全文获取类型
收费全文 | 669篇 |
免费 | 28篇 |
专业分类
697篇 |
出版年
2021年 | 7篇 |
2020年 | 10篇 |
2019年 | 7篇 |
2018年 | 15篇 |
2017年 | 18篇 |
2016年 | 18篇 |
2015年 | 15篇 |
2014年 | 16篇 |
2013年 | 77篇 |
2012年 | 32篇 |
2011年 | 30篇 |
2010年 | 13篇 |
2009年 | 20篇 |
2008年 | 28篇 |
2007年 | 29篇 |
2006年 | 19篇 |
2005年 | 27篇 |
2004年 | 23篇 |
2003年 | 26篇 |
2002年 | 30篇 |
2001年 | 14篇 |
2000年 | 11篇 |
1999年 | 10篇 |
1998年 | 10篇 |
1997年 | 9篇 |
1996年 | 6篇 |
1995年 | 5篇 |
1994年 | 12篇 |
1993年 | 7篇 |
1992年 | 9篇 |
1991年 | 8篇 |
1989年 | 5篇 |
1988年 | 6篇 |
1987年 | 8篇 |
1986年 | 8篇 |
1985年 | 9篇 |
1984年 | 4篇 |
1983年 | 7篇 |
1982年 | 8篇 |
1981年 | 16篇 |
1980年 | 7篇 |
1979年 | 4篇 |
1978年 | 6篇 |
1977年 | 8篇 |
1976年 | 5篇 |
1974年 | 10篇 |
1971年 | 3篇 |
1970年 | 3篇 |
1965年 | 2篇 |
1956年 | 3篇 |
排序方式: 共有697条查询结果,搜索用时 0 毫秒
681.
682.
683.
684.
685.
Susan Kirkpatrick 《Journal of genetic counseling》1998,7(4):371-373
686.
AbstractThe ability to recall the temporal order of events develops much more slowly than the ability to recall facts about events. To explore what processes facilitate memory for temporal information, we tested 3- to 6-year-old children (N?=?40) for immediate memory of the temporal order of events from a storybook, using a visual timeline task and a yes/no recognition task. In addition, children completed tasks assessing their understanding of before and after and the executive functions of inhibition using the Day/Night Stroop task and cognitive shifting using the Dimensional Change Card Sort (DCCS) task. Older children (Mage?=?69.25?months) outperformed younger children (Mage?=?52.35?months) on all measures; however, the only significant predictor of memory for the temporal ordering of events was cognitive shifting. The findings suggest that the difficulty in memory for temporal information is related to development of a general cognitive ability, as indexed by the DCCS, rather than specific temporal abilities. 相似文献
687.
688.
689.
Lisa A. Haverty Kenneth R. Koedinger David Klahr Martha W. Alibali 《Cognitive Science》2000,24(2):249-298
This study investigated the cognitive processes involved in inductive reasoning. Sixteen undergraduates solved quadratic function–finding problems and provided concurrent verbal protocols. Three fundamental areas of inductive activity were identified: Data Gathering, Pattern Finding, and Hypothesis Generation. These activities are evident in three different strategies that they used to successfully find functions. In all three strategies, Pattern Finding played a critical role not previously identified in the literature. In the most common strategy, called the Pursuit strategy, participants created new quantities from x and y, detected patterns in these quantities, and expressed these patterns in terms of x. These expressions were then built into full hypotheses. The processes involved in this strategy are instantiated in an ACT‐based model that simulates both successful and unsuccessful performance. The protocols and the model suggest that numerical knowledge is essential to the detection of patterns and, therefore, to higher‐order problem solving. 相似文献