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261.
Arthur G. Samuel 《Attention, perception & psychophysics》1982,31(4):307-314
Speech perception may be viewed as a phonetic categorization task in which the listener assigns incoming sounds to various phonetic categories. The present experiment tests two classes of models of phonetic categorization: (1) models in which the listener has a threshold or boundary between alternative categories vs. (2) models in which the listener compares the input to prototypical representations of the alternative phones. In a pretest, listeners located on a VOT continuum the /ga/ that they thought was prototypical. Selective adaptation was then conducted using both the selected prototype and adaptors nearer and further from the phoneme boundary. The prototype adaptor produced more adaptation than the other adaptors. This result supports a prototype-based representation for phonetic categorization; several process models using such a representation are considered. 相似文献
262.
263.
Very long term memory for abstract materials was examined by recalling subjects who had served in a synthetic grammar learning experiment two years earlier. In that study (Reber & Allen, 1978) we differentiated among several cognitive modes of acquisition, their resultant memorial representations, and their associated decision processes. Two years later and without any opportunity for rehearsal or relearning, subjects still retain knowledge of these grammars to a remarkable degree. Although some differences have become blurred with the passage of time, the form and structure of that knowledge and the manner in which it is put to use remain strikingly similar to the original. That is, differences traceable to acquisition mode and conditions of initial training can still be observed. As in the original study, these results are discussed within the general context of a functionalist approach to complex cognitive processes. 相似文献
264.
Arthur Tomie Arthur L. Murphy Stephen Fath Raymond L. Jackson 《Learning and motivation》1980,11(1):117-134
In Experiment 1, pigeons exposed to US ONLY pretraining were observed to be retarded in the acquisition of autoshaping relative to naive controls; however, gross changes in contextual stimuli between pretraining and testing alleviated the retardation effect. In Experiment 2, groups of pigeons exposed to CS ONLY, US ONLY, or random CS-US presentations (TRC) were tested for the acquisition of autoshaping. The US ONLY and TRC groups were retarded relative to naive controls. The context change manipulation eliminated the US ONLY retardation effect and attenuated, but did not eliminate, the TRC retardation effect. Context blocking accounts for the US ONLY effect and contributes to the TRC effect; however, context-independent retardation following TRC pretraining suggests the operation of the learned irrelevance cognition. 相似文献
265.
F. Dudley McGlynn Arthur S. Patterson Allen Marchetti J. Martin Giesen 《Journal of psychopathology and behavioral assessment》1980,2(2):123-134
Thirty-six shy males participated in two interpersonal performance tests with attractive female confederates. Between the two interpersonal performances, each was exposed either to one of three elaborate placebo treatments or to no treatment. During and after each performance, heterosexual anxiety was measured with instruments recommended for research purposes by Borkovec et al. (1974). Results showed that the recommended shyness measures were immune to unwanted changes either from repeated assessments or from any of the three multisession placebo procedures. Hence the experiment partially replicated and substantially extended previous research, suggesting the feasibility of using the Borkovec et al. shyness-assessment package in behavioral fear-therapy research. 相似文献
266.
Arthur L. Kobler Ph.D. 《The Journal of medical humanities》1980,2(1):46-55
Ethical issues surrounding the act of suicide are confounded by the difference between the complexity of suicide and the popular and professional clinical view of suicide. In elaborating these different views, it is shown that the dominant view of suicide as a manifestation of mental illness has a weak scientific base and limits our efforts at understanding the multi-faceted concept “suicide.” In particular, the rationality of those who kill themselves is examined. Finally, the right of a person in our society to take his or her own life is supported; the state is shown to have no base for a compelling interest in preventing suicide. 相似文献
267.
Prior research using the method of adjusted learning has focused on the method’s potential relative to the standard list learning method for minimizing retention differences among items. Concomitantly, there is less overlearning of individual items with the adjusted learning method. Although prior research has reported a retention difference favoring the standard list learning method, our research demonstrates that the magnitude of this difference can be surprisingly large. The results presented here from 11 experiments show retention to be more than 100% greater after standard list learning than after adjusted learning. 相似文献
268.
269.
Arthur Wingfield 《Memory & cognition》1973,1(1):53-55
Auditorially presented lists of from one to six digits were memorized by Ss with instructions to scan the memory set to determine the presen’ce or absence of a single auditorially presented probe digit. Results showed cooccurrence of parallel linear increases in decision time with list length for positive and negative responses and effects of serial position of probes in the memory lists. A comparison with two previous studies using visual presentation of materials suggests faster encoding of auditorially presented probes but similarity in processing time in memory once probes have been encoded. 相似文献
270.
Arthur I. Schulman 《Memory & cognition》1973,1(3):256-260
It is argued that memory for events should depend on the ability to recall their attributes. Two experiments suggest that this is so for the attribute of spatial location. When words presented in spatial arrays were later re-presented in a joint test of recognition memory and location recall, it was found that the surer one’s recognition, the greater the accuracy of location recall. Instructions to attend to a word’s location resulted in poorer recognition memory and marginally poorer location recall than were obtained when location was “incidentally” learned. Finally, when words were presented in color as well as in space, recognition memory was best when both attributes were recalled, was better when only location, was recalled than when only color was recalled, and was poorest when neither attribute was recalled. 相似文献