全文获取类型
收费全文 | 801篇 |
免费 | 57篇 |
专业分类
858篇 |
出版年
2024年 | 2篇 |
2023年 | 12篇 |
2022年 | 20篇 |
2021年 | 18篇 |
2020年 | 32篇 |
2019年 | 35篇 |
2018年 | 41篇 |
2017年 | 56篇 |
2016年 | 39篇 |
2015年 | 24篇 |
2014年 | 32篇 |
2013年 | 106篇 |
2012年 | 67篇 |
2011年 | 41篇 |
2010年 | 27篇 |
2009年 | 31篇 |
2008年 | 25篇 |
2007年 | 39篇 |
2006年 | 27篇 |
2005年 | 14篇 |
2004年 | 19篇 |
2003年 | 24篇 |
2002年 | 26篇 |
2001年 | 12篇 |
2000年 | 7篇 |
1999年 | 10篇 |
1998年 | 11篇 |
1996年 | 9篇 |
1995年 | 5篇 |
1994年 | 5篇 |
1993年 | 2篇 |
1992年 | 4篇 |
1991年 | 3篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 1篇 |
1984年 | 3篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1972年 | 2篇 |
1970年 | 2篇 |
1967年 | 1篇 |
排序方式: 共有858条查询结果,搜索用时 15 毫秒
201.
The current study investigated the influence of presentation modality (live, video, and slide show) on children's memory, suggestibility, recognition, and metamemorial monitoring processes. A total of 270 children in three age groups (5- and 6-year-olds, 7- and 8-year-olds, and 9- and 10-year-olds) watched a magic show and were questioned about it 1 week later. The live show yielded more correct answers to nonleading questions, higher resistance to misleading questions, and better recognition memory than did the video condition, which in turn resulted in better performance than did the slide show. Although presentation modality raised the general level of memory performance, the effects were equally strong in all age groups and did not affect memory phenomena such as the size of the misinformation effect and confidence judgments. 相似文献
202.
Worsdell AS Iwata BA Dozier CL Johnson AD Neidert PL Thomason JL 《Journal of applied behavior analysis》2005,38(4):511-527
A great deal is known about the effects of positive reinforcement on response acquisition; by contrast, much less research has been conducted on contingencies applied to errors. We examined the effects of response repetition as an error-correction procedure on the sight-word reading performance of 11 adults with developmental disabilities. Study 1 compared single-response (SR) repetition and multiple-response (MR) repetition, and results showed that all 6 participants acquired more sight words with the MR procedure. Study 2 compared MR error correction following every incorrect response (continuous) and following one third of incorrect responses (intermittent), and results showed that all 6 participants acquired more sight words when error correction was continuous. Study 3 compared MR error correction in which errors required practice of the training word (relevant) versus a different word (irrelevant), and results showed that 3 of 9 participants showed better performance under the relevant condition; however, all participants showed improvement even under the irrelevant condition. Findings are discussed in terms of the behavioral processes by which error correction may enhance performance during acquisition. 相似文献
203.
204.
Gonzalez-Vallejo C Reid AA Schiltz J 《Journal of experimental psychology. Learning, memory, and cognition》2003,29(5):942-954
The reflection effect (D. Kahneman & A. Tversky, 1979) was investigated using the stochastic model of choice developed by C. Gonzalez-Vallejo (2002). The model assumes that individuals make trade-offs among attribute values by relying on a difference variable. The model also specifies a threshold representing individual proclivities to reach to attribute differences. Two experiments demonstrated that changes in risk attitudes, from a gain to a loss situation, depended on the stimuli as well as on individuals' thresholds. Thresholds were generally lower in losses than in gains, indicating a risk-taking tendency. Thresholds were also lower when participants were endowed with greater savings. Model testing revealed better fits for the stochastic model than cumulative prospect theory (A. Tversky &. D. Kahneman, 1992). 相似文献
205.
206.
Eugen Diesch Paul Iverson Andreas Kettermann Claudia Siebert 《Psychological research》1999,62(1):1-19
In a study of the internal category structure of the vowel /i/, Kuhl found a “perceptual magnet effect”: Discrimination sensitivity
was poorer for category instances that were acoustically similar to the category prototype than it was for category instances
that were not. The typicality of category exemplars was determined by goodness judgments and was found to correlate with the
acoustics of average production. Analysis and interpretation of discrimination performance relied on two important assumptions:
that listeners perceived all stimuli presented as exemplars of the same vowel category and that, apart from the influence
of phonetic coding, discrimination sensitivity was the same across the investigated part of the vowel space. In the present
study, it is shown that production and perception estimates of the category prototype may diverge, possibly because listeners
seem to prefer hyperarticulated variants of vowel categories. An approach towards measurement of intra-category discrimination
minima is put forward and tested that protects against intercategory confounds and avoids the isosensitivity assumption.
Received: 26 November 1997 / Accepted: 25 May 1998 相似文献
207.
Claudia Carello Paula Fitzpatrick Ittai Flascher M. T. Turvey 《Attention, perception & psychophysics》1998,60(1):89-100
Four experiments addressed the relevance of the eigenvaluesI k of the inertia tensor for perceiving length by dynamic touch. Experiments 1–2 focused on the consequences of limiting variation in the minimum eigenvalueI 3. Both revealed that perceived length is a function ofI k . Whether the contribution ofI 3 is detected, however, depends on the range of values that characterize a particular object set. Experiments 3–4 considered the relationship between an independent index of a rod’s diameter, which does not affectI k , and actual manipulation of a rod’s diameter, which does affectI k . Whereas the former appeared as satisfaction of implicit instructions to alter reports of perceived length, the latter entailed actual differences in perceived length in accordance withI k . Results are discussed with respect to the links among actual length, perceived length, andI k , as well as, in particular, how these links guarantee that perceived length is in the range of actual lengths. 相似文献
208.
209.
210.
Anderson Jonas das Neves Ana Claudia Moreira Almeida-Verdu Leandra Tabanez do Nascimento Silva Adriane Lima Mortari Moret Deisy das Graças de Souza 《Behavioral Interventions》2023,38(2):376-400
Research supports equivalence-based instruction (EBI) and matrix training for increased listening and speaking skills in children with cochlear implants (CI). We incorporated errorless procedures to optimize the EBI and evaluated the effects on the auditory comprehension and verbal responding at-sentences level in six CI children who were readers and showed inaccurate tacting. Subject-verb-object sentences were arranged in two matrices; diagonal combinations were trained and evaluated non-diagonal combinations. EBI included stimulus fading and exclusion to directly teach the dictated sentence-picture matching; written-sentences construction upon dictation also was taught. Probes assessed the derived stimulus-stimulus and stimulus-response relations. All participants learned the auditory-visual discriminations and the exclusion resulted in fewer errors than on a stimulus fading procedure. Five participants formed equivalence classes and increased verbal responding to equivalent stimuli, especially pictures tacting. They also showed recombinative generalization for both matrices. Professionals can incorporate errorless procedures to EBI for improving sentence comprehension, tacting, and productivity in CI children. 相似文献