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81.
82.
Adaptations of goal-directed elbow movements of moderate speed, called "continuous" movements and recognized by their single-peaked velocity profiles, were studied for two monkeys that were learning to perform a motor task. The animals were rewarded for what they did, namely, to carry out a step-tracking and holding task by means of discrete elbow movements, but not for how they did it, that is, for any particular mode of movement execution. Yet, both animals increased the use of the programmed, continuous movements when they began to carry out the behavioral task requirements appropriately. Furthermore, continuous movements adapted with increases of peak and of average velocity such that the ratio of these parameters tended to be maintained or decreased. These velocity changes were incorporated into remembered movement programs late in motor learning when the animals approached their best performance proficiencies. 相似文献
83.
The effects of chronic hypoxemia upon cognition and behavior were studied in women exposed to high altitude in mountaineering. Neuropsychological tests and psychosocial and physiological questionnaires were given to eight women before, during, and immediately after a Himalayan climb to 20,500 feet. Cognitive functioning remained relatively intact with only two significant decrements, complex abstract reasoning and word-finding ability. Significant changes were found on all psychosocial and physiological questionnaires. Feelings of acceptance of others and anxiety declined significantly. Physical symptoms were greatest during the first five days of ascent. Subjects' self-ratings of mental functioning were significantly better after the expedition than either before or during the climb. Self-assessments were correlated with emotions and physical symptoms, not with actual performances on the test battery. It is suggested that complex cognitive tasks and psychosocial functioning be studied in more detail as these were more influenced by exposure to high altitude in mountaineering. 相似文献
84.
John O. Brooks 《Behavior research methods》1987,19(2):260-269
Several assembly language routines are described for use in perceptual identification experiments on the Apple Macintosh computer with MS-BASIC. These routines are in a machine language library that may be accessed from BASIC. No knowledge of assembly language is required to use the statements. In one method of perceptual identification, stimulus clarification, a mask is gradually removed to reveal the stimulus behind it. The other method, stimulus materialization, displays the stimulus on the screen in a piecemeal fashion. Data are reported from a demonstration experiment in which prior exposure to words enabled subjects to identify those words more easily under impoverished conditions. 相似文献
85.
An experiment is reported in which subjects attempted conditional reasoning problems while concurrently articulating a series
of digits, with or without memory load. Logical performance was not impaired by the competing tasks and the latency of responding
was actually faster under concurrent articulation, without memory load, than in a control group. The results are discussed
with reference to the Baddeley and Hitch (1974) model of working memory. 相似文献
86.
Sex differences in student dominance behavior in female and male professors' classrooms 总被引:1,自引:0,他引:1
Virginia R. Brooks 《Sex roles》1982,8(7):683-690
Measures of verbal participation and interaction among graduate students provided a comparison of male and female dominance behavior in the classroom, and measures of the contextual effect of sex of professor provided further data on the interrelatedness of sex, status, and dominance behavior. Male students were found to exhibit significantly more aggressiveness (interruptive behavior) than female students in both male and female professors' classes, although significantly more male aggressiveness occurred in female professors' classes than in male professors classes. Male students were significantly more assertive (frequency and duration of speech) in female professors' classes only. In student-to-student interaction, aggressiveness was predominantly exchanged between sexes rather than among same-sex members.The author would like to thank Julie Parks and Joanie Rubin for their help with this research. 相似文献
87.
In two experiments, subjects first learned the locations of objects in a 21 x 21 ft room and then were timed as they verified, from memory, statements about the spatial relationships of the objects to certain features (e.g., the outside walls, the center of the room, subdividing partitions). The statements were of the form “X is (not) close to (far from) F” in Experiment 1 and “X is farther from (closer to) F than Y is” in Experiment 2, where X and Y are specific objects and F is a feature. While some of the latencies varied directly with the magnitudes of the distances between objects and features named in the sentences, there were several instances in which sentences associated with equivalent distances led to different latencies or sentences associated with different distances led to equivalent latencies. The possible cognitive operations underlying the latency pattern are discussed. 相似文献
88.
This exploratory study examined the characteristics and interpersonal relations of a relatively small group of adolescents who identified themselves as members of a revived "mod movement." In-depth interviews were conducted with 13 members (45%) of this peer group in order to: identify the main features of the members, determine their similarity to earlier British mods, and assess gains from group affiliation. Results suggested that adolescents who joined this unique and somewhat extreme group were more similar than dissimilar to their contemporaries in their efforts to establish an identity and be accepted as individuals. Implications for interacting with members of such adolescent groups, and suggestions for future research are presented. 相似文献
89.
Carrie Allison Brooks Barbara Mullins Nelson Patricia H. Murrell 《Journal of Adult Development》2011,18(3):135-143
This interview study describes the role that participation in the Institute for Faculty Excellence in Judicial Education (IFEJE)
played in the personal and professional development of four judges. Judicial education is a relatively new field of adult
and continuing professional education. There is limited literature devoted to this area of study outside of the arena of substantive
legal or judging topics. Interviews served as the primary data source for this study along with program evaluations, photographs,
and e-mail correspondence from Institute participants. The findings revealed that the combined safe environment, challenges,
and support participants experienced at the Institute and learning about adult learning helped them: feel less isolated in
their work; stretch their normal work boundaries resulting in the completion of projects for which they had great passion;
and benefited them as judges, supervisors, teachers, and in other social relationships. 相似文献
90.
In 3 experiments, the authors examined how misalignment of egocentric and exocentric reference frames affects cardinal direction judgments. Experiments 1 and 2 demonstrated large differences in the accuracy and speed with which 104 less experienced and 7 experienced navigators made cardinal direction judgments. Reference-frame misalignment was associated with large performance decrements. The extent of these decrements diminished as ability and experience increased: however, even experienced navigators showed decrements when reference frames were misaligned. In Experiment 3, the authors used 55 college students to examine the individual subtasks of a common strategy for cardinal direction judgments and to isolate the effects of reference-frame misalignment to a particular subtask of this strategy. The tasks and strategies studied in this article can be applied in the development of navigational training and interfaces. 相似文献