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221.
To be able to learn from experience it is necessary to correctly apprehend experienced feedback and the situation in which it is provided. The results indicate how post-decision consolidation in complex domains may affect learning. The problem may be particularly pertinent in recurrent decision making where considerable risk is involved. The study explores the changes in aspect (signal) importance from pre- to postdiction as a function of outcome information. By postdiction we mean the remembering of an earlier prediction (cf. Hawkins & Hastie, 1990). Subjects were asked to decide on which of four alternative future price developments would follow a historical price trajectory for different commodities, and to rate the importance of each of the chosen alternative's corresponding aspects. The subjects revealed a bias in their support ratings of aspects--seeing support in aspects that traditionally (by themselves and in many contexts) would be seen as neutral or even counter-indicative of the alternative chosen. After an intermission, the subjects were also given information about what was indicated to be the actual development of the market. One group was told that their decisions were correct (irrespective of what the decisions were), another group that they were incorrect but close, a third group that they were incorrect by far, while a fourth group served as a control. Following this information the subjects were again asked to judge the importance of the aspects for their own prior decision on the most likely future development. The results indicated that outcome feed-back had an effect on post decision restructuring of facts. Subjects in the correct condition showed an average consolidation that increased the support, while the wrong conditions lead to negative consolidation (in retrospect indicating that they never found as much support for their decision in the past as they actually did). Thus, in a choice between consolidating their own initial prediction and the price trajectory they would have to live with, the decision makers consolidated the outcome. Therefore, the results of the study were related to the hindsight bias phenomenon (Fischhoff, 1975) and to Kahneman and Miller's (1986) mutability concept. 相似文献
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223.
In present-day movement science, N. A. Bernstein's formulation of the problems of motor control is often taken as the starting point. The reliance on Bernstein has not brought agreement among his followers, however. In this article, the authors pose the following question: Does the disagreement arise from the structure of his work itself or from incomplete exploitation of his thinking? By using, inter alia, Bernstein's 24 English and German articles, the authors present an analysis of the development of Bernstein's theory of movement behavior, against the backdrop of the scientific progress in the Soviet Union in Bernstein's time and the clashes between Soviet politics and science. Bernstein addressed in his early articles the measurement and biomechanical analysis of movements. His experimental data soon indicated the need for a new understanding of the organization of movements, which he formulated in terms of coordination. Because of political problems, his work was interrupted; but after being "rehabilitated" and again allowed to work, Bernstein aimed to explain how animals find and optimize the solutions to motor problems. The structure of the theory that ensued was comprehensive exactly by virtue of his repeatedly shifting focus between the different aspects of the organization of movement: More important than the answers he gave were the questions he asked. Moreover, the way he approached those questions may help scientists solve pressing problems in present-day movement science. 相似文献
224.
Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability 总被引:9,自引:0,他引:9
Based on the stability and level of performance on standard achievement tests in first and second grade (mean age in first grade = 82 months), children with IQ scores in the low-average to high-average range were classified as learning disabled (LD) in mathematics (MD), reading (RD), or both (MD/RD). These children (n = 42), a group of children who showed variable achievement test performance across grades (n = 16), and a control group of academically normal peers (n = 35) were administered a series of experimental and psychometric tasks. The tasks assessed number comprehension and production skills, counting knowledge, arithmetic skills, working memory, the ease of activation of phonetic representations of words and numbers, and spatial abilities. The children with variable achievement test performance did not differ from the academically normal children in any cognitive domain, whereas the children in the LD groups showed specific patterns of cognitive deficit, above and beyond the influence of IQ. Discussion focuses on the similarities and differences across the groups of LD children. 相似文献
225.
The authors investigated the extent to which racial factors, cultural factors, or both influence a person's beliefs about physical time, personal time, and experienced and remembered duration. A total of 750 Black American, Black African, and White American students responded to a questionnaire on these beliefs about time. Factor analysis was used to compare belief structures. Pairwise comparisons, performed separately for each statement, tested the direction and strength of the reported beliefs. The groups showed many similarities, but they also showed some differences. All 3 groups differed in beliefs about physical and personal time, but they did not differ in beliefs about duration experiences. This evidence does not support simplistic views of racial or cultural influences. Culture may differentially influence beliefs about physical time and personal time. Beliefs about duration experiences may represent an ethnic factor that transcends cultures. 相似文献
226.
Lauwereyns J Koizumi M Sakagami M Hikosaka O Kobayashi S Tsutsui K 《Journal of experimental psychology. Animal behavior processes》2000,26(3):352-357
To study the operation of selective attention in a conflict situation with automatic processes, we trained 4 Japanese macaques (Macaca fuscata) extensively on a manual go/no-go task. The monkey had to discriminate either the color, shape, motion direction, or location of a visual stimulus. In each trial, the behavioral meaning of the relevant feature (go or no-go) could either be congruent or incongruent with irrelevant features of the same stimulus. Reaction times were slowed, and error rates increased when irrelevant stimulus features were incongruent with the required response. The effects were obtained when the monkey attended to the color, shape, or motion direction, but not when it attended to the location of the stimulus. The effects were cumulative so that the interference from 1 incongruent feature was smaller than that from 2 incongruent features. We propose that the present paradigm provides a behavioral analogue of the human Stroop effect. 相似文献
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228.
Because icons, signs, and symbols are now widely used to communicate information, it is essential for system designers to know what makes them easy to use and interpret. The authors report a series of studies that examine characteristics considered central to icon usability. After quantifying the properties of icon concreteness, complexity, and discriminability, the authors assessed each property's effects on user performance when user experience, task demands, and presentation context were systematically varied. Findings indicated that the effects of icon concreteness were primarily associated with the initial grasp of meaning, whereas complexity effects were found to persist longer and to be associated with search efficacy. The effects of icon distinctiveness were complex, but distinctiveness was enhanced by using both semantic and visual contrasts. The implications of these findings for interface design are discussed. 相似文献
229.
In medium-sized groups such as classes, it is often desirable that the members become acquainted with one another. Toward this end, various methods of introducing group members are often used, with only anecdotal evidence for their effectiveness. The name game is a method for introducing group members that is based on the principles of retrieval practice. The authors compared 2 versions of the name game with a widely used introductory method--pairwise introductions--and found that the name game participants were much better at remembering one another's name after 30 min, 2 weeks, and 11 months. A second experiment tested the contribution of retrieval practice by comparing 2 versions of the name game with a procedure that was matched for number of repetitions and time spent on the task. Again, the name games were superior. 相似文献
230.