全文获取类型
收费全文 | 66686篇 |
免费 | 2701篇 |
国内免费 | 20篇 |
出版年
2020年 | 614篇 |
2019年 | 790篇 |
2018年 | 1067篇 |
2017年 | 1102篇 |
2016年 | 1150篇 |
2015年 | 858篇 |
2014年 | 1023篇 |
2013年 | 4757篇 |
2012年 | 1949篇 |
2011年 | 1977篇 |
2010年 | 1207篇 |
2009年 | 1169篇 |
2008年 | 1747篇 |
2007年 | 1721篇 |
2006年 | 1562篇 |
2005年 | 1454篇 |
2004年 | 1381篇 |
2003年 | 1262篇 |
2002年 | 1294篇 |
2001年 | 2060篇 |
2000年 | 1922篇 |
1999年 | 1465篇 |
1998年 | 724篇 |
1996年 | 605篇 |
1992年 | 1309篇 |
1991年 | 1230篇 |
1990年 | 1211篇 |
1989年 | 1141篇 |
1988年 | 1143篇 |
1987年 | 1093篇 |
1986年 | 1131篇 |
1985年 | 1230篇 |
1984年 | 952篇 |
1983年 | 900篇 |
1982年 | 687篇 |
1981年 | 654篇 |
1979年 | 1112篇 |
1978年 | 751篇 |
1977年 | 681篇 |
1976年 | 716篇 |
1975年 | 934篇 |
1974年 | 1065篇 |
1973年 | 1129篇 |
1972年 | 953篇 |
1971年 | 876篇 |
1970年 | 878篇 |
1969年 | 895篇 |
1968年 | 1141篇 |
1967年 | 1013篇 |
1966年 | 935篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
891.
Subjects in a prior study of complex learning often experienced difficulty in mastering the task because of an apparent reluctance to release one perceptual field and reconstrue the task on a higher cognitive level. It was hypothesized that were this the correct explanation, the faster learners would be more field independent on a measure of field dependence, since independence has been defined in terms of ease in releasing one's attention from the immediate perceptual field. This hypothesis was tested with 22 undergraduate subjects for whom Group Embedded Figures Test scores were correlated with the number of trials to completion on the complex learning task. A moderate but significant correlation supported the hypothesis. 相似文献
892.
Effects of presentation complexity on rapid-sequential reading 总被引:1,自引:0,他引:1
893.
The development of beliefs about falling objects 总被引:1,自引:0,他引:1
894.
Hemispheric symmetry in contrast and orientation sensitivity 总被引:1,自引:0,他引:1
895.
896.
897.
898.
899.
900.
J E Ormrod 《Perceptual and motor skills》1985,61(1):183-188
The role of visual memory in learning to spell words was investigated through a matching task on which one nonsense word was presented, then a second word identical in spelling or differing in one letter was presented. Ten pairs of 9th and 10th-grade students, matched for intelligence and sex but of different spelling ability, were asked to indicate whether word pairs were spelled the same or differently. The two words of a pair were either the same or different in print size or letter case. Significant effects were obtained for spelling ability, print size (same or different), and letter case (same or different), and the interaction of size X case, providing evidence for the use of visual memory by both good and poor spellers in learning to spell words. Good spellers were equally able to identify matched and mismatched pairs, while poor spellers showed greater difficulty in identifying mismatches than matches, supporting Frith's (1980) "partial cues" explanation of poor spelling performance. 相似文献