全文获取类型
收费全文 | 645篇 |
免费 | 82篇 |
国内免费 | 257篇 |
出版年
2024年 | 2篇 |
2023年 | 10篇 |
2022年 | 23篇 |
2021年 | 28篇 |
2020年 | 50篇 |
2019年 | 28篇 |
2018年 | 19篇 |
2017年 | 28篇 |
2016年 | 26篇 |
2015年 | 14篇 |
2014年 | 35篇 |
2013年 | 49篇 |
2012年 | 37篇 |
2011年 | 56篇 |
2010年 | 58篇 |
2009年 | 55篇 |
2008年 | 58篇 |
2007年 | 87篇 |
2006年 | 76篇 |
2005年 | 76篇 |
2004年 | 43篇 |
2003年 | 36篇 |
2002年 | 14篇 |
2001年 | 10篇 |
2000年 | 15篇 |
1999年 | 11篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1995年 | 6篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1988年 | 1篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1966年 | 2篇 |
1959年 | 1篇 |
排序方式: 共有984条查询结果,搜索用时 15 毫秒
221.
We investigated the implicit learning of a linguistically relevant variable (animacy) in a natural language context (namely, the relation of forms of determiners to semantics). Trial by trial subjective measures indicated that exposure to a form–animacy regularity led to unconscious knowledge of that regularity. Under the same conditions, people did not learn about another form–meaning regularity when a linguistically arbitrary variable was used instead of animacy (size relative to a dog). Implicit learning is constrained to acquire unconscious knowledge about features with high prior probabilities of being relevant in that domain. 相似文献
222.
223.
224.
225.
Excessive Internet use is associated with a limited ability to communicate effectively socially, which depends largely on the capacity for perception of the human face. We used a passive visual detection paradigm to compare the early stages of the processing of face-related information in young excessive Internet users (EIUs) and healthy normal subjects by analyzing event-related potentials (ERPs) elicited by faces and by nonface stimuli (tables), each presented in the upright and inverted position. The P1 and N170 components of the spectrum of ERPs elicited at occipital-temporal sites by the viewing of faces were larger and peaked sooner than the same ERP components elicited by tables, and inverted faces significantly enhanced and delayed the N170 component. EIUs had a generally smaller P1 component than did normal subjects, whether elicited by faces or by tables, and the N170 effect, or difference in amplitude of the N170 component for faces versus tables, was significantly smaller in the EIUs than in normal subjects. However, the N170 inversion effect, or difference in amplitude of the N170 component elicited by upright versus inverted faces, was similar in the EIUs and normal subjects. These data indicate that EIUs have deficits in the early stage of face-perception processing but may have intact holistic/configural processing of faces. Whether some deeper processes of face perception, such as face memory and face identification, are affected in EIUs needs to be investigated further with more specific procedures. 相似文献
226.
聋人高等教育在我国正处于快速发展时期,聋人大学生因其身体缺陷需要社会各界提供全方位的社会支持,以促进其身心健康成长。本研究对250名聋人大学生的社会支持现状进行问卷调查,结果表明:不同性别的聋人大学生获得的社会支持存在显著差异,父亲提供给聋人女生的情感支持显著高于聋人男生;母亲提供给聋人女生的亲密感支持显著高于男生;教师提供给聋人男生的惩罚和冲突得分显著高于聋人女生;同性朋友提供给聋人女生的情感支持、工具性支持、和亲密感、价值增进四个维度及社会支持总水平得分显著高于聋人男生;异性朋友提供给聋人女生的社会支持各维度以及总水平均显著高于男生。 相似文献
227.
罗隐是唐末五代时期的一位儒、道兼修的人物,著有《太平两同书》等。《太平两同书》之宗旨,乃在力图揉合道、儒两家思想而提炼出一套供统治者采用的“太平匡济术”,全书分贵贱、强弱、损益、理乱等十个问题,从不同侧面对“致太平”之“本”和“术”进行了讨论,其中既有丰富的社会政治思想,亦不乏深刻的辩证思维色彩。 相似文献
228.
吉登斯对历史唯物主义的反思与"重建" 总被引:3,自引:1,他引:2
在吉登斯看来,历史唯物主义存在“化约论”、“进化论”和“功能论”三大缺陷。“化约论”表现在历史唯物主义把复杂的人类历史和社会关系化约为生产力、经济关系和阶级斗争等方面,作为对它的重建,吉登斯提出以“时空伸延水平”作为划分社会类型的新标准;“进化论”表现在历史唯物主义把人类历史看作是一个由低级阶段向高级阶段不断进化的过程,作为对它的重建,吉登斯提出从“片断”和“时空边缘”的角度分析世界历史的演化轮廓;“功能论”表现在历史唯物主义从“需要”和“功能”的角度解释社会再生产和社会变迁的过程,作为对它的重建,吉登斯提出了“随机性社会变迁”模式的新观点。吉登斯对历史唯物主义的反思和“重建”具有一定的启发意义,但也存在明显的缺陷。 相似文献
229.
The Stroop paradigm was used to examine the role of phonological activation in semantic access and its development in reading Chinese characters. Subjects (age 7-23 years) of different reading ability were asked to name the display color of Chinese characters. The characters were displayed in four different colors: red, yellow, blue and green. There were five types of relationships between a character and its display color: semantically congruent, phonologically congruent, semantically incongruent, phonologically incongruent and neutral. In addition to the classical Stroop effects, interference and facilitation effects from the homophones of color characters were also observed. The younger children and those with lower reading ability exhibited stronger Stroop effects. These findings suggest that phonological codes are activated automatically in Chinese character recognition. Furthermore, there is more phonological activation in the semantic retrieval of children in lower grades and those with lower reading ability. 相似文献
230.
Initial behavior outcomes for the peacebuilders universal school-based violence prevention program 总被引:6,自引:0,他引:6
Flannery DJ Vazsonyi AT Liau AK Guo S Powell KE Atha H Vesterdal W Embry D 《Developmental psychology》2003,39(2):292-308
PeaceBuilders is a universal, elementary-school-based violence prevention program that attempts to alter the climate of a school by teaching students and staff simple rules and activities aimed at improving child social competence and reducing aggressive behavior. Eight matched schools (N > 4,000 students in Grades K-5) were randomly assigned to either immediate postbaseline intervention (PBI) or to a delayed intervention 1 year later (PBD). Hierarchical linear modeling was used to analyze results from assessments in the fall and spring of 2 consecutive school years. In Year 1, significant gains in teacher-rated social competence for students in Grades K-2, in childself-reported peace-building behavior in Grades K-5, and reductions in aggressive behavior in Grades 3-5 were found for PBI but not PBD schools. Differential effects in Year 1 were also observed for aggression and prosocial behavior. Most effects were maintained in Year 2 for PBI schools, including increases in child prosocial behavior in Grades K-2. Implications for early universal school-based prevention and challenges related toevaluating large-scale prevention trials are discussed. 相似文献