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   54865篇
  免费   2087篇
  国内免费   19篇
  2019年   590篇
  2018年   867篇
  2017年   850篇
  2016年   951篇
  2015年   707篇
  2014年   820篇
  2013年   4948篇
  2012年   1414篇
  2011年   1469篇
  2010年   928篇
  2009年   880篇
  2008年   1285篇
  2007年   1251篇
  2006年   1128篇
  2005年   1002篇
  2004年   947篇
  2003年   979篇
  2002年   969篇
  2001年   1763篇
  2000年   1675篇
  1999年   1291篇
  1998年   561篇
  1996年   666篇
  1995年   631篇
  1994年   597篇
  1993年   570篇
  1992年   1254篇
  1991年   1158篇
  1990年   1145篇
  1989年   1032篇
  1988年   1052篇
  1987年   996篇
  1986年   1017篇
  1985年   996篇
  1984年   859篇
  1983年   720篇
  1982年   574篇
  1981年   588篇
  1979年   860篇
  1978年   650篇
  1975年   763篇
  1974年   809篇
  1973年   893篇
  1972年   803篇
  1971年   735篇
  1970年   687篇
  1969年   642篇
  1968年   836篇
  1967年   709篇
  1966年   677篇
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
911.
912.
The Psychological Record - By avoiding the confound between the physical and semantic properties of words, it was possible to demonstrate the effects and aftereffects of semantic satiation....  相似文献   
913.
Intellectual functioning and aggression   总被引:2,自引:0,他引:2  
In a 22-year study, data were collected on aggressiveness and intellectual functioning in more than 600 subjects, their parents, and their children. Both aggression and intellectual functioning are reasonably stable in a subject's lifetime and perpetuate themselves across generations and within marriage pairs. Aggression in childhood was shown to interfere with the development of intellectual functioning and to be predictive of poorer intellectual achievement as an adult. Early IQ was related to early subject aggression but did not predict changes in aggression after age 8. On the other hand, differences between early IQ and intellectual achievement in middle adulthood were predictable from early aggressive behavior. A dual-process model was offered to explain the relation between intellectual functioning and aggressive behavior. We hypothesized that low intelligence makes the learning of aggressive responses more likely at an early age, and this aggressive behavior makes continued intellectual development more difficult.  相似文献   
914.
915.
916.
917.
This study examines the effect of different behavioral conditions on patterns of correlation between regional cerebral metabolic rates for glucose. Cerebral glucose metabolism was determined with positron emission tomography and (11C)-deoxyglucose in 29 normal subjects between the ages of 23 and 55. Seventeen subjects were studied in an unstimulated (resting) condition and 12 subjects during a phoneme monitoring language stimulation. Partial correlation coefficients, controlling for whole brain glucose metabolism, were calculated for pairs of metabolic rates in 14 cortical and 2 subcortical regions. Both stimulated and unstimulated subjects showed statistically significant correlations between left and right hemisphere homologs. The stimulated subjects also showed significant within-hemisphere correlations between left but not right hemisphere regions. These included left perisylvian regions classically associated with language functions (left inferior frontal, left superior temporal and left transverse temporal cortical regions) as well as other regions. Significant correlations between left regions and a right superior temporal region were also found. In general, these findings show a pattern of cross-hemisphere symmetry at rest and of hemisphere asymmetry during stimulation. Moreover, the asymmetry observed during stimulation appears to be superimposed upon a pattern of cross-hemisphere symmetry similar to that observed in the unstimulated state.  相似文献   
918.
Processing of lexical ambiguities in aphasia   总被引:2,自引:2,他引:0  
Wernicke's and Broca's aphasics performed a lexical decision task wherein they had to decide whether the third word of an auditorily presented triplet series of words was "real" or not. The first and third words of each triplet were related to one, both, or neither meaning of the second word which was semantically ambiguous. The performance pattern of the Wernicke's aphasics was similar to that of normals. They showed selective access to different meanings of the ambiguous words, as demonstrated by the fact that the context provided by the first word affected semantic facilitation on the third word. In contrast, Broca's aphasics showed no semantic facilitation in any priming condition. These results are consistent with previous findings, suggesting that semantic representations may be largely spared in Wernicke's aphasics. The failure of the Broca's aphasics to demonstrate facilitation is consistent with the view that they have a processing deficit in automatically accessing the lexical representation of words.  相似文献   
919.
Two experiments investigated the modulation of event-related potentials (ERPs) by the repetition of orthographically legal and illegal nonwords. In Experiment 1, subjects silently counted occasional words against a background of nonwords, a proportion of which were repetitions of an immediately preceding legal or illegal item. ERPs to repeated legal items showed a sustained, topographically diffuse, positive-going shift. In contrast, repeated illegal nonwords gave rise to ERPs showing a smaller and temporally more restricted positive-going modulation. In an attempt to equalize depth of processing across legal and illegal nonwords, subjects in Experiment 2 were required to count items containing a nonalphabetic character against the same background of nonword items. ERPs to repeated legal items showed a modulation similar to, although smaller than, that found in Experiment I, but no effects of repetition were observed in the ERPs to the illegal nonwords. It was concluded that the effects of repeating nonwords, at least as manifested in concurrently recorded ERPs, differ as a consequence of whether items can access lexical memory, and that this is inconsistent with the attribution of such effects solely to the operation of episodic memory processes.  相似文献   
920.
To be pertinent to democratic practice, collective choice functions need not apply to all possible constellations of individual preference, but only to those that are humanly possible in an appropriate sense. The present paper develops a theory of humanly possible preference within the context of the mathematical theory of learning. The theory of preference is then exploited in an attempt to resolve Arrow's voting paradox through restriction of the domain of majoritarian choice functions.  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