全文获取类型
收费全文 | 496篇 |
免费 | 15篇 |
专业分类
511篇 |
出版年
2019年 | 5篇 |
2018年 | 7篇 |
2017年 | 5篇 |
2016年 | 7篇 |
2015年 | 5篇 |
2014年 | 7篇 |
2013年 | 36篇 |
2012年 | 6篇 |
2011年 | 15篇 |
2010年 | 9篇 |
2009年 | 15篇 |
2008年 | 16篇 |
2007年 | 20篇 |
2006年 | 9篇 |
2005年 | 14篇 |
2004年 | 17篇 |
2003年 | 23篇 |
2002年 | 21篇 |
2001年 | 11篇 |
2000年 | 11篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 9篇 |
1995年 | 4篇 |
1994年 | 11篇 |
1993年 | 5篇 |
1992年 | 4篇 |
1991年 | 6篇 |
1990年 | 10篇 |
1989年 | 8篇 |
1988年 | 10篇 |
1987年 | 7篇 |
1986年 | 5篇 |
1985年 | 9篇 |
1984年 | 7篇 |
1983年 | 7篇 |
1982年 | 8篇 |
1981年 | 10篇 |
1980年 | 11篇 |
1979年 | 14篇 |
1978年 | 11篇 |
1977年 | 9篇 |
1976年 | 6篇 |
1975年 | 9篇 |
1974年 | 12篇 |
1973年 | 7篇 |
1972年 | 8篇 |
1971年 | 7篇 |
1967年 | 4篇 |
排序方式: 共有511条查询结果,搜索用时 15 毫秒
21.
Tasks and timing in the perception of linguistic anomaly 总被引:3,自引:0,他引:3
Janet Dean Fodor Weijia Ni Stephen Crain Donald Shankweiler 《Journal of psycholinguistic research》1996,25(1):25-57
Three experiments were conducted to investigate the relative timing of syntactic and pragmatic anomaly detection during sentence processing. Experiment 1 was an eye movement study. Experiment 2 employed a dual-task paradigm with compressed speech input, to put the processing routines under time pressure. Experiment 3 used compressed speech input in an anomaly monitoring task. The outcomes of these experiments suggest that there is little or no delay in pragmatic processing relative to syntactic processing in the comprehension of unambiguous sentences. This narrows the possible explanations for any delays that are observed in the use of pragmatic information for ambiguity resolution.The research reported in this paper was supported by Program Project Grant HD-01994 to Haskins Laboratories from the National Institutes of Child and Human Development, and in part by a grant to Stephen Crain and Donald Shankweiler from the University of Connecticut Research Foundation. We thank Jacques Mehler and Gerry Altmann for helpful information about speech compression algorithms. We are especially grateful to Ignatius Mattingly for his generous expert advice on speech compression and design of the experimental materials, and also for recording all the speech stimuli. Julie Boland, Brian McElree, Janet Nicol, and Martin Pickering provided very helpful advice on an earlier draft. 相似文献
22.
Jerry K. Wilde 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》1996,14(3):187-192
This study ws designed to evaluate the efficacy of a four-session REE curriculum and examine the relationship between intelligence and the endorsement of irrational beliefs in elementary school children. A twotailedt-test administered to examine difference between pre- and post-test scores onThe Idea Inventory was statistically significant,t (1,94)=5.90,p<.0001. The Pearson product-moment correlation coefficient between pre-test scores onThe Idea Inventory and theOtis-Lennon School Ability Test failed to reach significance (r=.15) suggesting higher intelligence did not predict greater endorsement of rational beliefs. The post-test scores using the same two instruments reached a correlation coefficient of r=.51 and was statistically significant at the .01 level. A higher percentage of children who scored below the mean on theOtis-Lennon improved from pre- to post-test than children who scored above the mean. 相似文献
23.
This study addresses the generalizability of measures of occupational prestige to men and women. Respondents were asked to evaluate the prestige of occupations and to rate male and female incumbents in these occupations. Results suggest that the general prestige of occupations is best predicted by the sex-typical jobholder. This research demonstrates that the seemingly sex-neutral concept of occupational prestige incorporates strong sex-linked assumptions. Implications of these findings for occupational prestige and for the social sciences in general are discussed. 相似文献
24.
25.
A multipurpose laboratory system incorporating a voice interactive terminal and graphic display system is described. The facility is designed to investigate some aspects of human performance on concurrent verbal and tracking tasks. The results of a pilot study showing decrements in dual-task performance are reported. 相似文献
26.
27.
28.
29.
An apparatus is described that automates the elicitation of the proboscis extension reflex (PER) in dipterans. The PER has been used as a measure of both classical conditioning and central excitation. Most studies of PER have employed manual stimulation, which adds inter- and intraexperimenter differences in technique as another source of variance. The advantages of this apparatus are (1) elimination of individual differences in manual techniques of experimenters as a possible source of error variance and (2) capability of stimulating several flies individually during a single session. An experiment is reported comparing the manual and automated methods. 相似文献
30.
Lerita M. Coleman Lee Jussim Jerry L. Isaac 《Journal of applied social psychology》1991,21(6):460-481
The present investigation examined some processes mediating self-fulfilling prophecies among black students. Specifically, we hypothesized that feedback conveyed by black and white teachers would differentially influence black students' perceptions of how the teacher viewed their success/failure, effort, ability, luck and task difficulty. In addition, we hypothesized that negative feedback would affect perceptions of evaluations differently than positive feedback. Ninety black undergraduates participated in an experiment in which a black or white teacher (confederate) expressed one of five evaluative feedback responses to a student's score on an analogies test. The results provided partial support for the first hypothesis: black female students perceived white teachers as assessing their performance less positively: that is, they perceived them to underestimate their ability and the difficulty of the task. Negative feedback also led students to believe the teacher held an unfavorable but inaccurate impression of their ability and effort, and that the teacher underestimated the difficulty of the task. These findings suggest that black students—black females in particular—may assume that white teachers hold less favorable assessments of them than black teachers and all students may be sensitive to negative evaluations. 相似文献