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131.
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How position dependent is visual object recognition? 总被引:1,自引:0,他引:1
Visual object recognition is often assumed to be insensitive to changes in retinal position, leading to theories and formal models incorporating position-independent object representations. However, recent behavioral and physiological evidence has questioned the extent to which object recognition is position independent. Here, we take a computational and physiological perspective to review the current behavioral literature. Although numerous studies report reduced object recognition performance with translation, even for distances as small as 0.5 degrees of visual angle, confounds in many of these studies make the results difficult to interpret. We conclude that there is little evidence to support position-independent object recognition and the precise role of position in object recognition remains unknown. 相似文献
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Brett Webb‐Mitchell 《Teaching Theology & Religion》2002,5(2):105-112
The creation and implementation of a Christian theological seminary course, “The Education of Christian Pilgrims,” in which the purpose was to prepare students to teach members of a church to be and become a consciously “pilgrim Church.” This article describes the genesis of the course, creating a syllabus, the actual pilgrimage undertaken by students and professor, and suggested modifications. 相似文献
134.
Otto?H.?MacLinEmail author Dwight?J.?Peterson Cody?Hashman Nick?Flach 《Behavior research methods》2009,41(3):668-674
Recently, researchers examining cognitive mechanisms involved in the detection of racial markers have been using psychophysics
to examine perceptual thresholds delineating race using a program called PsychoPro (MacLin, MacLin, Peterson, Chowdhry, &
Joshi, 2009). PsychoPro allows researchers to collect data using facial stimuli morphed along a racial continuum with psychophysical
methodology. PsychoPro 2.0 was updated so researchers could collect paired-comparison data that can then be analyzed using
multidimensional scaling (MDS). MDS allows researchers to examine the perceptions of racial boundaries along perceptual dimensions
not bounded by the stimulus continuum, by having the observer make paired comparisons to racial stimuli based on their perceived
similarity. Results indicate that ratings were made on the basis of at least six different racial dimensions that suggest
the emergence of a third race not represented by the original morph starting images. Details of the software, the new paired-comparison
feature and its relevance in psychophysical studies in general and racial categorization in particular are presented. 相似文献
135.
Noreen M. Webb 《The British journal of educational psychology》2009,79(1):1-28
Background Research on student‐led small‐group learning in schools going back nearly four decades has documented many types of student participation that promote learning. Less is known about how the teacher can foster effective groupwork behaviours. Aims This paper reviews research that explores the role of the teacher in promoting learning in small groups. The focus is on how students can learn from their peers during small‐group work, how teachers can prepare students for collaborative group work, and the role of teacher discourse and classroom norms in small‐group dialogue. Method Studies selected for review focused on student‐led small‐group contexts for learning in which students were expected to collaborate, reported data from systematic observations of group work, and linked observational data to teacher practices and student learning outcomes. Results and conclusions This review uncovered multiple dimensions of the teacher's role in fostering beneficial group dialogue, including preparing students for collaborative work, forming groups, structuring the group‐work task, and influencing student interaction through teachers' discourse with small groups and with the class. Common threads through the research are the importance of students explaining their thinking, and teacher strategies and practices that may promote student elaboration of ideas. 相似文献
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Colin Martindale Dwight Hines Linda Mitchell Edward Covello 《Personality and individual differences》1984,5(1):77-86
Results of 3 experiments examining the relationship between creativity and left-hemisphere and right-hemisphere EEG activity are reported. Creativity has been hypothesized to involve the use of primary-process cognition, and such cognition is hypothetically accompanied by activation of the right cerebral hemisphere. In light of these hypotheses, we predicted that highly-creative people should exhibit greater right-hemisphere than left-hemisphere EEG activity during creative performance and that this pattern would not be found in less-creative people. All 3 experiments supported this prediction. This difference in asymmetry was specific to creative performance. It was not present during basal recordings or during a non-creative task. 相似文献
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