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111.
Berger-Sweeney J Zearfoss NR Richter JD 《Learning & memory (Cold Spring Harbor, N.Y.)》2006,13(1):4-7
CPEB is a sequence-specific RNA binding protein that regulates translation at synapses. In neurons of CPEB knockout mice, synaptic efficacy is reduced. Here, we have performed a battery of behavioral tests and find that relative to wild-type animals, CPEB knockout mice, although similar on many baseline behaviors, have reduced extinction of memories on two hippocampal-dependent tasks. A corresponding microarray analysis reveals that about 0.14% of hippocampal genes have an altered expression in the CPEB knockout mouse. These data suggest that CPEB-dependent local protein synthesis may be an important cellular mechanism underlying extinction of hippocampal-dependent memories. 相似文献
112.
Parents' ethnic-racial socialization practices: a review of research and directions for future study
Hughes D Rodriguez J Smith EP Johnson DJ Stevenson HC Spicer P 《Developmental psychology》2006,42(5):747-770
Recently, there has been an emergence of literature on the mechanisms through which parents transmit information, values, and perspectives about ethnicity and race to their children, commonly referred to as racial or ethnic socialization. This literature has sought to document the nature of such socialization, its antecedents in parents' and children's characteristics and experiences, and its consequences for children's well-being and development. In this article, the authors integrate and synthesize what is known about racial and ethnic socialization on the basis of current empirical research, examining studies concerning its nature and frequency; its child, parent, and ecological predictors; and its consequences for children's development, including ethnic identity, self-esteem, coping with discrimination, academic achievement, and psychosocial well-being. The authors also discuss conceptual and methodological limitations of the literature and suggest directions for future research. 相似文献
113.
We asked adults with Asperger Syndrome to judge pictorial stimuli in terms of certain social stereotypes to evaluate to what extent they have access to this type of social knowledge. Sixteen adults with Asperger Syndrome and 24 controls, matched for age and intelligence, were presented with sets of faces, bodies and objects, which had to be rated on a 7-point scale in terms of trustworthiness, attractiveness, social status, and age, or, in the case of objects, price. Despite impaired performance on two important aspects of social cognition (second-order mentalizing and face recognition) the social judgements of the individuals with Asperger Syndrome were just as competent and consistent as those of their matched controls, with only one exception: there was a trend for them to be less able to judge the attractiveness of faces if they were the same sex. We explain this difference in terms of a weakness in mentalizing, specifically the ability to take a different point of view: While all other stereotypic attributions could be made from an egocentric point of view, judging the attractiveness of faces of one's own sex requires taking the perspective of someone of the opposite sex, a challenge for people with mentalizing problems. We conclude that individuals with Asperger Syndrome show preserved aspects of social knowledge, as revealed in the attribution of stereotypes to pictures of people. These findings suggest that there are dissociable subcomponents to social cognition and that not all of these are compromised in Asperger Syndrome. 相似文献
114.
Rodriguez TA 《Psychological reports》2010,107(2):564-566
The use of cognates in teaching word identification and vocabulary meaning is an underused resource in the teaching of English-language learners, especially for learners whose language is similar to English, e.g., Spanish. A recent study by Montelongo, Hernandez, Herter, and Hernandez reported that the effect of initial consonants was strong for recognizing words in isolation. In addition, they pointed out that cognates containing suffixes identical between English and Spanish were more quickly recognized than cognates containing similar but not identical suffixes. Further, they stated teachers would do well to take these differences into account when employing a cognate strategy with their Latino English-language learners. The purpose of this response is to discuss how different types of cognates and their various meanings may be examined by educators and students when employing cognates as a strategy in learning English. 相似文献
115.
Paul E. Engelhardt Martin Corley Joel T. Nigg Fernanda Ferreira 《Memory & cognition》2010,38(5):617-628
Disfluency is a common occurrence in speech and is generally thought to be related to difficulty in the production system.
One unexplored issue is the extent to which inhibition is required to prevent incorrect speech plans from being articulated.
Therefore, we examined disfluency production in participants with attention-deficit/ hyperactivity disorder (ADHD), which
is linked to deficits in inhibitory function and response suppression (Nigg, 2001). Participants completed a sentence production
task in which they were presented with two pictures and a verb and their task was to produce a sentence. If inhibition plays
a role in preventing incorrect speech plans, we would expect ADHD participants to produce more repetition and repair disfluencies
than would non-ADHD controls. The results showed that one subtype of ADHD (i.e., the combined) produced more repair disfluencies
as task demands increased. We conclude that the production system relies on inhibitory control in order to prevent errors
in language production. 相似文献
116.
Data from three studies provide new evidence to support the validity of the Analog Parenting Task (APT) as an instrument to assess risk for harsh, physically aggressive parenting. In this series of studies, there was a strong association between APT scores of expected use and escalation of discipline strategies and self‐reported disciplinary attitudes. APT scores were also associated with physical abuse potential as assessed by both a well‐established measure of child abuse potential (Child Abuse Potential Inventory) and another instrument designed specifically for use in pre‐parent populations (e.g., Adult–Adolescent Parenting Inventory‐2). This study provides new psychometric evidence to support the use of the APT to assess harsh parenting. Additionally, these data highlight the connection between acceptance and use of physical disciplinary strategies, propensity for disciplinary escalation, and risk for abuse perpetration. The findings are discussed in the context of Milner's Social Information Processing model [Milner, 2003] of abuse, which suggests that parental selection of disciplinary responding and the monitoring of disciplinary responding are key events in the disciplinary process. The APT may prove a useful adjunct to more commonly used self‐report measures to allow for multimethod assessment of risk for punitive parenting. Aggr. Behav. 36:251–260, 2010. © 2010 Wiley‐Liss, Inc. 相似文献
117.
Joel A. Schickel 《British Journal for the History of Philosophy》2013,21(6):1067-1084
According to the standard Aristotelian doctrine of the identity of passion and action (Ipa), a passion and the action with which it is identified are distinguished through a distinction of reason, and both passion and action are located in the patient. Descartes has recently been interpreted by some scholars to be rejecting Ipa in favor of a view that throws into contention a dualistic interpretation of his philosophy of mind. This article contends that Descartes did hold Ipa, albeit expressed in his own metaphysical vocabulary of substance and mode. On this interpretation, (1) a passion and the action with which it is identified are distinguished through a conceptual distinction or distinction of reason and (2) the passion and the action constitute one and the same mode which is locatedin the patient. This result is significant first, because it shows Descartes's retention of a fundamentally Aristotelian understanding of the metaphysical categories of passion and action and second, because it removes some of the support for recent interpretations on which Descartes is seen in the Passions of the Soul to diverge from a dualistic view of mind and body. 相似文献
118.
Joel Katzav 《British Journal for the History of Philosophy》2013,21(6):1197-1221
ABSTRACTThis paper shows that during the first half of the 1960s The Journal of Philosophy quickly moved from publishing work in diverse philosophical traditions to, essentially, only publishing analytic philosophy. Further, the changes at the journal are shown, with the help of previous work on the journals Mind and The Philosophical Review, to be part of a pattern involving generalist philosophy journals in Britain and America during the period 1925–69. The pattern is one in which journals controlled by analytic philosophers systematically promote a form of critical philosophy and marginalize rival approaches to philosophy. This pattern, it is argued, helps to explain the growing dominance of analytic philosophy during the twentieth century and allows characterizing this form of philosophy as, at least during 1925–69, a sectarian form of critical philosophy. 相似文献
119.
Alexa Miller Michelle Grohe Shahram Khoshbin Joel T. Katz 《The Journal of medical humanities》2013,34(4):433-438
Increasingly, medical educators integrate art-viewing into curricular interventions that teach clinical observation—often with local art museum educators. How can cross-disciplinary collaborators explicitly connect the skills learned in the art museum with those used at the bedside? One approach is for educators to align their pedagogical approach using similar teaching methods in the separate contexts of the galleries and the clinic. We describe two linked pedagogical exercises—Visual Thinking Strategies (VTS) in the museum galleries and observation at the bedside—from “Training the Eye: Improving the Art of Physical Diagnosis,” an elective museum-based course at Harvard Medical School. It is our opinion that while strategic interactions with the visual arts can improve skills, it is essential for students to apply them in a clinical context with faculty support—requiring educators across disciplines to learn from one another. 相似文献
120.
Joel Smith 《Inquiry (Oslo, Norway)》2013,56(6):553-571
It is commonly believed that Merleau‐Ponty rejected Husserl's phenomenological reduction in favour of his existentialist account of être au monde. I show that whilst Merleau‐Ponty rejected what he saw as the transcendental idealist context in which Husserl presents the reduction, he nevertheless accepts the heart of it, the epoché, as a methodological principle. Contrary to a number of Merleau‐Ponty scholars, être au monde is perfectly compatible with the epoché, and Merleau‐Ponty endorses both. I also argue that it is a mistake to think that Merleau‐Ponty's liberal use of the results of empirical psychology signifies a rejection of the epoché. A proper understanding of his views on the relation between phenomenology and psychology is that, at least in Merleau‐Ponty's eyes, the methods of phenomenology and the empirical sciences are largely similar. I conclude that we have every reason to think that Merleau‐Ponty accepted Husserl's demand that the phenomenologist place the world in brackets. 相似文献