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951.
People typically predict they will finish projects earlier than they do. Whereas previous research has examined the determinants of this prediction bias, the present research explored potential consequences for behavior. In particular, we examined whether and when task completion predictions influence actual completion times. In four experiments we used anchoring manipulations to induce participants to make relatively early or late task completion predictions, and then examined when they started and/or finished the target tasks. As hypothesized, the prediction manipulation influenced completion times under certain conditions defined by the nature of the target task. Manipulated predictions affected completion times of closed tasks, defined as tasks carried out within a single, continuous session but not of open tasks, defined as tasks requiring multiple work sessions. This implies that task completion predictions help to initiate action, but their impact diminishes over the course of extensive, multi-stage projects. 相似文献
952.
Laura Cavanagh Cecilia J. Compton Audrey Tluczek Roger L. Brown Philip M. Farrell 《Journal of genetic counseling》2010,19(2):199-210
This cross-sectional mixed method study was a long-term follow-up evaluation of families who participated in an earlier survey
of their understanding of cystic fibrosis (CF) genetics and their infants’ false-positive CF newborn screening (NBS) results.
Thirty-seven of the original 138 parents participated in the follow-up telephone survey. Results showed parents who received
genetic counseling at the time of their infants’ diagnostic sweat tests had significantly higher long-term retention of genetic
knowledge than those without genetic counseling. However, both groups still had misconceptions and lacked accurate information
about the actual risk associated with being a CF carrier. Most parents either had already informed (65%) or planned to inform
(19%) their children about the child’s carrier status. Mean child age at the time of disclosure was 9.2 years. Situational
prompts were the most common reasons for informing their children. Neither parental knowledge, medical literacy, nor parental
education predicted whether parents informed their children about their carrier status. False-positive NBS results for CF
were not associated with parental perceptions of child vulnerability 11–14 years after the testing. Although the sample from
this study was small, these findings underscore the benefits of genetic counseling at the time of the diagnostic sweat test
and offer information that can assist parents in talking with their children about the implications of having one CFTR mutation. 相似文献
953.
Roger Harris 《Axiomathes》2010,20(4):461-478
There are, broadly, three sorts of account of intrinsicality: ‘self-sufficiency’, ‘essentiality’ and ‘pure qualitativeness’.
I argue for the last of these, and urge that we take intrinsic properties of concrete objects to be all and only those shared
by actual or possible duplicates, which only differ extrinsically. This approach gains support from Francescotti’s approach:
defining ‘intrinsic’ in contradistinction to extrinsic properties which ‘consist in’ relations which rule out intrinsicality.
I answer Weatherson’s criticisms of Francescotti, but, to answer criticisms of my own, I amend his account, proposing that
possession of an extrinsic property consists in a relation to one or more actual or possible distinct concrete objects. Finally I indicate ways to avoid some apparent objections to this account. 相似文献
954.
Michelle Tichy David W. Johnson Roger T. Johnson Cary J. Roseth 《Journal of applied social psychology》2010,40(4):765-787
We examined the effects of a constructive controversy compared with individualistic learning on 3rd, 4th, and 5th‐grade students' (N = 56) moral development, ethical skills, academic achievement, and attitudes toward social interdependence. The results indicated that participating in constructive controversy (compared with individualistic learning) resulted in greater moral development (i.e., moral reasoning, moral motivation, moral character), greater ethical skills (i.e., perspective taking, perception of self as a moral person, rule orientation), higher academic achievement, and more positive attitudes toward competition. These results extend constructive controversy theory, as well as Piagetian and social interdependent theories. They also provide guidance as to how discussions of moral dilemmas and conflicts among students should be structured and conducted. 相似文献
955.
Using diffusion models to understand clinical disorders 总被引:1,自引:0,他引:1
Corey N. White Roger Ratcliff Michael W. Vasey Gail McKoon 《Journal of mathematical psychology》2010,54(1):39-52
Sequential sampling models provide an alternative to traditional analyses of reaction times and accuracy in two-choice tasks. These models are reviewed with particular focus on the diffusion model (Ratcliff, 1978) and how its application can aid research on clinical disorders. The advantages of a diffusion model analysis over traditional comparisons are shown through simulations and a simple lexical decision experiment. Application of the diffusion model to a clinically relevant topic is demonstrated through an analysis of data from nonclinical participants with high- and low-trait anxiety in a recognition memory task. The model showed that after committing an error, participants with high-trait anxiety responded more cautiously by increasing their boundary separation, whereas participants with low-trait anxiety did not. The article concludes with suggestions for ways to improve and broaden the application of these models to studies of clinical disorders. 相似文献
956.
957.
Roger Chaffin 《Cognitive Science》1979,3(4):311-328
Necessary inferences (e.g., The jury was not able to deliver its verdict by 3 o'clock. The jury did not deliver its verdict by 3 o'clock.) depend on linguistic knowledge. Invited inferences, (e.g., The jury was able to deliver its verdict by 3 o'clock. The jury delivered its verdict by 3 o'clock) depend on knowledge about the world. Responses were faster to necessary than to invited inferences when subjects verified only one of the two inference types (Experiments 1 and 3). When subjects verified both inference types there was no difference between invited and necessary inferences (Experiments 2 and 4). These data suggest that linguistic and world knowledge are psychologically distinct and that when factual knowledge is not needed in a task it is not processed. In Experiments 3 and 4 incongruent world knowledge slowed response times for both inference types. This suggests that linguistic and factual knowledge are both port of the initial representation of a sentence. 相似文献
958.
CHRONOMETRIC EVIDENCE FOR TWO TYPES OF ATTENTION 总被引:4,自引:0,他引:4
Abstract— Parallel processing in the human brain is subject to severe attention limits, but it is unclear whether such limits arise from a single intentional process or multiple distinct attention processes. We provide new evidence that two candidates, input attention and central attention, operate at different temporal stages of processing. This conclusion is supported by chronometric analyses showing that the same reference stage (letter identification) operates after the stage at which input attention operates, but prior to the stage at which central attention operates. The finding that attention operates at different temporal loci provides new support for the existence of distinct attentional processes. 相似文献
959.
960.
Arthur C. Graesser Max A. Kassler Roger J. Kreuz Bonnie McLain-Allen 《Cognitive psychology》1998,35(3):246-301
College students read chapters from a novel written by Alan Lightman (Einstein's Dreams) and later provided verification judgments on the truth/falsity of test statements. Each chapter described a different fictional village that incorporated assumptions about time that deviate from our normal TIME schema, e.g., citizens knowing exactly when the world will end, time flowing backward instead of forward. These novel assumptions about time provided interesting insights about life and reality. In two experiments, we examined whether readers could accurately incorporate these novel assumptions about time in the fictional story worlds, as manifested in the verification judgments for statements after story comprehension. The test statements included verbatim typical, verbatim atypical, inference typical, and inference atypical information from the perspective of mundane reality that meshes with a normal TIME schema. Verification ratings were collected on a 6-point scale in Experiment 1, whereas Experiment 2 used a signal–response technique in which binary true/false decisions were extracted at −.5, 1.5, 3.5, 5.5, and 10.0 s. The college students were measured on literary expertise, reading skill, working memory span, and reading time. Readers with comparatively high literary expertise showed truth discrimination scores that were compatible with aschema copy plus tagmodel, which assumes that readers are good at detecting and remembering atypical verbatim information; this model predicts better (and faster) truth discrimination for verbatim atypical statements than for verbatim typical statements. In contrast, fast readers with comparatively low literary expertise were compatible with afilteringmodel; this model predicts that readers gloss over (or suppress) atypical verbatim information and show advantages for verbatim typical information. All groups of readers had trouble inferentially propagating the novel assumptions about time in a fictional story world, but the slower readers were more accurate in their verification of the atypical inferences. Aconstruction–integrationmodel could explain the interactions among literary expertise, reading time, and the typicality of test statements. 相似文献