全文获取类型
收费全文 | 314篇 |
免费 | 50篇 |
国内免费 | 20篇 |
出版年
2023年 | 1篇 |
2022年 | 1篇 |
2021年 | 5篇 |
2020年 | 5篇 |
2019年 | 9篇 |
2018年 | 8篇 |
2017年 | 19篇 |
2016年 | 8篇 |
2015年 | 8篇 |
2014年 | 8篇 |
2013年 | 32篇 |
2012年 | 5篇 |
2011年 | 22篇 |
2010年 | 13篇 |
2009年 | 28篇 |
2008年 | 32篇 |
2007年 | 22篇 |
2006年 | 19篇 |
2005年 | 10篇 |
2004年 | 13篇 |
2003年 | 8篇 |
2002年 | 12篇 |
2001年 | 12篇 |
2000年 | 6篇 |
1999年 | 6篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1994年 | 7篇 |
1993年 | 10篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 3篇 |
1988年 | 5篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 5篇 |
1984年 | 3篇 |
1983年 | 1篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1980年 | 4篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 5篇 |
1976年 | 3篇 |
1975年 | 3篇 |
排序方式: 共有384条查询结果,搜索用时 0 毫秒
381.
The “raspberry task” represents a precision grip task that requires continuous adjustment of grip and pull forces. During this task subjects grip a specialized grip rod and have to increase the pull force linearly while the rod is locked. The aim of this study was to determine whether an associated, initially neutral cue is able to evoke pull-force changes in the raspberry task. A standard delay paradigm was used to study cued pull-force changes during an ongoing movement resulting in unloading. Pull force and EMG activity of hand and arm muscles were recorded from 13 healthy, young subjects. The cue was associated with a complex change in motor behavior.In this task, cued force changes take place more rapidly than in protective reflex systems (in median after the second presentation of the cueing stimulus). A cued force change was detectable in two-thirds of paired trials. Although the force change is produced by a decrease of the EMG activity in several grip- and pull-force-producing muscles, the most significant effect in the majority of the subjects was an increase of the activity of the flexor carpi ulnaris muscle which antagonises corresponding pull-force-producing muscles. Cued force changes require adequately and precisely controlled activation of the muscle groups involved in the movement. 相似文献
382.
383.
The reminiscence bump is the disproportionally high reporting of autobiographical memories from adolescence and early adulthood and is typically observed when memories are evoked by cues, such as words, pictures, and sounds. However, when odors are used the bump shifts to early childhood. Although these findings indicate that sensory modality affects the bump, the influence of the individual’s sensory function on the reminiscence bumps is unknown. We examined the reminiscence bumps of sound- and odor-evoked autobiographical memories of early blind and sighted individuals, since early blindness implies considerable effects on sensory experience. Despite differences in sensory experience between blind and sighted individuals, the groups displayed similar age distributions of both sound- and odor-evoked memories. The auditory bump spanned the first two decades of life, whereas the olfactory bump was once again found in early childhood. These results demonstrate that the reminiscence bumps are robust to fundamental differences in sensory experience. 相似文献
384.
Three experiments are reported that address the issue of awareness in evaluative learning in two different sensory modalities: visual and haptic. Attempts were made to manipulate the degree of awareness through a reduction technique (by use of a distractor task in Experiments 1 and 2 and by subliminally presenting affective stimuli in Experiment 3) and an induction technique (by unveiling the evaluative learning effect and requiring participants to try to discount the influence of the affective stimuli). The results indicate overall that evaluative learning was successful in the awareness-reduction groups but not in the awareness-induction groups. Moreover, an effect in the opposite direction to that normally observed in evaluative learning emerged in participants aware of the stimulus contingencies. In addition, individual differences in psychological reactance were found to be implicated in the strength and direction of the effect. It is argued that these results pose serious problems for the contention that awareness is necessary for evaluative learning. 相似文献