全文获取类型
收费全文 | 21003篇 |
免费 | 55篇 |
国内免费 | 1篇 |
专业分类
21059篇 |
出版年
2023年 | 4篇 |
2022年 | 3篇 |
2021年 | 16篇 |
2020年 | 24篇 |
2019年 | 28篇 |
2018年 | 3507篇 |
2017年 | 2835篇 |
2016年 | 2262篇 |
2015年 | 217篇 |
2014年 | 100篇 |
2013年 | 135篇 |
2012年 | 588篇 |
2011年 | 2410篇 |
2010年 | 2538篇 |
2009年 | 1503篇 |
2008年 | 1720篇 |
2007年 | 2190篇 |
2006年 | 43篇 |
2005年 | 225篇 |
2004年 | 178篇 |
2003年 | 128篇 |
2002年 | 73篇 |
2001年 | 41篇 |
2000年 | 58篇 |
1999年 | 23篇 |
1998年 | 26篇 |
1997年 | 22篇 |
1996年 | 13篇 |
1995年 | 4篇 |
1994年 | 7篇 |
1993年 | 4篇 |
1992年 | 8篇 |
1991年 | 8篇 |
1990年 | 16篇 |
1989年 | 7篇 |
1987年 | 8篇 |
1986年 | 7篇 |
1985年 | 6篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1981年 | 10篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1977年 | 3篇 |
1976年 | 4篇 |
1975年 | 6篇 |
1973年 | 3篇 |
1972年 | 4篇 |
1969年 | 3篇 |
1964年 | 3篇 |
排序方式: 共有10000条查询结果,搜索用时 5 毫秒
31.
The present study explores two questions: What is the nature of older children's syntactic knowledge; how is that knowledge used in an everyday speech situation? Six-, eight-, and ten-year-olds repeated grammatical sentences as read by the first experimenter. Half the sentences were syntactically clear, half slightly distorted. Clear versions displayed basic grammatical relations and constituent structure perspicuously. The second experimenter, who sat at the other end of the room, asked “What?” after each sentence. The syntactic changes children might make to accommodate the listener were examined. Although the children made a variety of changes, at all ages they tended to change distorted versions to clear ones, and to repeat clear versions. The results suggest that children's syntactic knowledge is deeper and more accessible than had been supposed. 相似文献
32.
33.
Sophie Kav-Venaki Niza Eyal Urie Bronfenbrenner Elizabeth Kiely Deborah Caplan 《Journal of experimental social psychology》1976,12(1):70-86
An experiment on the role of the language of instruction in mediating responses to social pressure was conducted with a sample of 41 Russian-born adolescents who had recently immigrated to Israel. The subjects were asked to respond to a series of conflict situations in which they were told that either the experimenters, their own parents, or their peers would see their answers. Instructions were given once in Russian and once in Hebrew. Contrary to the principal hypothesis, when subjected to pressure from adults the children gave more conventional moral responses under Hebrew than under Russian instructions. The result was interpreted as reflecting the tendency to respond more moralistically to the language of authority, which, for the emigréchildren, shifted from Russian to Hebrew. Regardless of the language of administration, the scores for the emigréchildren fell between those for Soviet and Israeli youngsters, but they were closer to the latter. Within the sample, the longer a child lived in one or the other society, the more his response to social pressure resembled the modal reaction of children in that society. Children from families who had or had not spoken Yiddish in the home showed marked differences in response, with the former resembling the Israeli and the latter the typical Soviet reaction. The results were interpreted as reflecting the capacity of children to adapt to conflicting socialization settings both within and across cultures. 相似文献
34.
Ben A Williams 《Learning and motivation》1976,7(3):418-430
The correlation between short-term retention of the outcome of the preceding response and overall learning proficiency was investigated for serial reversal learning. Pigeons were trained to asymptote on a serial reversal problem and then were presented a percentage reinforcement schedule where only some correct trials were rewarded. Nonrewarded correct trials were treated exactly as incorrect trials. The difference in error probability following the two types of correct trials was then used as a measure of short-term retention. When intertrial intervals (ITI) were short (6 sec), substantial differences occurred. When the ITI's were increased, the difference in accuracy declined regularly to no difference at an ITI of 60 sec. This demonstration of a short-term retention gradient, coupled with the finding that overall reversal learning was much better with the shorter ITI's, suggests that a primary mechanism of improvement in serial reversal learning is the acquisition of a conditional discrimination based on the outcome of the preceding response. 相似文献
35.
36.
37.
38.
39.
40.