全文获取类型
收费全文 | 724篇 |
免费 | 46篇 |
出版年
2023年 | 14篇 |
2022年 | 13篇 |
2021年 | 21篇 |
2020年 | 20篇 |
2019年 | 17篇 |
2018年 | 46篇 |
2017年 | 36篇 |
2016年 | 42篇 |
2015年 | 24篇 |
2014年 | 30篇 |
2013年 | 89篇 |
2012年 | 39篇 |
2011年 | 29篇 |
2010年 | 28篇 |
2009年 | 21篇 |
2008年 | 44篇 |
2007年 | 37篇 |
2006年 | 29篇 |
2005年 | 26篇 |
2004年 | 20篇 |
2003年 | 18篇 |
2002年 | 12篇 |
2001年 | 6篇 |
2000年 | 18篇 |
1999年 | 5篇 |
1998年 | 7篇 |
1997年 | 6篇 |
1996年 | 6篇 |
1995年 | 4篇 |
1994年 | 6篇 |
1993年 | 6篇 |
1992年 | 4篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 4篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1981年 | 3篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1978年 | 1篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1973年 | 4篇 |
1972年 | 2篇 |
1968年 | 2篇 |
排序方式: 共有770条查询结果,搜索用时 15 毫秒
21.
We introduce non-associative linear logic, which may be seen as the classical version of the non-associative Lambek calculus. We define its sequent calculus, its theory of proof-nets, for which we give a correctness criterion and a sequentialization theorem, and we show proof search in it is polynomial. 相似文献
22.
23.
We have recently reported a correlation between schizophrenialike symptoms and the degree of pseudoneglect in healthy right-handers. We aimed to investigate the effect of familial sinistrality (FS) on this relation. Seventy-six healthy right-handers were divided into four groups on the basis of gender and FS. A computerized version of Corsi's task was used as the visuospatial task. Subjects filled in the Magical Ideation Scale (MI), which asked for delusionlike beliefs, and performed the Corsi's task using each hand. Performance of both hemispaces was separately evaluated. In all groups, performance of the left hemispace was better than that of the right hemispace and FS+ subjects performed better than FS- subjects. When the right hand was used, performance was correlated to MI scores only for FS- groups. Findings suggest that the correlation between right-sided neglect and proneness to schizotypy in normal right-handers is affected by FS. 相似文献
24.
Children who produce one word at a time often use gesture to supplement their speech, turning a single word into an utterance that conveys a sentence-like meaning ('eat'+point at cookie). Interestingly, the age at which children first produce supplementary gesture-speech combinations of this sort reliably predicts the age at which they first produce two-word utterances. Gesture thus serves as a signal that a child will soon be ready to begin producing multi-word sentences. The question is what happens next. Gesture could continue to expand a child's communicative repertoire over development, combining with words to convey increasingly complex ideas. Alternatively, after serving as an opening wedge into language, gesture could cease its role as a forerunner of linguistic change. We addressed this question in a sample of 40 typically developing children, each observed at 14, 18, and 22 months. The number of supplementary gesture-speech combinations the children produced increased significantly from 14 to 22 months. More importantly, the types of supplementary combinations the children produced changed over time and presaged changes in their speech. Children produced three distinct constructions across the two modalities several months before these same constructions appeared entirely within speech. Gesture thus continues to be at the cutting edge of early language development, providing stepping-stones to increasingly complex linguistic constructions. 相似文献
25.
Guillem F Ganeva E Pampoulova T Stip E Lalonde P Sasseville M 《Brain and cognition》2005,57(1):93-101
This study was designed to investigate whether the neuropsychological correlates of the symptom dimensions of schizophrenia vary with the clinical state in patients followed from the acute to stable the phase of the illness. Fifteen patients were assessed for symptoms (SAPS-SANS) and undergone a complete neuropsychological assessment at two sessions. The first session (S1) was carried out within six days after admission, i.e., acute phase and the second (S2) at least two month after hospitalization, i.e., stable phase. The data were analyzed using stepwise regression models in which neuropsychological scores were in entered to predict each dimensional score. This analysis was applied on the S1 and S2 data as well as on the S2-S1 difference to assess the neuropsychological predictors of clinical changes. Generally, the results replicate the previous associations between neuropsychological and dimensional measures found in stable patients. In addition, this study shows if each dimension appears to rely on a key structure, symptom variations seems to involve changes in the spread of the dysfunction and/or changes in the connectivity between the key and other regions. The results also suggest that functional changes related to some symptoms dimensions occur to compensate for the dysfunction associated with other symptoms. 相似文献
26.
The skill of writing numerals necessitates a certain developmental maturity. Studying the age at which children start to develop this skill and assessing problems they encounter while writing numerals should give direction to their training. From 8 schools a total of 267 children, ages 60 to 89 mo., were asked to write the numerals 1 to 9. Analysis showed that 80% of the children wrote most of the numerals correctly, 15% wrote inverted numerals, 2.0% wrote some numerals as letters, and 4% did not write certain numerals at all. In addition, 64% of children ages 60 to 65 mo. gave correct responses, and the perception of correct responses increased across age groups until 95% were correct in the group who were 84 to 89 mo. There was no significant difference between girls and boys in these writing skills. 相似文献
27.
Selçuk Özgediz 《Knowledge, Technology, and Policy》1999,11(4):97-113
Investing in research is a long-term, risky proposition. In agriculture, it could take fifteen years or more for a research
finding to show an improvement in a farmer’s field. Yet, research institutions, like other organizations it needs to be evaluated.
For more than twenty years, independent panels of outside experts have evaluated each of the international research centers
that the Consultative Group of International Agricultural Research (CGIAR) supports. This paper examines the evolution of
this review system, outlines the key methodological challenges faced, and draws lessons for others engaged in evaluating research
institutions. It notes that the scope of the CGIAR reviews have been broadened over time in response to users’ concerns. Reviews
now cover four dimensions of performance: research results, quality and relevance of research, vision and strategic directions,
and management efficiency. The methodological challenges faced in measurement, valuation, and attribution are reviewed, along
with practices found to be helpful in addressing these concerns. The paper concludes that the panel approach to institutional
evaluation has served CGIAR’s needs well, and recommends it as an evaluation technique for integrating quantitative and qualitative
dimensions of institutional performance.
His recent work has concentrated on the governance and management of the CGIAR and the individual research centers it supports,
including questions of evaluating management effectiveness. Prior to joining the World Bank in 1979, he was Assistant Professor
of Political Science at Bogazici University (Istanbul) and Senior Research Director of Systems Research Incorporated (Lansing,
Michigan). 相似文献
28.
Propositional knowledge and the enigma of realism 总被引:1,自引:0,他引:1
Murat Baç 《Philosophia》1999,27(1-2):199-223
29.
Orlando Lourenço 《New Ideas in Psychology》2012,30(3):281-295
Piaget and Vygotsky are two influential developmental psychologists. One can even say that their contributions to developmental psychology, albeit different, are similarly remarkable and unique. This article is in four parts. In the first part, I refer briefly to a commonly noticed difference between Vygotsky’s and Piaget’s theories. In the second part, I show that there are many resemblances between Vygotsky and Piaget. In the third part, I argue that in spite of such resemblances, there exists a crucial, and generally unnoticed, difference between Piaget’s and Vygotsky’s theories, and that this difference underlies the way each author addresses the following issues: 1) the origins of development and the motor of development; 2) the relationships among equal peers vs. those based on authorities, as they are sources of development and learning; 3) the more appropriate methods for studying developmental changes; 4) the importance of the distinction between true vs. necessary knowledge; and 5) the role of transformation and personal reconstruction vs. that of transmission and social influence in the phenomena of development and learning. Finally, I summarize the main ideas and arguments which I elaborate throughout this article, and mention what can be gained when the generally ignored aforementioned difference is noticed. 相似文献
30.
The authors provide a brief overview of counseling and mental health care in Palestine, including their history and a summary of their current status. Finally, a discussion is presented of future trends in the development of the profession with regard to recent changes in the region. 相似文献