全文获取类型
收费全文 | 1692篇 |
免费 | 121篇 |
出版年
2024年 | 3篇 |
2023年 | 28篇 |
2022年 | 33篇 |
2021年 | 35篇 |
2020年 | 48篇 |
2019年 | 61篇 |
2018年 | 93篇 |
2017年 | 87篇 |
2016年 | 75篇 |
2015年 | 64篇 |
2014年 | 68篇 |
2013年 | 199篇 |
2012年 | 92篇 |
2011年 | 111篇 |
2010年 | 52篇 |
2009年 | 66篇 |
2008年 | 97篇 |
2007年 | 95篇 |
2006年 | 69篇 |
2005年 | 63篇 |
2004年 | 62篇 |
2003年 | 52篇 |
2002年 | 54篇 |
2001年 | 18篇 |
2000年 | 18篇 |
1999年 | 18篇 |
1998年 | 15篇 |
1997年 | 11篇 |
1996年 | 14篇 |
1995年 | 12篇 |
1994年 | 11篇 |
1993年 | 5篇 |
1992年 | 7篇 |
1991年 | 3篇 |
1990年 | 8篇 |
1989年 | 4篇 |
1988年 | 9篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 5篇 |
1983年 | 5篇 |
1982年 | 7篇 |
1981年 | 3篇 |
1980年 | 6篇 |
1979年 | 5篇 |
1978年 | 5篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1964年 | 1篇 |
1960年 | 1篇 |
排序方式: 共有1813条查询结果,搜索用时 15 毫秒
851.
This study elucidates genetic influences on reflexive (as opposed to sustained) attention in children (aged 9–16 years; N = 332) who previously participated as infants in visual attention studies using orienting to a moving bar (Dannemiller, 2004). We investigated genetic associations with reflexive attention measures in infancy and childhood in the same group of children. The genetic markers (single nucleotide polymorphisms and variable number tandem repeats on the genes APOE, BDNF, CHRNA4, COMT, DRD4, HTR4, IGF2, MAOA, SLC5A7, SLC6A3, and SNAP25) are related to brain development and/or to the availability of neurotransmitters such as acetylcholine, dopamine, or serotonin. This study shows that typically developing children have differences in reflexive attention associated with their genes, as we found in adults (Lundwall, Guo & Dannemiller, 2012). This effort to extend our previous findings to outcomes in infancy and childhood was necessary because genetic influence may differ over the course of development. Although two of the genes that were tested in our adult study (Lundwall et al., 2012) were significant in either our infant study (SLC6A3) or child study (DRD4), the specific markers tested differed. Performance on the infant task was associated with SLC6A3. In addition, several genetic associations with an analogous child task occurred with markers on CHRNA4, COMT, and DRD4. Interestingly, the child version of the task involved an interaction such that which genotype group performed poorer on the child task depended on whether we were examining the higher or lower infant scoring group. These findings are discussed in terms of genetic influences on reflexive attention in infancy and childhood. 相似文献
852.
Sanne Roelofs Eimear Murphy Haifang Ni Elise Gieling Rebecca E. Nordquist F. Josef van der Staay 《Animal cognition》2017,20(4):739-753
Biases in judgement of ambiguous stimuli, as measured in a judgement bias task, have been proposed as a measure of the valence of affective states in animals. We recently suggested a list of criteria for behavioural tests of emotion, one of them stating that responses on the task used to assess emotionality should not be confounded by, among others, differences in learning capacity, i.e. must not simply reflect the cognitive capacity of an animal. We performed three independent studies in which pigs acquired a spatial holeboard task, a free choice maze which simultaneously assesses working memory and reference memory. Next, pigs learned a conditional discrimination between auditory stimuli predicting a large or small reward, a prerequisite for assessment of judgement bias. Once pigs had acquired the conditional discrimination task, optimistic responses to previously unheard ambiguous stimuli were measured in the judgement bias task as choices indicating expectation of the large reward. We found that optimism in the judgement bias task was independent of all three measures of learning and memory indicating that the performance is not dependent on the pig’s cognitive abilities. These results support the use of biases in judgement as proxy indicators of emotional valence in animals. 相似文献
853.
Virginia Aglieri Rebecca Watson Cyril Pernet Marianne Latinus Lúcia Garrido Pascal Belin 《Behavior research methods》2017,49(1):97-110
One thousand one hundred and twenty subjects as well as a developmental phonagnosic subject (KH) along with age-matched controls performed the Glasgow Voice Memory Test, which assesses the ability to encode and immediately recognize, through an old/new judgment, both unfamiliar voices (delivered as vowels, making language requirements minimal) and bell sounds. The inclusion of non-vocal stimuli allows the detection of significant dissociations between the two categories (vocal vs. non-vocal stimuli). The distributions of accuracy and sensitivity scores (d’) reflected a wide range of individual differences in voice recognition performance in the population. As expected, KH showed a dissociation between the recognition of voices and bell sounds, her performance being significantly poorer than matched controls for voices but not for bells. By providing normative data of a large sample and by testing a developmental phonagnosic subject, we demonstrated that the Glasgow Voice Memory Test, available online and accessible from all over the world, can be a valid screening tool (~5 min) for a preliminary detection of potential cases of phonagnosia and of “super recognizers” for voices. 相似文献
854.
The unique and interactive contributions of past externalizing behavior, negative parenting, and teacher-child relationship quality to externalizing behavior trajectories after the transition to school were examined. In a sample of 283 children, random regression analyses indicated that conflict in the teacher-child relationship during the school transition contributed to faster rates of increase in externalizing behavior from kindergarten through third grade above and beyond negative parenting and initial levels of externalizing behavior. A significant interaction between teacher-child closeness and the externalizing behavior intercept indicated that decreases in externalizing behavior were associated with teacher-child closeness, especially for children with the highest levels of externalizing behavior upon school entry. Family socioeconomic status and initial levels of classroom externalizing behavior in kindergarten were also significant contributors to the prediction of externalizing behavior trajectories. 相似文献
855.
This study compared aggressive and nonaggressive students on narcissism and self-esteem scores. Three hundred and seventy
students (176 boys and 194 girls) from three schools in Singapore participated in the study. The age range of students was
from ten years to 17 years with a mean of 12.23 years (SD = 1.52). Consistent with our hypothesis, aggressive students scored significantly higher on narcissism compared to nonaggressive
students. Also, as expected, aggressive and nonaggressive students did not differ significantly with respect to self-esteem
scores. These findings contribute to a growing body of research that aggression is closely associated with narcissism for
adults as well as children and adolescents, using an Asian sample. In addition, these results also provide some preliminary
support that narcissism and high self-esteem though somewhat superficially similar, are distinct constructs conceptually and
empirically. Aggression is closely associated with narcissism, and for the aggressive child or adolescent, it may be more
beneficial to target intervention efforts towards having accurate self-appraisals rather than promoting an already grandiose
self-image further. 相似文献
856.
Douglas Herrmann Virgil Sheets Michael Gruneberg Rebecca Torres 《Applied cognitive psychology》2005,19(7):821-841
Previous research with memory questionnaires has been interpreted as showing that people do not recall their memory failures accurately. The present research consisted of three investigations that examined whether participants' reports of memory failures were corroborated by their spouses. These investigations used a greater variety of statistical and survey methods than were used in previous investigations. The results demonstrated that people are able to recall memory failures more accurately than previous research indicated. These results have important methodological and theoretical implications for basic and applied assumptions about what people know about their memory failures. Copyright © 2005 John Wiley & Sons, Ltd. 相似文献
857.
In the rubber hand illusion (RHI) one’s hand is hidden, and a fake hand is visible. We explored the situation in which visual information was available indirectly in a mirror. In the mirror condition, compared to the standard condition (fake hand visible directly), we found no reduction of the RHI following synchronised stimulation, as measured by crossmanual pointing and by a questionnaire. We replicated the finding with a smaller mirror that prevented visibility of the face. The RHI was eliminated when a wooden block replaced the fake hand, or when the hand belonged to another person or mannequin. We conclude that awareness of the reflection is the critical variable, despite the distant visual localisation of the hand in a mirror and the third-person perspective. Stimuli seen in a mirror activate the same response as stimuli seen in peripersonal space, through knowledge that they are near one’s body. 相似文献
858.
Latent variable modeling methods have demonstrated utility for understanding the structure of executive control (EC) across development. These methods are utilized to better characterize the relation between EC and mathematics achievement in the preschool period, and to understand contributing sources of individual variation. Using the sample and battery of laboratory tasks described in Wiebe, Espy and Charak (2008), latent EC was related strongly to emergent mathematics achievement in preschool, and was robust after controlling for crystallized intellectual skills. The relation between crystallized skills and emergent mathematics differed between girls and boys, although the predictive association between EC and mathematics did not. Two dimensions of the child ’s social environment contributed to mathematics achievement: social network support through its relation to EC and environmental stressors through its relation with crystallized skills. These findings underscore the need to examine the dimensions, mechanisms, and individual pathways that influence the development of early competence in basic cognitive processes that underpin early academic achievement. 相似文献
859.
Active vision requires the integration of information coming from the retina with that generated internally within the brain, especially by saccadic eye movements. Just as visual information reaches cortex via the lateral geniculate nucleus of the thalamus, this internal information reaches the cerebral cortex through other higher-order nuclei of the thalamus. This review summarizes recent work on four of these thalamic nuclei. The first two pathways convey internal information about upcoming saccades (a corollary discharge) and probably contribute to the neuronal mechanisms that underlie stable visual perception. The second two pathways might contribute to the neuronal mechanisms underlying visual spatial attention in cortex and in the thalamus itself. 相似文献
860.
Leif A. Strömwall Rebecca M. Willén 《Journal of Investigative Psychology & Offender Profiling》2011,8(3):271-281
This study aimed at extending the deception literature by examining lie‐telling strategies given by persons with criminal experience. In interviews taking place in prisons, offenders (n = 35) provided lie‐telling strategies in a free narrative style. In an inductive content analysis, we coded both all strategies provided as well as one principal strategy for each participant. In total, 13 strategies were identified, which were grouped into three broader category groups: general verbal, general nonverbal, and specific interview strategies. The most often stated strategies were Close to truth, Eye contact, and No strategy. The most often stated principal strategies were Close to truth, Not giving away information, and No strategy. Some participants provided strategies, such as not giving away information at all in interviews/interrogations, which showed a sophisticated understanding of the police interview situation and the task of the police and prosecutor. Overall, the participants showed great diversity in preferred lie‐telling strategy. The results are partly in line with previous research from student samples and provide new insights into the criminally experienced individuals' lie‐telling strategies. The results are discussed with regard to impression and information management and police interrogation practice. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献