全文获取类型
收费全文 | 254篇 |
免费 | 40篇 |
国内免费 | 14篇 |
专业分类
308篇 |
出版年
2024年 | 1篇 |
2023年 | 4篇 |
2022年 | 8篇 |
2021年 | 9篇 |
2020年 | 18篇 |
2019年 | 23篇 |
2018年 | 18篇 |
2017年 | 19篇 |
2016年 | 18篇 |
2015年 | 6篇 |
2014年 | 11篇 |
2013年 | 64篇 |
2012年 | 12篇 |
2011年 | 6篇 |
2010年 | 4篇 |
2009年 | 11篇 |
2008年 | 7篇 |
2007年 | 12篇 |
2006年 | 9篇 |
2005年 | 11篇 |
2004年 | 4篇 |
2003年 | 6篇 |
2002年 | 6篇 |
2001年 | 2篇 |
1999年 | 3篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1983年 | 1篇 |
1981年 | 2篇 |
排序方式: 共有308条查询结果,搜索用时 0 毫秒
61.
Children are exposed to symbolic objects that they have to learn to use very early in life. The authors’ aim was to examine whether it is possible to intentionally teach young children the symbolic function of an object. They employed a search task in which children had to use a map to find a toy. Experiment 1 revealed that with no instruction 3-year-, 10-month-old children were quite successful; 3-year-, 6-month-olds showed a divided performance; and 3-year-, 0-month-olds failed. With this baseline, Experiment 2 compared the performance of 3-year-, 0-month-olds in three different conditions: no-instruction, complete instruction (before the task begins), and teaching (complete instruction plus corrective feedback); only children in the teaching condition succeeded. However, children 6 months younger, 2-year-, 6-month-olds, failed despite teaching that was provided (Study 3). This research shows that at some points in development instruction is not enough; intentional teaching in communicative contexts is the mechanism that boosts symbolic understanding in early childhood. 相似文献
62.
63.
目前对《荀子》作为著名散文著作之一的研究,从艺术性上的分析止于对其譬喻和大量排比句法的一般肯定。本文认为《荀子》中的幽默风格是应予关注到的艺术特点之一。文中的荒谬意味比喻、错倒描写、对因果不协调的现象原因的欲擒故纵的揭示、猜谜语谐隐游戏形式等幽默手法都值得珍视和进一步探索。 相似文献
64.
65.
Geraerts E Smeets E Jelicic M Merckelbach H van Heerden J 《Behaviour research and therapy》2006,44(8):1129-1136
Several authors have argued that survivors of childhood sexual abuse (CSA) who report to have repressed their traumatic memories are more skilled in forgetting emotional stimuli than survivors who have always remembered the abuse. The current experiment employed a list-wise directed forgetting task to investigate whether women reporting repressed (n = 16) or recovered (n = 23) memories of CSA are better at forgetting disturbing material, relative to women reporting having always remembered their abuse (n = 55) or reporting no history of abuse (n = 20). We found no support for the hypothesis that women reporting repressed or recovered memories of CSA are especially versed in inhibiting retrieval of trauma-related words. Additional analyses revealed that participants characterized by a repressive coping style did not display a superior retrieval inhibition mechanism for negative material. 相似文献
66.
Carolyn Greco Carolyn Rovee-Collier Harlene Hayne Pamela Griesler Linda Earley 《Infant behavior & development》1986,9(4)
In 2 experiments, 2-month-olds, trained in the mobile conjugate reinforcement paradigm for two daily sessions, showed retrieval deficits relative to 3-month-olds. In Experiment 1, tests of simple forgetting administered to 2-month-olds after retention intervals of 1, 3, 6, and 9 days (a period over which 3-month-olds remember the contingency) indicated that their forgetting was complete after delays greater than 1 day. In Experiment 2, reactivation treatments administered to 2- and 3-month-olds alleviated forgetting after a retention interval of 28, but not 35, days in the 3-month-old group only. Previously, alleviated forgetting by a reactivation treatment had been demonstrated in 2-month-olds after a delay of 18 days. In both of the present experiments, performance of the two age groups did not differ during the immediate retention test at the end of training. These results suggest that neither the age of the infant nor the age of the memory determines memory retrieval after long delays; instead, it appears to be determined by the length of time that a memory has been inaccessible (i.e., forgotten). We propose that factors which delay simple forgetting will correspondingly increase the length of the interval over which a retrieval cue can still be effective in a reactivation paradigm, irrespective of the age of the infant or the age of the memory. 相似文献
67.
《庄子》一书对王弼《周易注》的影响体现在王弼的注解方法、"理"概念及其它一些概念和运用上。受《庄子》的启发,王弼"言一象一意"的三层结构既能体察卦象和爻辞之中的深意,也能突破象敷的限制,阐发其中的义理。王弼的统宗会元之理和同理异职之理丰富了"理"概念的内涵,也对以后的宋明理学产生了巨大的影响。其它一些散见的对《庄子》的引用或化用为《周易注》添加玄学色彩之余,也让《庄子》与《周易》之间的联系变得更为紧密。 相似文献
68.
Andreas Schlichting 《Memory (Hove, England)》2017,25(2):254-260
When cued to intentionally forget previously encoded memories, participants typically show reduced recall of the memories on a later recall test. We examined how such directed forgetting is affected by a brief period of wakeful resting between encoding and test. Encoding was followed by a “passive” wakeful resting period in which subjects heard emotionally neutral music or perceived neutral pictures, or it was followed by an “active” distraction period in which subjects were engaged in counting or calculation tasks. Whereas typical directed forgetting was present after active distraction, the forgetting was absent after wakeful resting. The findings indicate that the degree to which people can intentionally forget memories is influenced by the cognitive activity that people engage in shortly after learning takes place. The results provide first evidence on the interplay between wakeful resting and intentional forgetting. 相似文献
69.
ABSTRACT Whether visual short-term memory can be lost over an unfilled delay, in line with time-dependent forgetting, is controversial and prior work has yielded mixed results. The present study explored time-dependent forgetting in visual short-term memory in relation to other factors. In three experiments, participants compared single target and probe objects over a 2 s or 10 s retention interval. The objects across trials were either similar or dissimilar (Experiment 1) and had to be remembered in the presence of an additional distractor (Experiment 2) or under conditions where the amount of time separating trials varied (Experiment 3). In all experiments, the retention interval manipulation made the biggest contribution to performance, with accuracy decreasing as the retention interval was lengthened from 2 s to 10 s. These results pose problems for interference and temporal distinctiveness models of memory but are compatible with temporal forgetting mechanisms such as decay. 相似文献
70.
Per Davidson Robin Hellerstedt Peter Jönsson Mikael Johansson 《Journal of Cognitive Psychology》2020,32(1):4-26
ABSTRACTWe investigated the duration of suppression-induced forgetting (SIF), and the extent to which retrieval suppression differs between negative and neutral memories. We further examined if SIF was differently affected by sleep versus wake during the delay interval between retrieval suppression and re-test. Fifty participants first learned to associate neutral words with either neutral or negative images. Then, a subset of the words was shown again, and participants were asked to either recall (Think), or to suppress retrieval of (No-Think) the associated images. Finally, a memory test for all items was performed either immediately after the Think/No-Think (T/NT) phase (No Delay), or after a 3.5?h delay interval containing either sleep or wake. Results revealed a SIF effect only in the No Delay group, indicating that this forgetting effect dissipates already after a 3.5?h delay interval. Negative items were experienced as more intrusive than neutral ones during the T/NT phase. 相似文献