全文获取类型
收费全文 | 874篇 |
免费 | 47篇 |
国内免费 | 1篇 |
出版年
2023年 | 13篇 |
2022年 | 10篇 |
2021年 | 21篇 |
2020年 | 26篇 |
2019年 | 15篇 |
2018年 | 39篇 |
2017年 | 47篇 |
2016年 | 40篇 |
2015年 | 25篇 |
2014年 | 23篇 |
2013年 | 139篇 |
2012年 | 62篇 |
2011年 | 65篇 |
2010年 | 41篇 |
2009年 | 25篇 |
2008年 | 41篇 |
2007年 | 33篇 |
2006年 | 26篇 |
2005年 | 28篇 |
2004年 | 24篇 |
2003年 | 32篇 |
2002年 | 18篇 |
2001年 | 14篇 |
2000年 | 13篇 |
1999年 | 6篇 |
1998年 | 4篇 |
1997年 | 10篇 |
1996年 | 4篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 5篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1985年 | 6篇 |
1984年 | 4篇 |
1983年 | 4篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1979年 | 4篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1973年 | 2篇 |
1972年 | 2篇 |
1971年 | 2篇 |
1970年 | 3篇 |
1968年 | 3篇 |
排序方式: 共有922条查询结果,搜索用时 15 毫秒
111.
Danièle Moyal–Sharrock 《Philosophical Investigations》2003,26(2):125-148
112.
113.
114.
Marie-Michèle Dufour Marc J. Lanovaz Patrick Cardinal 《Journal of the experimental analysis of behavior》2020,114(3):368-380
Both researchers and practitioners often rely on direct observation to measure and monitor behavior. When these behaviors are too complex or numerous to be measured in vivo, relying on direct observation using human observers increases the amount of resources required to conduct research and to monitor the effects of interventions in practice. To address this issue, we conducted a proof of concept examining whether artificial intelligence could measure vocal stereotypy in individuals with autism. More specifically, we used an artificial neural network with over 1,500 minutes of audio data from 8 different individuals to train and test models to measure vocal stereotypy. Our results showed that the artificial neural network performed adequately (i.e., session-by-session correlation near or above .80 with a human observer) in measuring engagement in vocal stereotypy for 6 of 8 participants. Additional research is needed to further improve the generalizability of the approach. 相似文献
115.
Christophe Fitamen Agnès Blaye Valérie Camos 《The British journal of developmental psychology》2022,40(1):1-16
Preschoolers are well known for their poor working memory (WM) performance. This could result from goal neglect, which would hamper the setting of maintenance strategies. Previous studies have shown that preschoolers’ WM performance can be improved in game-like tasks, because they provide cues to support goal maintenance. However, in these studies, it was unclear what features of the task (either the main toy or the motor activity required by the game) provide efficient cues. The aim of the present study was to disentangle the two features to examine cue effects in 5- to 7-year-old children. No improvement of WM performance was observed when the toy was a potential goal cue, whereas the motor activity had a detrimental effect in all age groups. The latter effect could result from a distraction of attention from attention-based maintenance activities. Hence, preschoolers' poor WM performance would not be fundamentally due to goal neglect. 相似文献
116.
117.
118.
119.
Thomas Mößle Matthias Kleimann Florian Rehbein Christian Pfeiffer 《The British journal of developmental psychology》2010,28(3):699-725
In work done at the German Criminological Research Institute of Lower Saxony (KFN) various methods have been used to investigate how specific inappropriate media usage patterns affect academic performance in children and adolescents. The findings are paralleled by current international research indicating a negative relationship between these two variables. Based on a cross‐sectional survey of 5,529 fourth grade students and a longitudinal panel study with 1,157 primary schoolchildren, a key finding can be demonstrated: the more time students spend on consuming media and the more violent its contents are, the worse are their marks at school, even when controlling for vital factors such as family, educational, or immigrant background. In particular, boys who gender‐specifically are better equipped with electronic media devices, who partially have extensive media usage times and who strongly prefer violent media content, are at the risk of showing poor school performance. In fact, a decrease in academic performance of boys can be observed in German school statistics. By presenting first results of a school‐based intervention programme, a promising approach to the reduction of detrimental effects of electronic media use on school performance is introduced. 相似文献
120.