全文获取类型
收费全文 | 2965篇 |
免费 | 203篇 |
国内免费 | 2篇 |
出版年
2023年 | 49篇 |
2022年 | 44篇 |
2021年 | 61篇 |
2020年 | 97篇 |
2019年 | 126篇 |
2018年 | 151篇 |
2017年 | 170篇 |
2016年 | 178篇 |
2015年 | 118篇 |
2014年 | 125篇 |
2013年 | 348篇 |
2012年 | 167篇 |
2011年 | 174篇 |
2010年 | 124篇 |
2009年 | 71篇 |
2008年 | 150篇 |
2007年 | 138篇 |
2006年 | 145篇 |
2005年 | 92篇 |
2004年 | 89篇 |
2003年 | 83篇 |
2002年 | 61篇 |
2001年 | 36篇 |
2000年 | 30篇 |
1999年 | 30篇 |
1998年 | 14篇 |
1997年 | 18篇 |
1996年 | 24篇 |
1995年 | 18篇 |
1994年 | 23篇 |
1993年 | 19篇 |
1992年 | 17篇 |
1991年 | 11篇 |
1990年 | 19篇 |
1989年 | 12篇 |
1988年 | 10篇 |
1987年 | 8篇 |
1986年 | 15篇 |
1985年 | 13篇 |
1984年 | 7篇 |
1983年 | 8篇 |
1982年 | 4篇 |
1981年 | 9篇 |
1980年 | 6篇 |
1979年 | 5篇 |
1978年 | 6篇 |
1977年 | 4篇 |
1976年 | 8篇 |
1975年 | 6篇 |
1968年 | 4篇 |
排序方式: 共有3170条查询结果,搜索用时 15 毫秒
51.
Maria Legerstee 《Infant and child development》1994,3(2):71-80
Responses of 4-month-old infants to hidden people and objects were investigated with equated task demands. Twenty-one 4-month-old infants were administered a combined task, in which they were shown a sounding stimulus that continued to sound after hiding, an auditory task, in which sound was the only source of information about the position of the object in space, and a vision task, in which a silent stimulus was shown to the infants prior to hiding. Five infant behaviours were coded: reaching, gazing, body movements, vocalizations and smiles. The infants reached significantly more for hidden objects than for people, to whom they vocalized instead. They further smiled, and moved their bodies more towards their invisible mother than to the other stimuli. Thus infants responded differentially to people and objects whether the stimuli were soundless (so that there was no cue to their presence) or not. This suggested that infants appreciated (a) that an object had been hidden; (b) this object was either animate or inanimate; and (c) different procedures were appropriate for the retrieval of, or for interacting with animate and inanimate objects. Discussion centres on the underlying representational system that allows for such appreciation. 相似文献
52.
Maureen W. Lovett Susan L. Borden Patricia M. Warren-Chaplin Léa Lacerenza Teresa DeLuca Rosa Giovinazzo 《Brain and language》1996,54(3):447-480
Forty-six reading disabled adolescents were randomly assigned to one of three 25-hr instructional programs. Two programs provided training in expository text comprehension, and a third offered training in academic problem solving and organizational and study skills (an alternative treatment control). One reading comprehension program was designed to remediate a deficient knowledge base, forcing disabled readers to elaborate and further process new text knowledge, focusing on both specific informational content in a text and knowledge of text structure per se. The second program was patterned after the Palincsar and Brown (1984) reciprocal teaching techniques and focused on training four text comprehension strategies used by skilled comprehenders. Both the “knowledge-base” and the “strategy” training approaches were associated with significant improvement in disabled readers' comprehension skills, although training effects did not generalize across all aspects of reading comprehension performance. Strategy-trained readers applied the trained strategies with equal success on instructed and uninstructed text materials, providing strong evidence of transfer of learning. Knowledge-base readers also demonstrated successful transfer of specifically trained procedures (semantic mapping, text analysis) to unfamiliar text. In both programs, the best outcomes were obtained when specific strategies and operations were targeted for training. 相似文献
53.
Abstract— The purpose of the present study was to extend research on repetition and illusory truth to the domain of eyewitness suggestibility. Specifically, we assessed whether repeated exposure to suggestion, relative to a single exposure, facilitates the creation of false memory for suggested events. After viewing a video of a burglary, subjects were asked questions containing misleading suggestions, some of which were repeated. Their memory for the source of the suggestions was tested. The results show that following repeated (relative to a single) exposure to suggestion, subjects were more likely to (a) claim with high confidence that they remembered the suggested events from the video (Experiment 1) and (b) claim that they consciously recollected witnessing the suggested events (Experiment 2). The effects of repeated exposure were highly reliable and were observed over retention intervals as long as I week. 相似文献
54.
55.
Early accounts of intentional forgetting relied exclusively on mechanisms that operate at encoding. The results of more recent experiments indicate that memory-retrieval inhibition also is involved, thus linking waking intentional forgetting with hypnotic amnesia. The present Experiment 1 was designed to provide further support for the retrieval-inhibition hypothesis by testing four alternative explanations for some of the recent results. Experiment 2 examined the role of word affect in both intentional forgetting and unintentional forgetting to evaluate theoretical interpretations of the retrieval mechanisms thought to be involved. Unintentional forgetting of negative words was consistent with a repression-like interpretation, whereas intentional forgetting of negative words appeared to be limited by sensitization. Personality correlates of the recall results were identified and were found to be in support of these interpretations. 相似文献
56.
Carlo L. Cazzullo Gaetano Penati Silvio Scarone Maria G. Fornari Maurizio Maggioni Leonardo F. Resele 《Integrative psychological & behavioral science》1978,13(3):163-168
The relationship between sleep and learning processes is analysed in a sample of schizophrenic patients, starting from more recent hypotheses about the function of REM sleep in learning and memory processes. This is done by means of two experiments: in the first AA. evaluate the possibility to elicit a simple motor conditional reflex acquired during daytime in different sleep stages. With the second experiment daytime learning performances are evaluated with and without a reinforcement administered during REM sleep. Results for the first experiment underline a qualitative difference between REM and nREM sleep in a reflexological perspective. In nREM sleep the conditional response is better maintained than in REM sleep. The second experiment confirms the possibility to improve daytime learning performances after an additional presentation of learning material in REM. The joint study of sleep abnormalities and learning and cognitive impairment in schizophrenic patients is finally suggested. 相似文献
57.
Forty-eight pregnant adolescents who applied for therapeutic abortions (TAs) were compared with 55 adolescents who planned to have their babies (Terms) and 67 adolescents who were not pregnant (Controls) on the California Psychological Inventory (CPI). All the subjects were single, Black, and aged 15 or 16. CPI results point to psychological differences with the Controls being most socialized, followed by the TAs, and then the Terms. Term girls seem to be experiencing a void and appear to be trying to fill it and assume an adult role by having a baby; the TAs do not seem to have these same needs. In addition, girls who became pregnant and described the relationship with the putative father as casual, appear on the CPI to have more daily problems, lack socialization, be less clear thinking, and have poor self-control. Pregnant girls who have good communication with their mothers showed no differences on the CPI from girls with poor communication with their mothers. 相似文献
58.
Teresa M Amabile 《Journal of experimental social psychology》1983,19(2):146-156
Using edited excerpts from actual negative and positive book reviews, this research examined the hypothesis that negative evaluators of intellectual products will be perceived as more intelligent than positive evaluators. The results strongly supported the hypothesis. Negative reviewers were perceived as more intelligent, competent, and expert than positive reviewers, even when the content of the positive review was independently judged as being of higher quality and greater forcefulness. At the same time, in accord with previous research, negative reviewers were perceived as significantly less likable than positive reviewers. The results on intelligence ratings are seen as bolstering the self-presentational explanation of the tendency shown by intellectually insecure individuals to be negatively critical. The present methodology is contrasted to that of previous research which obtained apparently contradictory results. 相似文献
59.
60.
Augusto Palmonari Erich Kirchler Maria Luisa Pombeni 《European journal of social psychology》1991,21(5):381-402
Adolescents from three Italian cities responded to a questionnaire concerning the particular peer-group with which they were associated and identification with their family, aspects of the process of coping with seven developmental tasks, and demographic characteristics. The participants were 1600 male and female teenagers, with a mean age of 16.28 years, who were approached at schools and various meeting places in three Italian cities. The study shows that effective coping with developmental tasks depends largely on the degree of identification with both family and peer-group. Those who identify with both social groupings show advantages in various critical situations. Adolescents only identifying with either family or peers get emotional and instrumental support from that group but not from the other, thus, they are supported in some critical situations but not in others. Adolescents who are unwilling or unable to identify with their family and/or their peers are less successful in managing the transition to adulthood than others who are close to their parents and peers. Consistent with the findings of previous studies, the type of group adolescents join, be it a formal group or an informal street group, has no significant effect on their coping strategies. 相似文献