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851.
852.
Three experiments investigated age of acquisition (AoA) effects on early orthographic processing during Chinese character recognition. In Experiment 1, we measured the accuracy of identification of brief masked characters, accuracy was higher for early compared to late acquired characters. In Experiment 2, the visual duration threshold (VDT) was measured for both early and late acquired Chinese characters. The results showed that early acquired characters were successfully identified at shorter display durations than late acquired characters. Significant AoA effects were also found in Experiment 3, using a lexical decision task requiring mainly orthographic processing (discriminating real Chinese characters from orthographically illegal and unpronounceable characters). In summary, three experiments provide converging empirical evidence, for AoA effects on the early orthographic processing stages of Chinese character recognition. These results suggest that AoA effects during word identification go beyond the phonological or semantic processing stages. These results aslo provide cross-linguistic evidence for an AoA effect on early perceptual processing during identification. 相似文献
853.
According to a traditional assumption about working memory, participants retain a series of verbal items for immediate recall
using covert verbal rehearsal, without much need for attention. We reassessed this assumption by imposing a speeded, nonverbal
choice reaction time (CRT) task following the presentation of each digit in a list to be recalled. When the memory load surpassed
a few items, performance on the speeded CRT task became increasingly impaired. This CRT task impairment depended only on attention-related
components of working memory; it was not alleviated by the presence of an auditory memory trace that automatically helped
the recall of items at the ends of spoken lists. We suggest that attention-demanding refreshing of verbal stimuli occurs along
with any covert rehearsal. 相似文献
854.
In the present study, we examined the time course of semantic and syntactic processing when Chinese is read. Readers’ eye
movements were monitored, and the relation between a single-character critical word and the sentence context was manipulated
such that three kinds of sentences were developed: (1) congruent, (2) those with a semantic violation, and (3) those with
both a semantic and a syntactic violation. The eye movement data showed that the first-pass reading times were significantly
longer for the target region in the two violation conditions than in the congruent condition. Moreover, the semantic + syntactic
violation caused more severe disruption than did the pure semantic violation, as reflected by longer first-pass reading times
for the target region and by longer go-past times for the target region and posttarget region in the former than in the latter
condition. These results suggest that the effects of, at least, a semantic violation can be detected immediately by Chinese
readers and that the processing of syntactic and semantic information is distinct in both first-pass and second-pass reading. 相似文献
855.
856.
857.
从进化心理学的角度解读心理韧性 总被引:1,自引:0,他引:1
虽然目前暂时无法说明心理韧性到底是什么样的心理系统,但从进化心理学的角度来看,心理韧性意味着一种在生存困境中的自我保护本能.通过还原心理韧性的功能特征,并考察心理韧性的背景信息,有助于将心理韧性的系统认识和功能认识辩证地结合起来,相互启发和验证,指引心理韧性研究的新方向. 相似文献
858.
Rivka Berger Orly Sarid Nancy Hurvitz Ofra Anson 《Journal of applied social psychology》2009,39(1):82-94
The current study seeks to explore the effect of an academic course on sense of coherence (SOC) and transitory mood states. Moreover, the causal relationships between SOC and transitory mood states was evaluated. Second-year pharmacology students completed pencil-and-paper questionnaires at the beginning of the semester and 3-1/2 months later. The study group ( n = 37) participated in an academic course developed to teach cognitive behavior concept and practice, whereas the control group ( n = 43) had additional sessions of laboratory work. SOC increased significantly after the course while tension–anxiety and confusion decreased significantly. Structural equation analyses in the study group suggested that SOC was modified by confusion and perceived stress. No such pattern was observed in the control group. 相似文献
859.
Heather B. Levingston Nancy A. Neef Traci M. Cihon 《Journal of applied behavior analysis》2009,42(2):361-367
We examined the effects of teaching overt precurrent behaviors on the current operant of solving multiplication and division word problems. Two students were taught four precurrent behaviors (identification of label, operation, larger numbers, and smaller numbers) in a different order, in the context of a multiple baseline design. After meeting criterion on three of the four precurrent skills, the students demonstrated the current operant of correct problem solutions. These skills generalized to novel problems. Correct current operant responses (solutions that matched answers revealed by coloring over the space with a special marker) maintained the precurrent behaviors in the absence of any other programmed reinforcement. 相似文献
860.
Him Cheung Hsuan-Chih Chen William Yeung 《Journal of experimental child psychology》2009,104(2):141-42
Previous research has shown that linguistic forms that codify mental contents bear a specific relation with children’s false belief understanding. These forms include mental verbs and their following complements, yet the two have not been considered separately. The current study examined the roles of mental verb semantics and the complement syntax in children’s false belief understanding. Independent tasks were used to measure verb meaning, complements, and false belief understanding such that the verbs in question were present only in the verb meaning test, and no linguistic devices biased toward false belief were used in the false belief test. We focused on (a) some mental verbs that obligatorily affirm or negate what follows and (b) sentential complements, the content of which is to be evaluated against the mind of another person, not reality. Results showed that only (a) predicted false belief understanding in a group of Cantonese-speaking 4-year-olds, controlling for nonverbal intelligence and general language ability. In particular, children’s understanding of the strong nonfactive semantics of the Cantonese verbs /ji5-wai4/ (“falsely think”) predicted false belief understanding most strongly. The current findings suggest that false belief understanding is specifically related to the comprehension of mental verbs that entail false thought in their semantics. 相似文献