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ABSTRACTOne of the biggest challenges in the study of emotion–cognition interaction is addressing the question of whether and how emotions influence processes of perception as distinct from other higher-level cognitive processes. Most theories of emotion agree that an emotion episode begins with a sensory experience – such as a visual percept – that elicits a cascade of affective, cognitive, physiological, and/or behavioural responses (the ordering and inclusion of those latter components being forever debated). However, for decades, a subset of philosophers and scientists have suggested that the presumed perception → emotion relationship is in fact bidirectional, with emotion also altering the perceptual process. In the present review we reflect on the history and empirical support (or, some might argue, lack thereof) for the notion that emotion influences visual perception. We examine ways in which researchers have attempted to test the question, and the ways in which this pursuit is so difficult. As is the case with the ongoing debate about the cognitive penetrability of perception, we conclude that nothing is conclusive in the debate about the emotional penetrability of perception. We nonetheless don rose-coloured glasses as we look forward to the future of this research topic. 相似文献
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Philippe Eon Duval Eleonora Fornari Marion Décaillet Jean-Baptiste Ledoux Roger E. Beaty Solange Denervaud 《Developmental science》2023,26(6):e13389
Fostering creative minds has always been a premise to ensure adaptation to new challenges of human civilization. While some alternative educational settings (i.e., Montessori) were shown to nurture creative skills, it is unknown how they impact underlying brain mechanisms across the school years. This study assessed creative thinking and resting-state functional connectivity via fMRI in 75 children (4–18 y.o.) enrolled either in Montessori or traditional schools. We found that pedagogy significantly influenced creative performance and underlying brain networks. Replicating past work, Montessori-schooled children showed higher scores on creative thinking tests. Using static functional connectivity analysis, we found that Montessori-schooled children showed decreased within-network functional connectivity of the salience network. Moreover, using dynamic functional connectivity, we found that traditionally-schooled children spent more time in a brain state characterized by high intra-default mode network connectivity. These findings suggest that pedagogy may influence brain networks relevant to creative thinking—particularly the default and salience networks. Further research is needed, like a longitudinal study, to verify these results given the implications for educational practitioners. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=xWV_5o8wB5g .
Research Highlights
- Most executive jobs are prospected to be obsolete within several decades, so creative skills are seen as essential for the near future.
- School experience has been shown to play a role in creativity development, however, the underlying brain mechanisms remained under-investigated yet.
- Seventy-five 4–18 years-old children, from Montessori or traditional schools, performed a creativity task at the behavioral level, and a 6-min resting-state MR scan.
- We uniquely report preliminary evidence for the impact of pedagogy on functional brain networks.