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381.
All-or-none bottleneck versus capacity sharing accounts of the psychological refractory period phenomenon 总被引:1,自引:0,他引:1
The goal of the present experiment was to test the predictions of Central Bottleneck and Central Capacity Sharing models. According to the Central Bottleneck model, dual task interference, as observed in the PRP paradigm, is caused by an all-or-none bottleneck in information processing. The Central Capacity Sharing model postulates that dual task interference is caused by a capacity limited process that can allocate capacity in a graded fashion. The Central Bottleneck model predicts no change in RT1 with decreasing SOA, whereas the Central Capacity Sharing model predicts that RT1 will increase with decreasing SOA and that the slope of the RT1 SOA effect will depend upon the difficulty of task 2. Subjects were required to perform a tone pitch judgement and shape-matching task in rapid succession. Task order was randomized and the SOA between the first and second stimulus varied from 50 to 1250 ms. Results from this experiment favour the Central Capacity Sharing model. The results were then run through simulations of both the Central Bottleneck and Central Capacity Sharing models. Results from the simulations also favoured the Central Capacity Sharing model. As the difficulty of the second task increased, more capacity was allocated to it, confirming the prediction that as task 2 difficulty increases, the RT1 SOA slope increases. The proportion of capacity allocated to the first task varied from.78 to.91 indicating that capacity can be allocated in a graded fashion. 相似文献
382.
Wolff M Benhassine N Costet P Hen R Segu L Buhot MC 《Learning & memory (Cold Spring Harbor, N.Y.)》2003,10(5):401-409
Serotonin (5-HT) plays a modulatory role in mnemonic functions, especially by interacting with the cholinergic system. The 5-HT1B receptor is a key target of this interaction. The 5-HT1B receptor knockout mice were found previously to exhibit a facilitation in hippocampal-dependent spatial reference memory learning. In the present study, we submitted mice to a delayed spatial working memory task, allowing the introduction of various delays between an exposure trial and a test trial. The 5-HT1BKO and wild-type mice learned the task in a radial-arm water maze (returning to the most recent presented arm containing the escape platform), and exhibited a high level of performance at delays of 0 and 5 min. However, at the delay of 60 min, only 5-HT1BKO mice exhibited an impairment. At a delay of 90 min, all mice were impaired. Treatment by scopolamine (0.8 mg/kg) induced the same pattern of performance in wild type as did the mutation for short (5 min, no impairment) and long (60 min, impairment) delays. The 22-month-old wild-type and knockout mice exhibited an impairment at short delays (5 and 15 min). The effect of the mutation affected both young-adult and aged mice at delays of 15, 30, and 60 min. Neurobiological data show that stimulation of the 5-HT1B receptor inhibits the release of acetylcholine in the hippocampus, but stimulates this in the frontal cortex. This dual function might, at least in part, explain the opposite effect of the mutation on reference memory (facilitation) and delay-dependent working memory (impairment). These results support the idea that cholinergic-serotonergic interactions play an important role in memory processes. 相似文献
383.
384.
Phonological developmental dyslexics remain impaired in phonetic categorical perception (CP) even in adulthood. We studied the brain correlates of CP in dyslexics and controls using a block design fMRI protocol and stimuli from an phonetic continuum between natural /Pa/ and /Ta/ syllables. Subjects performed a pseudo-passive listening task which does not imply voluntary categorical judgment. In the control group, categorical deviant stimuli elicited specific activations in the left angular gyrus, the right inferior frontal gyrus and the right superior cingulate cortex. These regions were not activated in the dyslexic group in which activation was observed for acoustic but not phonetic changes in stimuli. Failures to activate key regions for language perception and auditory attention in dyslexic might account for persistent deficits in phonological awareness and reading tasks. 相似文献
385.
386.
To better conceive the socializing and pragmatic aspects of mathematics, it can be useful to use a process ontology, which allows, starting from an analysis of the processes of conversations, to compare their recourse, from degree to degree, to supposedly common “virtualities”, in particular in argumentative conversations, with the construction of more complex mathematical entities that allow new symmetries, but also with controversies between mathematicians on the use of these entities.
相似文献387.
Pictorial perception entails complex cognitive skills. Piaget and Inhelder (1948) have shown that the understanding of spatial relations follows a path that leads from topological to Euclidean concepts. We hypothesize that there is a strong correlation between the performance on Piagetian spatial tasks and pictorial perception. The three-dimensional reconstruction of drawings is a good measure of pictorial perception. The study shows that pictorial perception is correlated significantly (p < 1%) with the performance on Piagetian spatial tasks, and also, to a lesser degree, on tasks of elementary logic. The spontaneous understanding of the meaning of the pictures (in this case sanitary messages) is related to the understanding of spatial relations, while the relationship is less strong with the recall of the messages. 相似文献
388.
Laura Manoiloff Juan Segui Pierre Hallé 《Quarterly journal of experimental psychology (2006)》2016,69(1):24-36
In this research, we combine a cross-form word–picture visual masked priming procedure with an internal phoneme monitoring task to examine repetition priming effects. In this paradigm, participants have to respond to pictures whose names begin with a prespecified target phoneme. This task unambiguously requires retrieving the word-form of the target picture's name and implicitly orients participants' attention towards a phonological level of representation. The experiments were conducted within Spanish, whose highly transparent orthography presumably promotes fast and automatic phonological recoding of subliminal, masked visual word primes. Experiments 1 and 2 show that repetition primes speed up internal phoneme monitoring in the target, compared to primes beginning with a different phoneme from the target, or sharing only their first phoneme with the target. This suggests that repetition primes preactivate the phonological code of the entire target picture's name, hereby speeding up internal monitoring, which is necessarily based on such a code. To further qualify the nature of the phonological code underlying internal phoneme monitoring, a concurrent articulation task was used in Experiment 3. This task did not affect the repetition priming effect. We propose that internal phoneme monitoring is based on an abstract phonological code, prior to its translation into articulation. 相似文献
389.
390.
Pierre R. Dasen 《International journal of psychology》1975,10(3):165-180
Le développement des opérations concrètes est étudié dans l'optique piagé-tienne chez des enfants esquimaux canadiens âgés de 6 à 14 ans. Les résultats sont comparés à ceux d'une étude similaire chez des enfants aborigènes australiens et européens. Les stades et leur ordre hiérarchique se retrouvent de façon identique dans toutes les populations comparées, alors que le rythme de développement est affecté par des variables socio-culturelles. Chez les enfants esquimaux, les courbes de développement dans le domaine des conservations apparaissent asymptotiques, une plus ou moins large partie de l'échantillon n'atteignant pas le stade des opérations concrètes, alors que, dans le domaine des relations et des classes, et surtout dans le domaine spatial, il y a simple décalage de rythme par rapport aux enfants européens, ou développement chronologiquement semblable. Une partie des résultats est discutée en fonction de la distinction entre compétence et performance. 相似文献