首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   1877篇
  免费   18篇
  1895篇
  2024年   13篇
  2023年   22篇
  2022年   21篇
  2021年   25篇
  2020年   43篇
  2019年   35篇
  2018年   68篇
  2017年   67篇
  2016年   76篇
  2015年   75篇
  2014年   53篇
  2013年   210篇
  2012年   101篇
  2011年   114篇
  2010年   71篇
  2009年   72篇
  2008年   80篇
  2007年   77篇
  2006年   63篇
  2005年   71篇
  2004年   65篇
  2003年   62篇
  2002年   66篇
  2001年   33篇
  2000年   23篇
  1999年   19篇
  1998年   24篇
  1997年   17篇
  1996年   20篇
  1995年   21篇
  1994年   15篇
  1993年   16篇
  1992年   15篇
  1991年   11篇
  1990年   7篇
  1989年   12篇
  1988年   7篇
  1987年   4篇
  1986年   8篇
  1985年   9篇
  1984年   8篇
  1983年   12篇
  1982年   9篇
  1981年   10篇
  1980年   5篇
  1979年   7篇
  1978年   11篇
  1977年   5篇
  1975年   3篇
  1974年   4篇
排序方式: 共有1895条查询结果,搜索用时 15 毫秒
91.
Children are nearly as sensitive as adults to some cues to facial identity (e.g., differences in the shape of internal features and the external contour), but children are much less sensitive to small differences in the spacing of facial features. To identify factors that contribute to this pattern, we compared 8-year-olds' sensitivity to spacing cues with that of adults under a variety of conditions. In the first two experiments, participants made same/different judgments about faces differing only in the spacing of facial features, with the variations being kept within natural limits. To measure the effect of attention, we reduced the salience of featural information by blurring faces and occluding features (Experiment 1). To measure the role of encoding speed and memory limitations, we presented pairs of faces simultaneously and for an unlimited time (Experiment 2). To determine whether participants' sensitivity would increase when spacing distortions were so extreme as to make the faces grotesque, we manipulated the spacing of features beyond normal limits and asked participants to rate each face on a "bizarreness" scale (Experiment 3). The results from the three experiments indicate that low salience, poor encoding efficiency, and limited memory can partially account for 8-year-olds' poor performance on face processing tasks that require sensitivity to the spacing of features, a kind of configural processing that underlies adults' expertise. However, even when the task is modified to compensate for these problems, children remain less sensitive than adults to the spacing of features.  相似文献   
92.
93.
Adults with auditory-visual synesthesia agree that higher pitched sounds induce smaller, brighter visual percepts. We have hypothesized that these correspondences are remnants of cross-modal neural connections that are present at birth and that influence the development of perception and language even in adults and children without synesthesia. In this study, we explored these correspondences in preschoolers (30-36 months; n=12 per experiment). The children were asked to indicate which of two bouncing balls was making a centrally located sound. The balls varied in size and/or surface darkness; the sound varied in pitch. The children reliably matched the higher pitched sound to a smaller and lighter (white) ball (Experiment 1), to a lighter (white) ball (Experiment 2), and in one of two groups, to a smaller ball (Experiment 3). Children’s matching of pitch and size cannot be attributed to intensity matching or to learning. These data support the hypothesis that some cross-modal correspondences may be remnants of the neural mechanisms underlying neonatal perception.  相似文献   
94.
95.
96.
The effects of early-onset blindness on the development of the visual system have been explained traditionally by the stabilization of transient connections through Hebbian competition. Although many of the findings from congenital cataract and congenital blindness are consistent with that view, there is inconsistent evidence from studies of visual cognition in children treated for visual deprivation from cataract, case reports of recovery of vision in adults, and studies of visual reorganization after late-onset blindness. Collectively, the data from congenital cataract and congenital blindness indicate that early visual experience sets up the infrastructure for later learning involving both the dorsal ("where") and ventral ("what") streams. Nevertheless, there is surprising residual plasticity in adulthood that can be revealed if vision is lost either temporarily or permanently. This has important implications for understanding the role of early visual experience in shaping visual cognitive development.  相似文献   
97.
Most studies of animal tool use require subjects to use one object to gain access to a food reward. In many real world situations, however, animals perform more than one action in sequence to achieve their goals. Of theoretical interest is whether animals have the cognitive capacity to recognize the relationship between consecutive action sequences in which there may be one overall goal and several subgoals. Here we ask if cotton-top tamarins, a species that in captivity uses tools to solve means-end problems, can go one step further and use a sequence of tools (means) to obtain food (end). We first trained subjects to use a pulling tool to obtain a food reward. After this initial training, subjects were presented with problems in which one tool had to be used in combination with a second in order to obtain food. Subjects showed great difficulty when two tools were required to obtain the food reward. Although subjects attended to the connection between the tool and food reward, they ignored the physical connection between the two tools. After training on a two-tool problem, we presented subjects with a series of transfer tests to explore if they would generalize to new types of connections between the tools. Subjects readily transferred to new connections. Our results therefore provide the first evidence to date that tamarins can learn to solve problems involving two tools, but that they do so only with sufficient training.  相似文献   
98.
A number of measures have been used in epidemiological studies of children's exposure to community violence, yet the quality of these instruments is not uniformly good. This paper undertakes a systematic review of the most commonly used (or most promising) self-report or interview-administered instruments, with regard to their conceptual bases and psychometric properties. Based on the review, recommendations are made for working with the current state of the science in order to move the field forward. A key recommendation is for sounder conceptualization of work in the field and greater transparency in the reporting of research, in order to facilitate the comparability of studies.  相似文献   
99.
How do people apprehend large numerosities?   总被引:1,自引:0,他引:1  
Sophian C  Chu Y 《Cognition》2008,107(2):460-478
People discriminate remarkably well among large numerosities. These discriminations, however, need not entail numerical representation of the quantities being compared. This research evaluated the role of both non-numerical and numerical information in adult judgments of relative numerosity for large-numerosity spatial arrays. Results of Experiment 1 indicated that judgments of relative numerosity were affected by the amount of open space in the arrays being compared. Further, the accuracy of verbal estimates of the numerosities of the arrays made upon completion of the comparison task bore little relation to performance on that task. Experiment 2, however, showed that numerical estimates for individually presented arrays were affected in much the same way by open space within or around the edges of the array as were the comparative judgments examined in Experiment 1. The findings suggest that adults heuristically utilize non-numerical cues as well as numerical information in apprehending large numerosities.  相似文献   
100.
    
Two studies applied a person–situation model to examine the effect of emotional affordances of situations. Participants rated their emotional functioning as more extensive in situations classified as being high in emotional affordance than those classified as low in emotional affordance. Participants who scored higher on the individual difference characteristic of emotional intelligence were more interested in entering high emotional affordance situations than were individuals lower in emotional intelligence, and participants who scored higher on emotional intelligence were rated by others as being more successful in high emotional affordance situations than individuals lower in emotional intelligence. These results provide preliminary evidence that the interaction between emotional intelligence and situations may influence emotional functioning.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号