全文获取类型
收费全文 | 2735篇 |
免费 | 208篇 |
出版年
2024年 | 6篇 |
2023年 | 36篇 |
2022年 | 33篇 |
2021年 | 49篇 |
2020年 | 87篇 |
2019年 | 115篇 |
2018年 | 140篇 |
2017年 | 147篇 |
2016年 | 148篇 |
2015年 | 97篇 |
2014年 | 124篇 |
2013年 | 364篇 |
2012年 | 206篇 |
2011年 | 184篇 |
2010年 | 116篇 |
2009年 | 105篇 |
2008年 | 140篇 |
2007年 | 140篇 |
2006年 | 129篇 |
2005年 | 118篇 |
2004年 | 91篇 |
2003年 | 63篇 |
2002年 | 80篇 |
2001年 | 27篇 |
2000年 | 27篇 |
1999年 | 24篇 |
1998年 | 22篇 |
1997年 | 18篇 |
1996年 | 12篇 |
1995年 | 5篇 |
1994年 | 7篇 |
1993年 | 14篇 |
1992年 | 10篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1985年 | 4篇 |
1983年 | 2篇 |
1982年 | 3篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 2篇 |
1976年 | 6篇 |
1974年 | 3篇 |
1973年 | 2篇 |
1970年 | 2篇 |
1968年 | 1篇 |
排序方式: 共有2943条查询结果,搜索用时 15 毫秒
231.
232.
We compared the effects of a high-probability (high-p) instruction sequence and a fixed-time (FT) schedule of reinforcement on the compliance of 2 typically developing children. A multielement experimental design with a reversal component was implemented according to a multiple baseline across participants arrangement. Both the high-p and FT conditions resulted in increased compliance for both participants during the multielement sessions. These results suggest that it may be possible to increase compliance without a response requirement of the type arranged in the high-p instruction sequence. 相似文献
233.
Rudd MD Berman AL Joiner TE Nock MK Silverman MM Mandrusiak M Van Orden K Witte T 《Suicide & life-threatening behavior》2006,36(3):255-262
The current article addresses the issue of warning signs for suicide, attempting to differentiate the construct from risk factors. In accordance with the characteristic features discussed, a consensus set of warning signs identified by the American Association of Suicidology working group are presented, along with a discussion of relevant clinical and research applications. 相似文献
234.
Two studies investigated the interaction between utterance and scene processing by monitoring eye movements in agent–action–patient events, while participants listened to related utterances. The aim of Experiment 1 was to determine if and when depicted events are used for thematic role assignment and structural disambiguation of temporarily ambiguous English sentences. Shortly after the verb identified relevant depicted actions, eye movements in the event scenes revealed disambiguation. Experiment 2 investigated the relative importance of linguistic/world knowledge and scene information. When the verb identified either only the stereotypical agent of a (nondepicted) action, or the (nonstereotypical) agent of a depicted action as relevant, verb-based thematic knowledge and depicted action each rapidly influenced comprehension. In contrast, when the verb identified both of these agents as relevant, the gaze pattern suggested a preferred reliance of comprehension on depicted events over stereotypical thematic knowledge for thematic interpretation. We relate our findings to language comprehension and acquisition theories. 相似文献
235.
We study human decision making in a simple forced-choice task that manipulates the frequency and accuracy of available information. Empirically, we find that people make decisions consistent with the advice provided, but that their subjective confidence in their decisions shows 2 interesting properties. First, people's confidence does not depend solely on the accuracy of the advice. Rather, confidence seems to be influenced by both the frequency and accuracy of the advice. Second, people are less confident in their guessed decisions when they have to make relatively more of them. Theoretically, we develop and evaluate a type of sequential sampling process model—known as a self-regulating accumulator—that accounts for both decision making and confidence. The model captures the regularities in people's behavior with interpretable parameter values, and we show its ability to fit the data is not due to excessive model complexity. Using the model, we draw conclusions about some properties of human reasoning under uncertainty. 相似文献
236.
237.
Self-regulation and personality: how interventions increase regulatory success, and how depletion moderates the effects of traits on behavior 总被引:2,自引:0,他引:2
Self-regulation is a highly adaptive, distinctively human trait that enables people to override and alter their responses, including changing themselves so as to live up to social and other standards. Recent evidence indicates that self-regulation often consumes a limited resource, akin to energy or strength, thereby creating a temporary state of ego depletion. This article summarizes recent evidence indicating that regular exercises in self-regulation can produce broad improvements in self-regulation (like strengthening a muscle), making people less vulnerable to ego depletion. Furthermore, it shows that ego depletion moderates the effects of many traits on behavior, particularly such that wide differences in socially disapproved motivations produce greater differences in behavior when ego depletion weakens the customary inner restraints. 相似文献
238.
239.
The purpose of this study was to assess if athletes who perceived their trait anxiety to be debilitative to performance also experienced higher burnout over a competitive season. Volunteers were 53 NCAA Division I and II male (n = 14) and female (n = 39) athletes, ages 18 to 23 years. Participants completed a trait version of the Competitive State Anxiety Inventory-2D once and the Athlete Burnout Questionnaire three times during the season. A 2 (anxiety direction group) x 3 (time of season) multivariate analysis of variance indicated no significant interaction and no main effect for time of season. A significant main effect for anxiety direction group did emerge, with the Facilitative group reporting significantly lower Burnout scores overall on the Reduced Sense of Accomplishment scale than the Debilitative group. There were no differences found on the other two subscales, Emotional/Physical Exhaustion and Devaluation. 相似文献
240.
The authors examined age differences in adults' allocation of effort when reading text for either high levels of recall accuracy or high levels of efficiency. Participants read a series of sentences, making judgments of learning before recall. Older adults showed less sensitivity than the young to the accuracy goal in both reading time allocation and memory performance. Memory accuracy and differential allocation of effort to unlearned items were age equivalent, so age differences in goal adherence were not attributable to metacognitive factors. However, comparison with data from a control reading task without monitoring showed that learning gains among older adults across trial were reduced relative to those of the young by memory monitoring, suggesting that monitoring may be resource consuming for older learners. Age differences in the responsiveness to (information-acquisition) goals could be accounted for, in part, by independent contributions from working memory and memory self-efficacy. Our data suggest that both processing capacity ("what you have") and beliefs ("knowing you can do it") can contribute to individual differences in engaging resources ("what you do") to effectively learn novel content from text. 相似文献