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911.
Abstract Although many studies have examined the nature of memory distortions in anxious individuals, few have considered biases in specific memory processes, such as encoding or retrieval. To investigate whether the presentation of threat material facilitates encoding biases, spider fearful (n=63), blood fearful (n=73), and nonfearful (n=75) participants encoded spider related, blood related, and neutral words as a function of three levels of processing (i.e., structural, semantic, and self referent). Participants subsequently completed either a free recall or a recognition task. All participants demonstrated a partial depth of processing effect, such that they recalled more words encoded in the self referent condition than in the other two conditions, but groups did not differ in their recall of stimuli as a function of word type. Relative to participants in the other groups, spider fearful participants had fewer spider related intrusions in the recall condition, and they made fewer errors in responding to structural and semantic encoding questions when spider related words were presented. These results contribute to an increasingly large body of literature suggesting that anxious individuals are not characterized by a memory bias toward threat, and they raise the possibility that individuals with spider fears process threat-relevant information differently than individuals with blood fears. 相似文献
912.
Alice C. Fu Lisa Peterson Archana Kannan Richard J. Shavelson Amy Kurpius 《Visitor Studies》2013,16(1):17-38
ABSTRACTSummative evaluation plays a critical role in documenting the impacts of informal science education (ISE), potentially contributing to the ISE knowledge base and informing ongoing improvements in practice and decision-making. In response to the growing demand for capacity-building in ISE evaluation, this article presents a framework for summative evaluation based on an extensive review of literature and research-based refinements. The framework synthesizes key elements of high-quality summative evaluation into three dimensions: (a) Intervention Rationale, (b) Methodological Rigor and Appropriateness, and (c) Evaluation Uses. Judgment of the value of the intervention (e.g., program, exhibition) should draw upon all three dimensions. 相似文献
913.
Richard F. Ittenbach Amy E. Cassedy Jennifer M. Rohan Korey K. Hood Michael A. Harris Alan Delamater Jennifer Pendley Dennis Drotar 《Journal of clinical psychology in medical settings》2013,20(1):107-113
Effective family management of type 1 diabetes in childhood is critical to maintaining optimal glycemic control. The purpose of this study was to provide preliminary evidence for a reduced form of the Diabetes Self-Management Profile (DSMP) using Rasch modeling techniques. The study was a secondary analysis of DSMP data drawn from a previous study on patterns of self-management from 239 preadolescents with type 1 diabetes. Rasch modeling strategies were used to identify the most informative items and then a reduced score composite was correlated with hemoglobin A1c (A1c) and blood glucose monitoring (BGM) frequency. A short form of the DSMP was obtained using seven items that comprised all five subscales of the DSMP. The DSMP Short-Form (DSMP-SF) composite score correlated significantly with child’s HbA1c and BGM frequency. The DSMP-SF may be considered a valid and effective screening interview alternative to the longer, original, DSMP, particularly when attempting to identify high-risk patients. 相似文献
914.
Nicolas Morgado Édouard Gentaz Éric Guinet François Osiurak Richard Palluel-Germain 《Psychonomic bulletin & review》2013,20(3):462-467
A large number of studies have shown that effort influences the visual perception of reaching distance. These studies have mainly focused on the effects of reach-relevant properties of the body and of the objects that people intend to reach. However, any influence of the reach-relevant properties of the surrounding environment remains still speculative. We investigated this topic in terms of the role of obstacle width in perceiving distances. Participants had to estimate the straight-line distance to a cylinder located just behind a transparent barrier of varying width. The results showed that participants perceived the straight-line distance to the cylinder as being longer when they intended to grasp the cylinder by reaching around a wide transparent barrier rather than by reaching around narrower ones. Interestingly, this effect might be due to the anticipated effort involved in reaching. Together, our results show that reach-relevant properties of the surrounding environment influence perceived distances, thereby supporting an embodied view of the visual perception of space. 相似文献
915.
David M. Fresco Douglas S. Mennin Richard G. Heimberg Michael Ritter 《Cognitive and behavioral practice》2013,20(3):282-300
Despite the success of cognitive behavioral therapies (CBT) for emotional disorders, a sizable subgroup of patients with complex clinical presentations, such as patients with generalized anxiety disorder, fails to evidence adequate treatment response. Emotion Regulation Therapy (ERT) integrates facets of traditional and contemporary CBTs, mindfulness, and emotion-focused interventions within a framework that reflects basic and translational findings in affect science. Specifically, ERT is a mechanism-targeted intervention focusing on patterns of motivational dysfunction while cultivating emotion regulation skills. Open and randomized controlled psychotherapy trials have demonstrated considerable preliminary evidence for the utility of this approach as well as for the underlying proposed mechanisms. This article provides an illustration of ERT through the case of “William.” In particular, this article includes a case-conceptualization of William from an ERT perspective while describing the flow and progression of the ERT treatment approach. 相似文献
916.
917.
Although disproportionate inversion effects have often been considered manifestations of the special processes recruited by upright faces, several papers using sequential matching tasks have reported that body postures also produce sizeable inversion effects. However, comparison of inversion effects observed with transient body postures and effects elicited by judgements of facial structure is complicated by qualitative differences between the stimuli and the tasks. Here we report a series of experiments that use attractiveness judgements to provide a better comparison of the effect of inversion as well as contrast negation on face and body perception. Significant effects of inversion and negation were observed for both face and body stimuli. While the magnitude of the inversion effects was broadly comparable, the negation effect was considerably larger for faces. These effects converge with evidence from cognitive neuroscience to suggest that both faces and bodies recruit similar orientation-specific processes distinct from processes used for generic objects. 相似文献
918.
Using the Chinese Ring Puzzle (Kotovsky & Simon, ; P. J. Reber & Kotovsky, ), we studied the effect on rule discovery of having to plan actions or not in order to reach a goal state. This was done by asking participants to predict legal moves as in implicit learning tasks (Experiment 1) and by asking participants to make legal moves as in problem-solving tasks (Experiment 2). Our hypothesis was that having a specific goal state to reach has a dual effect on rule discovery. The first effect is positive and related to feedback from moves done in order to attain the goal: generalising the results of action and associating them to the conditions in which they were obtained allows discovery of the rule and learning it. The second effect is negative. In attempting to reach a specific goal, participants first tend to reduce the distance that separates the current state from the goal state (hill climbing) and so neglect the kind of exploration that facilitates rule and procedure discovery because this would seem to be a detour from the goal. Results show that having to plan actions improved performance in implicit learning tasks (Experiment 1), yet it impaired performance in problem-solving tasks (Experiment 2). Although implicit learning and problem solving are based on rule discovery, and entail noticing regularities in the material, in both cases, rule discovery processes appear to be task-dependent. 相似文献
919.
A prevention model was applied to assess the protective effect of religion and church attendance against mental illness among respondents to the 1996 Utah Health Status Survey. Compared to Mormons that attend church weekly (active), less active Mormons, less active non-Mormons, and those with no religious preference, because of emotional problems, are at increased risk of accomplishing less than desired (model 1); having trouble doing work or other activities as carefully as desired (model 2); and seeking professional help (model 3). After adjusting for alcohol and tobacco use, education, income, physical activity, general health status, employment, body mass index, gender and age, only less active Mormons and those with no religious preference remained at significantly increased risk in model 3. Self-reported health status was the strongest predictor of mental health in each model. Active Mormons reported having the best health status and, consequently, the lowest levels of mental illness. 相似文献
920.
Irene van de Vijver K. Richard Ridderinkhof Sanne de Wit 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2013,20(5):595-619
Feedback-based learning declines with age. Because older adults are generally biased toward positive information (“positivity effect”), learning from positive feedback may be less impaired than learning from negative outcomes. The literature documents mixed results, due possibly to variability between studies in task design. In the current series of studies, we investigated the influence of feedback valence on reinforcement learning in young and older adults. We used nonprobabilistic learning tasks, to more systematically study the effects of feedback magnitude, learning of stimulus–response (S–R) versus stimulus–outcome (S–O) associations, and working-memory capacity. In most experiments, older adults benefitted more from positive than negative feedback, but only with large feedback magnitudes. Positivity effects were pronounced for S–O learning, whereas S–R learning correlated with working-memory capacity in both age groups. These results underline the context dependence of positivity effects in learning and suggest that older adults focus on high gains when these are informative for behavior. 相似文献