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111.
Two models for choice between delayed reinforcers, Fantino's delay-reduction theory and Killeen's incentive theory, are reviewed. Incentive theory is amended to incorporate the effects of arousal on alternate types of behavior that might block the reinforcement of the target behavior. This amended version is shown to differ from the delay-reduction theory in a term that is an exponential in incentive theory and a difference in delay-reduction theory. A power series approximation to the exponential generates a model that is formally identical with delay-reduction theory. Correlations between delay-reduction theory and the amended incentive theory show excellent congruence over a range of experimental conditions. Although the assumptions that gave rise to delay-reduction theory and incentive theory remain different and testable, the models deriving from the theories are unlikely to be discriminable by parametric experimental tests. This congruence of the models is recognized by naming the common model the delayed reinforcement model, which is then compared with other models of choice such as Killeen and Fetterman's (1988) behavioral theory of timing, Mazur's (1984) equivalence rule, and Vaughan's (1985) melioration theory. 相似文献
112.
113.
Conclusion The world contains not only causes and effects, but also causal relations holding between causes and effects. Because causal relations enter into the structure of the world, their presence has various modal and probabilistic consequences. Causation and necessary and sufficient conditions do often go hand in hand. Causation, however, is a robust ingredient within the world itself, whereas modalities and probabilities supervene on the nature of the world as a whole, and on the resulting relations between one possible world and others. Some modalities, therefore, are essentially causal; but causation is not essentially modal.19 相似文献
114.
This experiment compared the extent to which students learned facts included in computer-based-training frames that required
an overt response to those that did not. Frames included two types of facts: Some facts had one word missing which had to
be supplied by the student (active facts). Other facts had no missing words and required no overt response (passive facts).
Each student completed four 14-fact modules in random order. Two of the modules contained frames with all active facts. Each
frame in the other two modules contained one active and six passive facts. Paper pretests and posttests showed that students
learned twice as many facts when all facts in the module were active than when only one in seven were active. The modules
that included passive facts required one-fifth the time to complete than those with only active facts. Students learned more
facts per minute of training in one of the two modules that included passive facts than in the two modules with only active
facts. 相似文献
115.
MEMORY PROCESSES IN DELAYED SPATIAL DISCRIMINATIONS: RESPONSE INTENTIONS OR RESPONSE MEDIATION? 总被引:2,自引:2,他引:0 下载免费PDF全文
Pigeons were trained on a pair-comparison task in which left versus right choices were reinforced following different sequences of two center-key stimuli. Choice accuracy was higher when retention intervals occurred after the entire sequence than when they separated the two stimuli comprising it, and this effect occurred independently of whether the initial and terminal stimuli came from the same or different dimensions. The initial stimulus from the prior trial was a source of proactive interference only in groups for which the retention interval separated the two sequence stimuli. By contrast, differential delay-interval behavior was observed only in groups for which the retention interval followed presentation of the entire sequence. These results indicate that coding processes in delayed discriminations are influenced by the location of the retention interval, and that response mediation affects retention performances if the reinforced choice can be determined prior to the interval. 相似文献
116.
117.
追踪作业中几种心理负荷评估指标敏感性的研究 总被引:1,自引:0,他引:1
本研究在模拟追踪作业情境下 ,对主任务绩效测定、主观评定和若干生理测量在心理负荷评估中的敏感性进行了实验。实验采用重复测量的被试者内设计 ,2 0名被试 (男女各半 )在六档负荷下分别从事五分钟追踪作业。所选用的指标有追踪作业平均误差距离、追踪警告次数、主观负荷评定、心率、心率变异和血压。结果发现 :1主任务绩效在评估追踪作业心理负荷中具有最高的敏感性 ,主观评定次之 ,心率变化率和心率变异变化率也随负荷变化 ,血压指标随负荷变化的趋势不明显 ;2除血压指标外 ,其余各指标之间均存在明显的相关 ,这提示它们在评估追踪作业心理负荷中具有较大的可靠性。 相似文献
118.
Richard L. Port Heather A. Murphy R. DAniel Miller Kevin S. Seybold 《Current Psychology》1997,15(4):332-339
present research examined the role of hippocampal NMDA-dependent synaptic potentiation on appetitive instrumental conditioning
under a continuous reinforcement schedule. In the first experiment, low (.025 mg.kg) or moderate (.05 mg/kg) dosages of the
NMDA receptor antagonist, MK801, failed to increase the number of training days required to reach acquisition criterion; number
of training days required to reach criterion for extinction were also unaffected. In the second experiment, a higher dosage
(.10 mg/kg) of MK801 or induction of long-term potentiation failed to alter the number of responses occurring during acquisition.
These data suggest that hippocampal synaptic potentiation does not play a prominent role in instrumental learning with simple
contingency conditions. It is suggested that hippocampal LTP reflects a perceptual process that contributes differentially
to spatial cognition, classical and instrumental conditioning. 相似文献
119.
This study examined the extent to which psychologists, when compared to university professors and evening school students,
employ individualist values differentially in their responses to vignettes describing males and females. The participants
responded to 6 vignettes by choosing initial hypotheses that reflected either utilitarian (tradition-ally masculine) or expressive
(traditionally feminine) themes. Two vignettes involved a sex of client manipulation, but neither resulted in a sex of client
effect. An analysis of the responses to the remaining 4 vignettes indicated a marked preference for the masculine form of
individualism for males, but were evenly divided for females in all three groups. These results suggest that psychologists
were just as likely to engage in bias as others. 相似文献
120.