全文获取类型
收费全文 | 79958篇 |
免费 | 3181篇 |
国内免费 | 26篇 |
出版年
2019年 | 935篇 |
2018年 | 1301篇 |
2017年 | 1340篇 |
2016年 | 1415篇 |
2015年 | 1033篇 |
2014年 | 1242篇 |
2013年 | 5949篇 |
2012年 | 2278篇 |
2011年 | 2473篇 |
2010年 | 1552篇 |
2009年 | 1533篇 |
2008年 | 2214篇 |
2007年 | 2181篇 |
2006年 | 2027篇 |
2005年 | 1772篇 |
2004年 | 1678篇 |
2003年 | 1593篇 |
2002年 | 1709篇 |
2001年 | 2417篇 |
2000年 | 2384篇 |
1999年 | 1850篇 |
1998年 | 917篇 |
1997年 | 856篇 |
1996年 | 858篇 |
1992年 | 1598篇 |
1991年 | 1471篇 |
1990年 | 1463篇 |
1989年 | 1346篇 |
1988年 | 1338篇 |
1987年 | 1264篇 |
1986年 | 1379篇 |
1985年 | 1388篇 |
1984年 | 1180篇 |
1983年 | 1069篇 |
1982年 | 768篇 |
1981年 | 777篇 |
1979年 | 1263篇 |
1978年 | 926篇 |
1977年 | 767篇 |
1976年 | 776篇 |
1975年 | 1042篇 |
1974年 | 1165篇 |
1973年 | 1275篇 |
1972年 | 1038篇 |
1971年 | 1017篇 |
1970年 | 911篇 |
1969年 | 957篇 |
1968年 | 1205篇 |
1967年 | 1079篇 |
1966年 | 986篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
81.
Elizabeth J. Robinson Stephen A. Butterfill Erika Nurmsoo 《The British journal of developmental psychology》2011,29(4):961-980
In five experiments, we examined 3‐ to 6‐year‐olds’ understanding that they could gain knowledge indirectly from someone who had seen something they had not. Consistent with previous research, children judged that an informant, who had seen inside a box, knew its contents. Similarly, when an informant marked a picture to indicate her suggestion as to the content of the box, 3‐ to 4‐year‐olds trusted this more frequently when the informant had seen inside the box than when she had not. Going beyond previous research, 3‐ to 4‐year‐olds were also sensitive to informants’ relevant experience when they had to look over a barrier to see the marked picture, or ask for the barrier to be raised. Yet when children had to elicit the informant's suggestion, rather than just consult a suggestion already present, even 4‐ to 5‐year‐olds were no more likely to do so when the informant had seen the box's content than when she had not, and no more likely to trust the well‐informed suggestion than the uninformed one. We conclude that young children who can ask questions may not yet fully understand the process by which they can gain accurate information from someone who has the experience they lack. 相似文献
82.
This study examines the relationship of life stress, daily hassles, and perceived self-efficacy to adjustment in a community sample of 32 men and 32 women between ages 65 and 75. In a structured interview, negative life change events, daily hassles, self-efficacy, depression, psychosomatic symptoms, and negative well being were assessed. Both negative life events and daily hassles were related to psychological distress and physical symptoms for men, and hassles were associated with psychological distress and physical symptoms for women. An inverse relationship between self-efficacy and maladjustment was also found. Hassles showed the most powerful relationship to distress. 相似文献
83.
T. J. Roper R. A. Boakes 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》1981,33(2):137-140
TOATES, F. Animal Behaviour: A Systems Approach. Chichester: John Wiley and Sons. 1980. Pp. 299. Hardback £17. Paper back £6.40 ISBN 0 471 27724.
DICKINSON, A. Contemporary Animal Learning Theory. Cambridge: University Press. 1980. Pp. 177. Hardback £12.50. Paperback £3.95. ISBN 0 521 23469 7. 相似文献
DICKINSON, A. Contemporary Animal Learning Theory. Cambridge: University Press. 1980. Pp. 177. Hardback £12.50. Paperback £3.95. ISBN 0 521 23469 7. 相似文献
84.
J. HUBBACK 《The Journal of analytical psychology》1987,32(3):241-255
85.
86.
87.
88.
89.
90.
How do speakers design what they say in order to communicate effectively with groups of addressees who vary in their background knowledge of the topic at hand? Prior findings indicate that when a speaker addresses a pair of listeners with discrepant knowledge, that speakers Aim Low, designing their utterances for the least knowledgeable of the two addressees. Here, we test the hypothesis that speakers will depart from an Aim Low approach in order to efficiently communicate with larger groups of interacting partners. Further, we ask whether the cognitive demands of tracking multiple conversational partners' perspectives places limitations on successful audience design. We find that speakers can successfully track information about what up to four of their partners do and do not know in conversation. When addressing groups of 3–4 addressees at once, speakers design language based on the combined knowledge of the group. These findings point to an audience design process that simultaneously represents the perspectives of multiple other individuals and combines these representations in order to design utterances that strike a balance between the different needs of the individuals within the group. 相似文献