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911.
912.
Two structural-priming experiments investigated how bilinguals represent syntactic structures. According to the shared-syntax
account (Hartsuiker, Pickering, & Veltkamp, 2004), bilinguals have a single syntactic representation for structures that exist
in both languages, whereas separate-syntax accounts claim that the representations for these structures are language specific.
Our experiments tested native speakers of Swedish who were highly proficient in English. The results showed that structural
priming within language and between languages was equally strong. This indicates that representations of syntactic structures
from different languages are shared and, therefore, supports the shared-syntax account. 相似文献
913.
Priming insight in groups: Facilitating and inhibiting solving an ambiguously worded insight problem
We extend research on the priming of insight by studying group problem solving. Groups of 2–4 participants tried to solve
an ambiguously worded problem in the presence of a prime that reinforced the dominant but incorrect interpretation of the
problem, a prime that reinforced the uncommon but correct interpretation, or no prime. The paradigm involved participants
asking questions of the experimenter that could only be answered “yes” or “no.” In Experiment 1, the prime was present throughout
the solving period; in Experiment 2, it was removed prior to the solving period. In both experiments, the primes had their
predicted effects. Patterns in the time taken to solve the problem supported the idea that groups stuck at the impasse were
more or less able to restructure the problem, depending on the environmental context. Data from the questions asked and questionnaires
converged with time taken to solve the problem, consistent with the view that restructuring a problem is an automatic process
that produces insight. A comparison of the group data in Experiment 1 with individually tested participants’ data revealed
that the insight of the groups benefited from their being able to recognize lines of questions to follow, to listen to answers
to questions asked, and to evaluate and reject errors or assumptions. 相似文献
914.
Gibson S 《The British journal of social psychology / the British Psychological Society》2011,50(3):450-468
This paper draws on the concept of ideological dilemmas in order to explore how a sample of young people constructed potentially contrary themes of liberal citizenship in discussions of un/employment. The study took place in the context of recent policy developments in the UK which have sought to place a renewed emphasis upon notions of responsible citizenship in relation to both welfare and education policy. A total of 58 participants were interviewed in 24 semi-structured group interviews. In response to direct questions on un/employment, participants could resolve dilemmas concerning welfare rights and the responsibility to contribute to society by emphasizing a criterion of effortfulness, thereby adopting a primarily individualistic explanation of unemployment. In other contexts however, this could be replaced by an emphasis on social explanations of unemployment. In particular, participants could treat immigration as a cause of unemployment. These findings are interpreted in terms of people's capacity to construct rhetorical strategies based upon different ideological themes in particular contexts. They are discussed in relation to previous research on social policy discourse and recent debates regarding the appropriateness of seeking to identify ideological themes in discourse. 相似文献
915.
Radvansky GA Gibson BS McNerney MW 《Journal of experimental psychology. Learning, memory, and cognition》2011,37(1):219-229
In the current study, we explored the influence of synesthesia on memory for word lists. We tested 10 grapheme-color synesthetes who reported an experience of color when reading letters or words. We replicated a previous finding that memory is compromised when synesthetic color is incongruent with perceptual color. Beyond this, we found that, although their memory for word lists was superior overall, synesthetes did not exhibit typical color- or semantic-defined von Restorff isolation effects (von Restorff, 1933) compared with control participants. Moreover, our synesthetes exhibited a reduced Deese-Roediger-McDermott false memory effect (Deese, 1959; Roediger & McDermott, 1995). Taken as a whole, these findings are consistent with the idea that color-grapheme synesthesia can lead people to place a greater emphasis on item-specific processing and surface form characteristics of words in a list (e.g., the letters that make them up) relative to relational processing and more meaning-based processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved). 相似文献
916.
In this study we investigated infants' perception of the hollow-face illusion. 6-month-old infants were shown a concave mask under monocular and binocular viewing conditions and the direction of their reaches toward the mask was recorded. Adults typically perceive a concave mask as convex under monocular conditions but as concave under binocular conditions, depending on viewing distance. Based on previous findings that infants reach preferentially toward the parts of a display that are closest to them, we expected that, if infants perceive the hollow-face illusion as adults do, they would reach to the center of the mask when viewing it monocularly and to the edges when viewing it binocularly. The results were consistent with these predictions. Our findings indicated that the infants perceived the mask as convex when viewing it with one eye and concave when viewing it with two eyes. The results show that 6-month-old infants respond to the hollow-face illusion. Our finding suggests that, early in life, the visual system uses the constraint, or assumption, that faces are convex when interpreting visual input. 相似文献
917.
Nicole M. McNeil Mary Wagner FuhsM. Claire Keultjes Matthew H. Gibson 《Cognitive development》2011,26(1):57
Recent studies suggest that 5-year-olds can add and compare large numerical quantities through approximate representations of number. However, the nature of this understanding and its susceptibility to environmental influences remain unclear. We examined whether children's early competence depends on the canonical problem format (i.e., arithmetic operations presented on the left side). Sixty children from middle-to-high-SES backgrounds (Experiment 1) and 47 children from low-SES backgrounds (Experiment 2) viewed events that required them to add and compare large numbers. Events were shown in a canonical or noncanonical format. Children from both SES backgrounds performed above chance on the approximate addition tasks, but children from middle-to-high-SES backgrounds performed significantly better. Moreover, children from middle-to-high SES backgrounds performed better when problems were presented in the canonical format, whereas children from low-SES backgrounds did not. These results suggest that children's understanding of approximate number is affected by some of the same environmental factors that affect performance on exact arithmetic tasks. 相似文献
918.
Roger Finke Dane R Mataic Jonathan Fox 《Journal for the scientific study of religion》2017,56(4):720-736
Religious groups often rely on a registration process to receive the legal status needed to operate openly. Yet, the registration process has become a recent source of controversy. This research uses case studies, trend data from three global collections, and fixed effects models using 19 waves of data to test for the consequences of introducing registration requirements within a nation. The case studies help us to understand the controversies and to identify how registration requirements have been used to increase restrictions on religions in the past, while the trend data document the increasing use of these requirements for discriminating against religions. Finally, the fixed effects models find that introducing registration requirements within a nation was followed by increased religious restrictions, especially for minority religions. 相似文献
919.
Marc Eric S. Reyes Roger D. Davis Patricia Mikaela L. Dacanay Anton Stephen B. Antonio Justin Seann R. Beltran Marivic D. Chuang Alyssa Lynn I. Leoncito 《Psychological studies》2017,62(3):284-290
Minority group members experience what is known as “minority stress,” by which individuals suffer stress because of their membership in stigmatized social categories. In turn, minority stress may lead to self-stigmatization. This occurs when minority group members experience a sense of shame created by the view of the majority culture and then incorporate the majority opinion into their self-image. Because it is cumulative with the stress an individual is already experiencing, self-stigmatization may become a significant stressor itself, possibly contributing to the development of suicidal ideation. A total of 609 self-identified LGBT individuals were asked to answer a battery of psychological tests to assess the interrelationships between self-stigma, perceived stress, and suicidal ideation. As expected, perceived stress predicted suicidal ideation, whereas self-stigmatization predicted both perceived stress and suicidal ideation. Structural equation modeling confirms the predictive value of self-stigma together with perceived stress in determining the suicidal ideation present among LGBT Filipinos. Self-stigma exerted a direct effect upon suicidal ideation not accounted for by perceived stress. 相似文献
920.
Previous studies have reported that our interpersonal knowledge shows an asymmetry; that is, we tend to believe that we know and understand other people's thoughts and feelings better than other people know and understand our own thoughts and feelings. In the present study, the authors compared American (114 men, 192 women) and Korean (99 men and 98 women) students to examine whether the asymmetry is greater in collectivistic than in individualistic culture in two types of relationships: horizontal (with best friends) and vertical (with parents). On all three items--Know, Understand, and Visibility--asymmetry was found for both horizontal and vertical relationships. Further, the Understand and Visibility items showed greater asymmetry for the Korean group than for the American group. It was concluded that asymmetry is greater in collectivistic than in individualistic culture. The cultural differences can be explained by self-consistency, sensitivity to social consequences, parent-child interaction, and living arrangement. 相似文献