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221.
Three experiments tested the idea that auditory presentation facilitates temporal recall whereas spatial recall is better if the input modality is visual. Lists of words were presented in which the temporal and spatial orders were independent, and instructions to the subjects determined whether recall would be given in a spatial or temporal order. In all three experiments, a significant interaction between the input modality and the type of recall was found, such that visual presentation resulted in superior recall over auditory presentation in the spatial conditions and auditory presentation yielded superior recall to visual in the temporal conditions. The present results contradict an earlier study by Murdock that showed that auditory presentation resulted in better performance than visual presentation in a nominally spatial task. An explanation for the discrepancies between the results of that study and the present one is presented. 相似文献
222.
Dyslexic and nondyslexic boys within a single community's learning-disabled class were given a set of tests; performance on each of these tests has been reported to be significantly impaired in other dyslexic children compared to learning-disabled and normal groups. Linear discriminant function analysis revealed that error types rather than levels of performance best separated the carefully matched learning-disabled groups. Slow naming and high percentage of “dysphasic” errors characterized dyslexic boys. Visual temporal-spatial matching and “configuration-deficient” perceptual errors characterized the adequate readers who have other learning disabilities. 相似文献
223.
Recognition of faces is more severely impaired by inversion than is recognition of other types of objects. This was originally interpreted as evidence for the existence of special face-recognition mechanisms. Recently, Diamond and Carey (1986) attributed the inversion effect to the use of second-order relational properties that are important for, but not unique to, face recognition. According to their hypothesis, face recognition differs from the recognition of most other objects in its dependence on second-order relational properties. This hypothesis was tested in two experiments by comparing the effects of inversion on the identification of dot patterns that differed in the extent to which they required the encoding of second-order relational properties. Identification of the second-order relational patterns was not more disrupted by inversion than was identification of first-order patterns. These results fail to support the hypothesis that second-order relational properties are responsible for the inversion effect. 相似文献
224.
225.
Reading stories at bedtime was made contingent upon nonthumbsucking for girls 3, 6, and 8 yr old. According to their mothers, all had been persistent thumbsuckers since infancy. Two had accompanying dental disorders. During baseline conditions, continuous noncontingent reading occurred. During experimental conditions, reading terminated on each occasion thumbsucking was observed and resumed immediately when thumbsucking ceased. High percentages of thumbsucking occurred during baseline conditions when reading was noncontingent, and low percentages occurred during experimental conditions when reading was contingent. Bedtime thumbsucking was eliminated for all three girls. 相似文献
226.
Margaret Wulbert Roland Barach Martha Perry James Straughan Stephen Sulzbacher Keith Turner Nick Wiltz 《Journal of abnormal child psychology》1974,2(2):87-98
The generalization of newly learned behaviors to different settings on the part of an autistic child and his parents was investigated by means of a multiple baseline design. Contingency management techniques were taught to the parents while they interacted with their child in a training apartment equipped with observation facilities. In order to assess whether the parents generalized the use of these techniques, data were gathered at their own home. Data were also gathered in the child's school in order to ascertain whether changes brought about in the child's behavior in the training apartment generalized to the school situation. It was concluded that the child's behavior was responsive to the contingencies of each particular environment. Generalization did not occur until the contingencies and stimulus cues were specifically designed to promote a change in behavior in each setting. 相似文献
227.
Discusses important issues and problems related to the assessment of young children. A review of the literature identifies major trends in the field of assessment in early childhood education. Authors conclude that with increased emphasis on assessment of young children, there is an increased need to develop teachers' skills in both selection and interpretation of appropriate formal and informal assessment techniques. 相似文献
228.
229.
Ronald T. Brown Kathi A. Borden Martha Ellen Wynne Robert Schleser Stephen R. Clingerman 《Journal of abnormal child psychology》1986,14(4):481-497
The present doubleblind study examined the effects of methylphenidate, cognitive therapy, and their combination in attention deficitdisordered (ADD) children. Four treatment groups were compared on measures of attentional deployment and cognitive style, tests of academic achievement, and behavioral rating scales. In contrast to a previous study conducted in this laboratory, children in this study were not receiving medication during posttesting. Results were interpreted to suggest that measurable effects of stimulant medication dissipate rapidly upon discontinuation of pharmacotherapy. The combination of methylphenidate and cognitive therapy was not found to be any more efficacious than either of the treatments studied alone. Discussion suggests that medication status at follow-up is an essential feature of research design.This research was supported in full by U.S. Public Health Service Grant No. MH 37-628 from the National Institute of Mental Health, Psychopharmacology Branch, and by Biomedical Research Award No. RR 0715807 from the National Institutes of Health, each awarded to R. T. Brown. Placebo and methylphenidate were supplied by CIBA-GEIGY, Summit, New Jersey. The authors are grateful to Dr. Rute Medenis and the entire staff at the University of Illinois Pediatrics Clinic for their valuable assistance and kind support throughout the project. The authors would also like to thank Avery L. Spunt, R.Ph., College of Pharmacy, University of Illinois, for his assistance in packaging the medication and monitoring compliance; Arthur I. Neyhus, Ph.D., Coordinator of Child Study Facility, University of Illinois at Chicago, for his assistance in evaluation; and J. Scott Allen, Jimmy Bruce, Robert Miller, Michael Mazius, and Steven Orenczuk, for their assistance in training of the children.The contributions of these authors are equal. 相似文献
230.
The relation between power law exponents obtained by magnitude estimation and magnitude production was studied for both loudness and perceived distance. While the results confirm the usual finding of higher values for production for relatively large stimulus ranges, just the opposite occurs when the stimulus range is short, necessitating a revision of the Stevens-Greenbaum regression principle. The relation between range and exponent was explored, both for the case in which several intensities are presented for judgment and for the simpler case of only two intensities. In both cases, a power relation was described relating stimulus ratios to judgmental ratios, with exponents containing both range-dependent and range-independent components. 相似文献