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111.
Endogenous BDNF is required for long-term memory formation in the rat parietal cortex 总被引:6,自引:0,他引:6 下载免费PDF全文
Alonso M Bekinschtein P Cammarota M Vianna MR Izquierdo I Medina JH 《Learning & memory (Cold Spring Harbor, N.Y.)》2005,12(5):504-510
Information storage in the brain is a temporally graded process involving different memory phases as well as different structures in the mammalian brain. Cortical plasticity seems to be essential to store stable long-term memories, although little information is available at the moment regarding molecular and cellular events supporting memory consolidation in the neocortex. Brain-derived neurotrophic factor (BDNF) modulates both short-term synaptic function and activity-dependent synaptic plasticity in hippocampal and cortical neurons. We have recently demonstrated that endogenous BDNF in the hippocampus is involved in memory formation. Here we examined the role of BDNF in the parietal cortex (PCx) in short-term (STM) and long-term memory (LTM) formation of a one-trial fear-motivated learning task in rats. Bilateral infusions of function-blocking anti-BDNF antibody into the PCx impaired both STM and LTM retention scores and decreased the phosphorylation state of cAMP response element-binding protein (CREB). In contrast, intracortical administration of recombinant human BDNF facilitated LTM and increased CREB activation. Moreover, inhibitory avoidance training is associated with a rapid and transient increase in phospho-CREB/total CREB ratio in the PCx. Thus, our results indicate that endogenous BDNF is required for both STM and LTM formation of inhibitory avoidance learning, possibly involving CREB activation-dependent mechanisms. The present data support the idea that early sensory areas constitute important components of the networks subserving memory formation and that information processing in neocortex plays an important role in memory formation. 相似文献
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This paper is an attempt at introducing a formal framework for societal, participative, anticipatory, inner‐change oriented and open‐ended ‘’ learning for evolution.” The key point of our approach is that it considers the evolution of a social system not exclusively as an appropriate result of the given system structure, operating and behaving under external constraints; but mainly as an outer (or observable) consequence of some inner changes brought about from within the system of heterogenous actors‐designers in their effort to cope with complexities generated equally by external constraints and by the network of mutual relationships between them. The actors‐designers are thus trying to assess critically the courses the system could possibly take in the future and also to isolate —through a dialogue between them—the so‐called “evolutionary” ones. Consequently, a policy‐oriented approach to “social homcorhesis” is obtained. It opens the way to a participative planning outlook on societal learning. 相似文献
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Mariana Karin Falconier Fridtjof Nussbeck Guy Bodenmann 《Anxiety, stress, and coping》2013,26(4):447-466
Abstract This study seeks to validate the Spanish version of the Dyadic Coping Inventory (DCI) in a Latino population with data from 113 heterosexual couples. Results for both partners confirm the factorial structure for the Spanish version (Subscales: Stress Communication, Emotion- and Problem-Focused Supportive, Delegated, and Negative Dyadic Coping, Emotion- and Problem-Focused Common Dyadic Coping, and Evaluation of Dyadic Coping; Aggregated Scales: Dyadic Coping by Oneself and by Partner) and support the discriminant validity of its subscales and the concurrent, and criterion validity of the subscales and aggregated scales. These results do not only indicate that the Spanish version of the DCI can be used reliably as a measure of coping in Spanish-speaking Latino couples, but they also suggest that this group relies on dyadic coping frequently and that this type of coping is associated with positive relationship functioning and individual coping. Limitations and implications are discussed. 相似文献
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Belief merging aims at combining several pieces of information coming from different sources. In this paper we review the
works on belief merging of propositional bases. We discuss the relationship between merging, revision, update and confluence,
and some links between belief merging and social choice theory. Finally we mention the main generalizations of these works
in other logical frameworks. 相似文献
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Zahra Abolghasem Tiffany H.-T. Teng Elida Nexha Cherrie Zhu Cindy S. Jean Mariana Castrillon Eric Che Eva V. Di Nallo Margaret L. Schlichting 《Developmental science》2023,26(4):e13371
Even once children can accurately remember their experiences, they nevertheless struggle to use those memories in flexible new ways—as in when drawing inferences. However, it remains an open question as to whether the developmental differences observed during both memory formation and inference itself represent a fundamental limitation on children's learning mechanisms, or rather their deployment of suboptimal strategy. Here, 7–9-year-old children (N = 154) and young adults (N = 130) first formed strong memories for initial (AB) associations and then engaged in one of three learning strategies as they viewed overlapping (BC) pairs. We found that being told to integrate—combine ABC during learning—both significantly improved children's ability to explicitly relate the indirectly associated A and C items during inference and protected the underlying pair memories from forgetting. However, this finding contrasted with implicit evidence for memory-to-memory connections: Adults and children both formed A-C links prior to any knowledge of an inference test—yet for children, such links were most apparent when they were told to simply encode BC, not integrate. Moreover, the accessibility of such implicit links differed between children and adults, with adults using them to make explicit inferences but children only doing so for well-established direct AB pairs. These results suggest that while a lack of integration strategy may explain a large share of the developmental differences in explicit inference, children and adults nevertheless differ in both the circumstances under which they connect interrelated memories and their ability to later leverage those links to inform flexible behaviours.
Research Highlights
- Children and adults view AB and BC pairs related through a shared item, B. This provides an opportunity for learners to connect A–C in memory.
- Being encouraged to integrate ABC during learning boosted performance on an explicit test of A–C connections (children and adults) and protected from forgetting (children).
- Children and adults differed in when implicit A–C connections were formed—occurring primarily when told to separately encode BC (children) versus integrate (adults), respectively.
- Adults used implicit A–C connections to facilitate explicit judgments, while children did not. Our results suggest developmental differences in the learning conditions promoting memory-to-memory connections.
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