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961.
Thirty-six subjects were each tested in three sessions on separate days, in which they were given 0, 0.33 or 1.0 ml alcohol per kg body weight (the order of administration being counterbalanced across subjects). Performance on two tasks requiring both speed and accuracy was studied in all three sessions. The first was a four-choice serial reaction time task in which the subject had to press one of four keys in response to four stimuli (A, B, C and D) presented in a random order. The second was a visual search task requiring the cancellation of two targets (the digits ‘0’ and ‘1’) from a random sequence of letters. Compared to no alcohol, the small dose did not affect speed but improved accuracy in both tasks, while the large dose impaired speed in the first task and accuracy in the second. The results therefore demonstrate that the effects of alcohol on performance are dependent upon both the quantity ingested and the particular task required. 相似文献
962.
963.
Joan Wright 《New Directions for Adult & Continuing Education》1984,1984(24):65-75
As an early-warning system, monitoring can alert program staff to adverse conditions in time to make adjustments and improvements before disaster occurs. 相似文献
964.
965.
An experiment is reported that examined the independent effects of television content (violence) and television formal features (action level) on children's attention to programs and their postviewing social behavior. Pairs of preschool boys participated in two experimental sessions in which they saw animated and live television programs that varied in violent content (high or low) and formal features (high or low action level). They then played with toys that contained cues for either aggressive or prosocial interaction. Rapid character action facilitated visual attention to the programs; violent tv content did not facilitate attention. On measures of social behavior, strong effects of toy cues were found independently of television treatment effects. Aggressive toys produced aggressive behavior, and prosocial toys produced prosocial behavior; these patterns included some nonspecific, generalized influences in addition to direct demands of the play materials. Violent tv content led to changes in subjects' style of interaction and was also associated with increases in some prosocial behaviors. Television action level had no systematic effects on subjects' behavior. Results are discussed within the theoretical frameworks of observational learning and general arousal. Implications for children's television programming are also discussed. 相似文献
966.
Little is known about the reliability of eyewitness memory among adolescents as most memory research has focused primarily on adults and young children. A number of studies recently have emerged outlining conditions where memory suggestibility increases from early childhood to adulthood. These developmental reversals are found in semantic association tasks such as the Deese–Roediger–McDermott (DRM) paradigm and have not yet been thoroughly investigated among adolescents. In the current study, we examined DRM performance among 11–21 year olds (N = 245). Extending the work comparing children and adults, false memory on the DRM task increased with age. False memory on the DRM task was not associated with false memory on a memory conformity task. The different memory processes involved with the tasks and the implications for legal psychology are discussed. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
967.
Sarah S. Dermody Aidan G. C. Wright JeeWon Cheong Karissa G. Miller Matthew F. Muldoon Janine D. Flory Peter J. Gianaros Anna L. Marsland Stephen B. Manuck 《Journal of personality》2016,84(6):765-776
Varying associations are reported between Five‐Factor Model (FFM) personality traits and cardiovascular disease risk. Here, we further examine dispositional correlates of cardiometabolic risk within a hierarchical model of personality that proposes higher‐order traits of Stability (shared variance of Agreeableness, Conscientiousness, inverse Neuroticism) and Plasticity (Extraversion, Openness), and we test hypothesized mediation via biological and behavioral factors. In an observational study of 856 community volunteers aged 30–54 years (46% male, 86% Caucasian), latent variable FFM traits (using multiple‐informant reports) and aggregated cardiometabolic risk (indicators: insulin resistance, dyslipidemia, blood pressure, adiposity) were estimated using confirmatory factor analysis (CFA). The cardiometabolic factor was regressed on each personality factor or higher‐order trait. Cross‐sectional indirect effects via systemic inflammation, cardiac autonomic control, and physical activity were tested. CFA models confirmed the Stability “meta‐trait,” but not Plasticity. Lower Stability was associated with heightened cardiometabolic risk. This association was accounted for by inflammation, autonomic function, and physical activity. Among FFM traits, only Openness was associated with risk over and above Stability, and, unlike Stability, this relationship was unexplained by the intervening variables. A Stability meta‐trait covaries with midlife cardiometabolic risk, and this association is accounted for by three candidate biological and behavioral factors. 相似文献
968.
Anthony A. Wright John F. Magnotti Jeffrey S. Katz Kevin Leonard Debbie M. Kelly 《Journal of the experimental analysis of behavior》2016,105(1):76-84
Same/Different abstract‐concept learning by Clark's nutcrackers (Nucifraga columbiana) was tested with novel stimuli following learning of training set expansion (8, 16, 32, 64, 128, 256, 512, and 1024 picture items). The resulting set‐size function was compared to those from rhesus monkeys (Macaca mulatta), capuchin monkeys (Cebus apella), and pigeons (Columba livia). Nutcrackers showed partial concept learning following initial eight‐item set learning, unlike the other species (Magnotti, Katz, Wright, & Kelly, 2015). The mean function for the nutcrackers' novel‐stimulus transfer increased linearly as a function of the logarithm of training set size, which intersected its baseline function at the 128‐item set size. Thus, nutcrackers on average achieved full concept learning (i.e., transfer statistically equivalent to baseline performance) somewhere between set sizes of 64 to 128 items, similar to full concept learning by monkeys. Pigeons required a somewhat larger training set (256 items) for full concept learning, but results from other experiments (initial training and transfer with 32‐ and 64‐item set sizes) suggested carryover effects with smaller set sizes may have artificially prolonged the pigeon's full concept learning. We find it remarkable that these diverse species with very different neural architectures can fully learn this same/different abstract concept, and (at least under some conditions) do so with roughly similar sets sizes (64‐128 items) and numbers of training exemplars, despite initial concept learning advantages (nutcrackers), learning disadvantages (pigeons), or increasing baselines (monkeys). 相似文献
969.
970.
Jurors are instructed to render a guilty verdict if they feel the defendant is guilty beyond a reasonable doubt. The jury is often told that this does not mean an absolute certainty of guilt and that even if it were possible to imagine a scenario in which the defendant is innocent, a guilty verdict may still be appropriate. Here, participants read a case summary. They were either told to say that the defendant was guilty if they believed in guilt beyond a reasonable doubt or were given more detailed instruction stressing that they did not have to be absolutely certain of guilt to give a guilty verdict. In Experiment 1, participants provided “think-aloud” protocols. Content analysis revealed that those who were given this instruction often used the phrase reasonable doubt to justify their guilty verdicts by saying that although they were not certain of the defendant's guilt, their belief exceeded the reasonable doubt threshold. None of the participants in the control group did this. Experiment 2 was designed to test if the instruction affected belief in guilt and the reasonable doubt threshold quantitatively. The instruction affected both people's belief in guilt and the threshold that they used to define reasonable doubt. The implied values for reasonable doubt were 63% for those who received the instruction and 77% for the control group. Implications for jury decision making are discussed. 相似文献