全文获取类型
收费全文 | 1814篇 |
免费 | 60篇 |
专业分类
1874篇 |
出版年
2021年 | 29篇 |
2020年 | 21篇 |
2019年 | 30篇 |
2018年 | 40篇 |
2017年 | 41篇 |
2016年 | 57篇 |
2015年 | 40篇 |
2014年 | 41篇 |
2013年 | 192篇 |
2012年 | 66篇 |
2011年 | 99篇 |
2010年 | 44篇 |
2009年 | 42篇 |
2008年 | 69篇 |
2007年 | 70篇 |
2006年 | 56篇 |
2005年 | 54篇 |
2004年 | 70篇 |
2003年 | 47篇 |
2002年 | 52篇 |
2001年 | 36篇 |
2000年 | 30篇 |
1999年 | 25篇 |
1998年 | 30篇 |
1997年 | 20篇 |
1996年 | 20篇 |
1995年 | 25篇 |
1994年 | 23篇 |
1993年 | 17篇 |
1992年 | 25篇 |
1991年 | 18篇 |
1990年 | 27篇 |
1989年 | 17篇 |
1988年 | 26篇 |
1987年 | 18篇 |
1985年 | 17篇 |
1984年 | 18篇 |
1983年 | 23篇 |
1982年 | 14篇 |
1981年 | 18篇 |
1980年 | 15篇 |
1979年 | 19篇 |
1978年 | 17篇 |
1977年 | 17篇 |
1976年 | 16篇 |
1975年 | 15篇 |
1974年 | 16篇 |
1973年 | 14篇 |
1967年 | 12篇 |
1950年 | 13篇 |
排序方式: 共有1874条查询结果,搜索用时 15 毫秒
41.
E W Russell 《Perceptual and motor skills》1980,51(1):121-122
In the 1940's two forms of intelligence, fluid and crystallized, were postulated. Active mental processing (WAIS performance subtests) were fluid while well learned abilities (WAIS verbal subtests) were crystallized. Brain damage was considered to affect fluid abilities more than crystallized. WAIS scores comparing normal and diffusely organically damaged subjects indicated that, as hypothesized, the verbal subtests were more affected than the performance subtests. 相似文献
42.
The present studies assessed the degree of stimulus control exerted by S+ and S? without confoundings of stimulus novelty and stimulus ambiguity. In Experiment 1, rats were trained on two intercurrent simultaneous discrimination problems with nine times more training given on one than the other. Then the animals were given transfer tests with re-paired stimuli. The results showed that S? exerts greater stimulus control than S+ in a two-choice simultaneous discrimination. Experiment 2 provided a test of the possibility that the relative degree of control by S? varies with different amounts of training. Three groups were trained on two intercurrent simultaneous discrimination problems; each group was given 7, 11, or 15 times more training on one problem than the other. Then transfer tests were given with re-paired stimuli. Again the results showed that S? exerts greater stimulus control than S+ in a two-choice simultaneous discrimination. 相似文献
43.
Herbert P. Ginsburg Jill K. Posner Robert L. Russell 《International journal of psychology》1981,16(1-4):13-34
This study is concerned with the manner in which Western mathematics is assimilated by children raised in traditional African cultures. It was predicted that after an initial period of difficulty in learning school arithmetic, African children (Baoulé and Dioula from the Ivory Coast) acquire basic concepts, develop invented strategies, and make errors similar to those of American children. Further, it was predicted that Dioula children, since they are members of a commercial culture, perform at a somewhat higher level than the Baoulé, members of a farming culture which does not seem to stress computational activity. To investigate these hypotheses, American, Baoulé, and Dioula children at two age levels were given a variety of arithmetic problems involving basic skills (e.g., reading numbers), number knowledge (e.g., place value), and calculational abilities (e.g., written computation). The results showed that, in general, older African and American children (fifth- and sixth-graders) were quite similar in all respects. The only large and significant differences occurred in the case of younger children (second- and third-graders). At this level American children generally performed at a higher level than Africans, as predicted, and Dioula occasionally at a higher level than Baoulé, also as predicted. At the same time, qualitative aspects of African and American children's performance were similar: for example, both groups made the same types and proportions of errors in written calculations. The results generally support the hypotheses and can be explained in terms of both educational and cognitive factors. 相似文献
44.
Male-female differences in self-disclosure were found as a function of sex stereotyping of topic content. Men disclosed less than women on “feminine” topics, which emphasized personal concerns and sensitivities. Men and women did not differ in disclosure on “neutral” topics, considered appropriate for both sexes to discuss. Men and women did not differ in disclosure on “masculine” topics (emphasizing assertiveness) in two of three experiments. Theoretical mechanisms that might mediate sex differences in self-disclosure were considered. 相似文献
45.
Bonnie E. Litowitz 《Journal of psycholinguistic research》1981,10(3):289-312
The definitional responses on standardized tests of 49 children, ages 3–15, give evidence of a transitional stage in defining which is called hypothetical. Definitions of this stage are indicated by hypothetical markers. Five hypothetical markers are described briefly and one,like, in greater detail. The relationship oflike to taxonomic conceptual structure and to synonymy is stressed. The roles oflike in language development, logical inference, and communication are discussed. 相似文献
46.
47.
48.
49.
P. A. Russell 《Current psychology (New Brunswick, N.J.)》1982,2(1-3):195-201
Forty unfamiliar, one-minute samples of modern jazz were rated by 132 undergraduates for judged complexity, pleasingness and interestingness, in a between-subjects design. Pleasingness and interestingness were positively correlated and both were decreasing linear functions of complexity, although the correlation between interestingness and complexity was low and only marginally significant. It appears that pleasingness acts as a suppressor on the interestingness/complexity correlation: with pleasingness partialled out the correlation was positive and highly significant. Partialling had only small effects on the other correlations. Results suggest that techniques used previously to study non-musical stimuli may also be applicable to music. 相似文献
50.
The mechanisms underlying selective attention to gratings consisting of a particular conjunction of spatial frequency and orientation were investigated by means of both visual evoked potential (VEP) and behavioral measures. The effects of selective attention upon the VEP indicated two general types of selection processes: one which is specific to the features contained in the relevant gratings and is most pronounced approximately 225 msec post-stimulation, and another which is specific to the conjunction of features defining the relevant grating and is most pronounced 250–375 msec following the presentation of the stimulus. The behavioral responses primarily reflected this latter, or grating-specific, attentional process. The results are discussed in terms of the role of sensory feature channels in mediating selective attention to visual stimuli and are related to various information processing models of visual pattern selection. 相似文献