全文获取类型
收费全文 | 2351篇 |
免费 | 179篇 |
国内免费 | 269篇 |
出版年
2024年 | 6篇 |
2023年 | 44篇 |
2022年 | 45篇 |
2021年 | 75篇 |
2020年 | 132篇 |
2019年 | 134篇 |
2018年 | 136篇 |
2017年 | 129篇 |
2016年 | 135篇 |
2015年 | 93篇 |
2014年 | 115篇 |
2013年 | 346篇 |
2012年 | 67篇 |
2011年 | 104篇 |
2010年 | 62篇 |
2009年 | 100篇 |
2008年 | 82篇 |
2007年 | 96篇 |
2006年 | 89篇 |
2005年 | 100篇 |
2004年 | 99篇 |
2003年 | 85篇 |
2002年 | 64篇 |
2001年 | 60篇 |
2000年 | 55篇 |
1999年 | 34篇 |
1998年 | 34篇 |
1997年 | 30篇 |
1996年 | 23篇 |
1995年 | 36篇 |
1994年 | 22篇 |
1993年 | 6篇 |
1992年 | 9篇 |
1991年 | 12篇 |
1990年 | 8篇 |
1989年 | 12篇 |
1988年 | 9篇 |
1987年 | 11篇 |
1986年 | 6篇 |
1985年 | 9篇 |
1984年 | 15篇 |
1983年 | 8篇 |
1982年 | 13篇 |
1981年 | 8篇 |
1980年 | 7篇 |
1979年 | 12篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1975年 | 7篇 |
1974年 | 4篇 |
排序方式: 共有2799条查询结果,搜索用时 15 毫秒
281.
282.
Chantal Deslances 《Médecine & Droit》2002,2002(56):17-19
283.
Maia M. King Alan S.W. Winton Angela D. Adkins 《Journal of child and family studies》2003,12(1):91-99
We investigated the readability of seven mental health brochures on mental, emotional, and behavioral disorders in children that were selected from a website developed by the Center for Mental Health Services at http://www.mentalhealth.org. The reading grade levels of the brochures ranged from 11.1 to 14.8 (mean 13.23), considerably higher than the 8th grade level recommended for educational material by the U. S. Department of Education (1986). On other readability variables, assessed using the Readability Assessment Instrument (RAIN; Singh, 1994), all brochures met criterion on most variables but failed on those for new words (audience appropriateness) and print size. This is a favorable result in comparison with other studies that have assessed readability of mental health information on the Internet using the RAIN, although less so with reading grade levels. 相似文献
284.
V. Barabé 《Médecine & Droit》2003,2003(59):54-57
285.
286.
287.
前、后注意网络的关系--返回抑制和Stroop干扰效应 总被引:1,自引:0,他引:1
将IOR范式与Stroop任务相结合,试图从探讨IOR与Stroop干扰效应之间的关系来推测AAN和PAN之间的关系以及IOR与注意之间的关系。结果表明,在控制条件下出现了显著的IOR,在Stroop条件下没有出现明显的IOR;提示和非提示位置上均出现了显著的Stroop干扰效应,但提示位置上的干扰量要显著低于非提示位置。从IOR和Stroop干扰效应之间的关系可推知,PAN和AAN是两个有交互影响的注意网络,AAN对PAN有压制作用,而PAN对。AAN也有一定的影响。最后,作者对返回抑制与注意问的关系进行了深入的讨论。 相似文献
288.
Varadaraja V. Raman 《Zygon》2003,38(1):141-145
As we develop a global ethic in the context of diseases, we need to reconsider the wisdom of the religious traditions, for there is more to ailments than their material causes. In the Hindu framework, aside from the Ayurvedic system, which is based on herbal medicines and a philosophical framework, there is the insight that much of what we experience is a direct consequence of our karma (consequential actions). Therefore, here one emphasizes self–restraint and self–discipline in contexts that are conducive to self–hurting behavior. 相似文献
289.
K. Helmut Reich 《Zygon》2003,38(3):633-641
The prophets Nathan (2 Samuel 12:1–15) and John the Baptist (Mark 6:16–28) had comparable tasks before them: to convince their respective kings about the wrongs of taking somebody else's wife and marrying her. Nathan succeeded, while John failed and furthermore lost his life. What made the difference? One possible explanation is that Nathan proceeded in two steps: (1) Tell an interesting, nonthreatening story that nevertheless makes the point at issue; (2) transfer that message to the case at hand. In contrast, John used a direct approach, which raised apprehension, even fear (on the part of Herodias, the woman involved), and led to failure. That lesson has wider applications, as illustrated here for teaching the biblical Genesis narration. The other ingredient in this teaching is relational and contextual reasoning (RCR), the use of which is also indicated for other issues besides teaching Genesis. 相似文献
290.
Social perceivers have been shown to draw spontaneous trait inferences (STI’s) about the behavior of an actor as well as spontaneous situational inferences (SSI’s) about the situation the actor is in. In two studies, we examined inferences about behaviors that allow for both an STI and an SSI. In Experiment 1, using a probe recognition paradigm, we found activation of both STI’s and SSI’s. In Experiment 2, using a relearning paradigm, we again found activation of both STI’s and SSI’s, regardless of temporarily activated processing goals. Results are discussed in light of three-stage models of the process of social inference. 相似文献