首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   17610篇
  免费   840篇
  国内免费   9篇
  2020年   249篇
  2019年   275篇
  2018年   374篇
  2017年   380篇
  2016年   414篇
  2015年   295篇
  2014年   358篇
  2013年   1362篇
  2012年   603篇
  2011年   555篇
  2010年   385篇
  2009年   340篇
  2008年   507篇
  2007年   525篇
  2006年   468篇
  2005年   431篇
  2004年   376篇
  2003年   328篇
  2002年   339篇
  2001年   702篇
  2000年   683篇
  1999年   475篇
  1998年   176篇
  1997年   173篇
  1996年   176篇
  1995年   151篇
  1992年   374篇
  1991年   346篇
  1990年   365篇
  1989年   307篇
  1988年   292篇
  1987年   287篇
  1986年   267篇
  1985年   263篇
  1984年   242篇
  1983年   208篇
  1982年   158篇
  1979年   224篇
  1978年   174篇
  1977年   152篇
  1975年   193篇
  1974年   231篇
  1973年   229篇
  1972年   184篇
  1971年   181篇
  1970年   151篇
  1969年   176篇
  1968年   211篇
  1967年   192篇
  1966年   156篇
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
911.
To learn more about the mechanism (or mechanisms) involved with postresponse stimulus processing during discrimination learning, a series of studies was conducted with monkeys to determine why the combined relevant and irrelevant stimuli impair learning more than irrelevant stimuli appearing alone. It was found that: (a) the greater size and complexity of the combination of stimuli were not responsible for the greater deficit, while the presence of the relevant stimuli (SD and SΔ) within the stimulus combination apparently was; (b) the more similar the postresponse irrelevant stimuli were to the relevant stimuli the greater the deficit that resulted; and (c) monkeys that had earlier learned to discriminate the relevant and irrelevant features of a combination showed no learning impairment when this same stimulus combination was later presented after the response during a new learning problem. These results were interpreted as evidence that: (1) processes associated with learning a discrimination problem do not end with the execution of a choice response; (2) postresponse stimuli produce greater impairment in discrimination learning when they are distorted versions of the relevant stimuli; and (3) the impairment resulting from postresponse irrelevant stimuli occurs primarily when this misinformation is processed and misperceived as being relevant to learning the discrimination problem.  相似文献   
912.
Different groups of rats received different numbers of compound CS (light/noise) conditioning trials in the CER procedure. The amount of suppression evident to the single elements of the compound decreased as a function of the number of previous compound trials. This loss of CR strength was interpreted as a configuring effect. Further experimental comparisons indicated that the configuring effect could not be readily explained in terms of a generalization decrement or a stimulus novelty hypothesis.  相似文献   
913.
914.
Response latencies in sentence-picture verification tasks were compared as a function of whether a mismatch was located in the logical subject (LS), verb (V), or logical object (LO) of the sentence. Sentences were presented auditorily and varied in voice and reversibility. The comparison process for nonreversibles was clearly serial self-terminating: latencies for both actives and passives were ordered LS < V < LO, or, after practice with a small number of mismatch types, LS < LO < V. Latencies for reversibles were ordered V < LS = LO, suggesting either a verb-first comparison process or an LS-V-LO comparison process which did not terminate with a subject-mismatch because of the confusability of the subject and object. The results attest to the importance of considering the "naturalness" of stimuli in sentence processing tasks, and the flexibility of subjects' encoding and comparison strategies both within and across task contexts.  相似文献   
915.
Behaviorism, the source of the concept of performance objectives, models behavior as an output emitted by an organism. Control theory suggests a different model, in which the stable patterns called behavior are perceptual variables stabilized against disturbances by variations in motor activities. Control theory provides a clear distinction between a learning model and a performance model. Learning is centered around the control of internal variables by means of changes in the organization of performance. Performance is centered around control of perceptual variables, which the experimenter or teacher must learn to share with the subject or student in order to understand what is being performed.  相似文献   
916.
This study systematically investigated the effects of different procedures on classroom behaviors ranging from teacher designated seating groups and seating groups based on sociometric data to peer encouragement and free time reinforcers. Subjects were first- and third-grade children in classrooms using a Follow Through program model. Data were taken on the attending behavior of the children in small groups arranged by the teacher. The level of appropriate attending behavior was low and did not increase when the groups were restructured based on sociometric data. The introduction of instructions to the peer groups to help the child with his or her work brought about a major increase in the third-grade subjects' appropriate behavior. Appropriate attending behavior for the first-grade children did not increase to the predetermined acceptable level until a free time period for each peer group was made contingent upon the appropriate behavior of the subject in each group. Frequencies of verbal interactions suggested peer attention has an effect on the appropriateness of peer interactions.  相似文献   
917.
Several devices have been developed enabling the blind to adapt to digital and visual displays. Most require extensive training and are relatively expensive. The audio-tactile display described in this paper requires very little training and promises to be inexpensive. Prototypes of the display have been developed for a digital stopwatch, a digital clock, and several electronic calculators. Because the device makes use of electrical impulses to communicate with the blind, it also has numerous potential capabilities as a research tool. The device is based on a panel containing columns of braille digits that are made active through a logic circuit interfacing the braille display with a calculator or other device. The subject scans the braille columns and discovers the digits active in each column when a tone is produced simultaneously with the finger contacting the braille digit.  相似文献   
918.
919.
920.
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号