes during the morning and the evening shifts. Subjects (21 men and 26 women, between the ages of 20 and 35 yr.) were evaluated for memory and metamemory differences in the morning and in the afternoon, using a battery of neuropsychological tests composed of the Word List with Emotional Content, Visual Memory, Scale-Semantic Memory, Digit Span, Word-Pairs Associated, Verbal Fluency Test, and Metamemory questionnaire. In the evening shift, there was a statistical difference among chronotypes on the Word List with Neutral Content and on the Verbal Fluency Test. In the morning, there were no statistically significant differences; however, the morning-type subjects had higher scores on the metamemory tests (p<.01), while the evening-type subjects had higher scores in the afternoon (p<.01). In spite of their perception, on Word-Pairs Associated and Word List with Emotional Content, the subjects, independently of their chronotype, showed better performance by the evening than by the morning shift. These results highlight the importance of controlling the shift of day and chronotype in studies with the objective of exploration of human performance. 相似文献
256.
Cunningham WA Johnson MK Raye CL Chris Gatenby J Gore JC Banaji MR 《Psychological science》2004,15(12):806-813
In a study of the neural components of automatic and controlled social evaluation, White participants viewed Black and White faces during event-related functional magnetic resonance imaging. When the faces were presented for 30 ms, activation in the amygdala-a brain region associated with emotion-was greater for Black than for White faces. When the faces were presented for 525 ms, this difference was significantly reduced, and regions of frontal cortex associated with control and regulation showed greater activation for Black than White faces. Furthermore, greater race bias on an indirect behavioral measure was correlated with greater difference in amygdala activation between Black and White faces, and frontal activity predicted a reduction in Black-White differences in amygdala activity from the 30-ms to the 525-ms condition. These results provide evidence for neural distinctions between automatic and more controlled processing of social groups, and suggest that controlled processes may modulate automatic evaluation. 相似文献
257.
It is widely accepted that protein synthesis, including local protein synthesis at synapses, is required for several forms of synaptic plasticity. Local protein synthesis enables synapses to control synaptic strength independent of the cell body via rapid protein production from pre-existing mRNA. Therefore, regulation of translation initiation is likely to be intimately involved in modulating synaptic strength. Our understanding of the translation-initiation process has expanded greatly in recent years. In this review, we discuss various aspects of translation initiation, as well as signaling pathways that might be involved in coupling neurotransmitter and neurotrophin receptors to the translation machinery during various forms of synaptic plasticity. 相似文献
258.
259.
Male and female children, 3, 4, and 5 years old, searched for a sticker that was hidden in 1 of 15 linearly aligned boxes.
Two identical bear-shaped landmarks cued the sticker location, which was always in the middle of 3 boxes that separated the
two landmarks. The absolute locations of the landmarks and sticker varied across training trials, but the distance in relation
to each other remained constant. Training continued until the child chose the correct box first for 3 consecutive trials or
for a maximum of 20 trials. Striking age and sex differences emerged in acquisition: The percentage of children who reached
criterion increased over age groups to 100% for the boys but stayed at approximately 20% for the girls. A landmark expansion
test (with the landmarks moved farther apart) given to children who met criterion revealed that most of these children chose
the middle location. 相似文献
260.
Second thoughts versus second looks: an age-related deficit in reflectively refreshing just-activated information 总被引:1,自引:0,他引:1
Age-related deficits in memory are greater as encoding and retrieval tasks require more reflective (self-generated or executive) processing. One problem in developing more specific models of age-related changes in cognition is that the tasks studied tend to be complex and vary in the combinations of component cognitive processes they recruit. Here we report an age-related deficit in one of the most elementary, but critical, components of reflection: refreshing a just-activated representation. Impairment in such a process potentially has a wide-ranging impact on all higher-order cognition. 相似文献