全文获取类型
收费全文 | 174831篇 |
免费 | 7718篇 |
国内免费 | 158篇 |
专业分类
182707篇 |
出版年
2020年 | 2805篇 |
2019年 | 3479篇 |
2018年 | 3495篇 |
2017年 | 3958篇 |
2016年 | 4651篇 |
2015年 | 3956篇 |
2014年 | 4840篇 |
2013年 | 23700篇 |
2012年 | 4569篇 |
2011年 | 3670篇 |
2010年 | 3930篇 |
2009年 | 4829篇 |
2008年 | 3907篇 |
2007年 | 3452篇 |
2006年 | 4056篇 |
2005年 | 4070篇 |
2004年 | 3568篇 |
2003年 | 3247篇 |
2002年 | 3030篇 |
2001年 | 3111篇 |
2000年 | 2966篇 |
1999年 | 2998篇 |
1998年 | 2837篇 |
1997年 | 2678篇 |
1996年 | 2594篇 |
1995年 | 2420篇 |
1994年 | 2389篇 |
1993年 | 2337篇 |
1992年 | 2534篇 |
1991年 | 2388篇 |
1990年 | 2229篇 |
1989年 | 2179篇 |
1988年 | 2128篇 |
1987年 | 2182篇 |
1986年 | 2174篇 |
1985年 | 2414篇 |
1984年 | 2521篇 |
1983年 | 2318篇 |
1982年 | 2399篇 |
1981年 | 2371篇 |
1980年 | 2197篇 |
1979年 | 2204篇 |
1978年 | 2188篇 |
1977年 | 2176篇 |
1976年 | 1964篇 |
1975年 | 2049篇 |
1974年 | 2080篇 |
1973年 | 2001篇 |
1972年 | 1567篇 |
1971年 | 1528篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
931.
Patricia J. Krantz Steven E. Rams Land Lynn E. McClannahan 《Behavioral Interventions》1989,4(3):171-189
In this study, an autistic youth served as peer prompter for three other autistic adolescents. The peer prompter encouraged the other boys to talk about sports, a topic frequently discussed by typical teenagers. A multiple-baseline design across participants was used to assess the effectiveness of the peer-prompting procedure. During baseline, the youth rarely talked about sports, although all three had previously completed a sports-appreciation class and had displayed large pre-to-post gains on a paper-and-pencil test. During intervention, when a peer prompted sports discussions, all three youth engaged in much more sports-related conversation. Generalization measures indicated that: (1) the youth engaged in sports discussions in groups, as well as in the dyads that characterized the training situation; (2) they talked about sports in a setting other than the training setting; (3) they discussed sports with their peers when an unfamiliar teacher was present; and (4) they continued to discuss sports when training tapes and behavioral contracts between the teacher and the peer prompter were withdrawn. Previously, it has been common to use nonhandicapped or less-handicapped peers as tutors; this study demonstrates that an autistic youth may also effectively serve as a prompter who assists his schoolmates in acquiring conversational skills that contribute to their normalization. 相似文献
932.
This study demonstrated procedures to promote the acquisition and transfer of stimulus control of an age-appropriate exercise skill. Three young adults diagnosed as mentally handicapped in a residential setting were taught a commercial dancercise routine during individual training sessions using a package of instructional procedures. A combination of a multiple baseline across subjects and a multiple baseline across response groups design showed that skill acquisition occurred only after each subject received training, and that performance did not generalize across exercise response groups. Training progressively incorporated more participants, new teachers, and new settings. Ultimately, subjects performed in a community dancercise class attended by 100 nonhandicapped persons. 相似文献
933.
The purpose of this study was to evaluate the effectiveness of a participative management (self-management) procedure directed toward increasing the frequency of positive interactions between direct-care staff and group home residents. A component of the self-management procedure, goal setting, was also evaluated. This study took place in two group homes housing a total of 16 male and female adults with moderate to mild mental retardation. Ten direct-care staff served as subjects. It was found that self-management produced an increase in the frequency of positive interactions of staff and residents, but did not produce changes in other behaviors being measured (e.g., negative interactions, self-stimulation, etc.). Goal setting did not result in changes in positive interactions or other target behaviors. Reasons for the different results of self-management versus goal-setting are discussed and further research is suggested. 相似文献
934.
Annabel J. Cohen Sandra E. Trehub Leigh A. Thorpe 《Attention, perception & psychophysics》1989,46(1):18-28
In three experiments, musically trained and untrained adults listened to three repetitions of a 5-note melodic sequence followed by a final melody with either the same tune as those preceding it or differing in one position by one semitone. In Experiment 1, ability to recognize the final sequence was examined as a function of redundancy at the levels of musical structurein a sequence, contour complexity of transpositions in a trial, and trial context in a session. Within a sequence, tones were related as the major or augmented triad; within a trial, the four sequences began on successively higher notes (simple macrocontour) or on randomly selected notes (complex macrocontour); and within a session, trials were either blocked (all major or all augmented) or mixed (major and augmented randomly selected). Performance was superior for major melodies, for systematic transpositions within a trial (simple macrocontours), for blocked trials, and for musically trained listeners. In Experiment 2, we examined further the effect of macrocontour. Performance on simple macrocontours exceeded that on complex, and excluded the possibility that repetition of the 20-note sequences provided the entire benefit of systematic transposition in Experiment 1. The effect of musical structure (major/augmented) was also replicated. In Experiment 3, listeners provided structure ratings of ascending 20-note sequences fromExperiment 2. Ratings onsame trials were higher than those on correspondingdifferent trials, in contrast to performance scores for augmentedsame anddifferent trials in previous experiments. The concept of functional uncertainty was proposed to account for recognition difficulties on augmented same trials. The significant effects of redundancy on all the levels examined confirm the utility of the information-processing framework for thestudy of melodic sequence perception. 相似文献
935.
Visual information provided by a talker’s mouth movements can influence the perception of certain speech features. Thus, the “McGurk effect” shows that when the syllable /bi/ is presented audibly, in synchrony with the syllable /gi/, as it is presented visually, a person perceives the talker as saying /di/. Moreover, studies have shown that interactions occur between place and voicing features in phonetic perception, when information is presented audibly. In our first experiment, we asked whether feature interactions occur when place information is specified by a combination of auditory and visual information. Members of an auditory continuum ranging from /ibi/ to /ipi/ were paired with a video display of a talker saying /igi/. The auditory tokens were heard as ranging from /ibi/ to /ipi/, but the auditory-visual tokens were perceived as ranging from /idi/ to /iti/. The results demonstrated that the voicing boundary for the auditory-visual tokens was located at a significantly longer VOT value than the voicing boundary for the auditory continuum presented without the visual information. These results demonstrate that place-voice interactions are not limited to situations in which place information is specified audibly. In three follow-up experiments, we show that (1) the voicing boundary is not shifted in the absence of a change in the global percept, even when discrepant auditory-visual information is presented; (2) the number of response alternatives provided for the subjects does not affect the categorization or the VOT boundary of the auditory-visual stimuli; and (3) the original effect of a VOT boundary shift is not replicated when subjects are forced by instruction to \ldrelabel\rd the /b-p/auditory stimuli as/d/or/t/. The subjects successfully relabeled the stimuli, but no shift in the VOT boundary was observed. 相似文献
936.
K. Zaimov 《Integrative psychological & behavioral science》1989,24(4):143-149
Paraadaptive personality reactions (PPR) are modes of behavior and experience on the borderline of normal psychology and psychopathology. In them the thinking is overdetermined or obsessive. Overdetermined PPR are well illustrated in common proverbs. The people’s wisdom has also knowledge of the obsessive (or “magic”) paraadaptive rituals for prevention of possible misfortunes (such as touching wood, keeping away from a black cat,etc.). One part of the PPR is described in the psychoanalytical literature as defense mechanisms. The analysis of thought dissociation in schizophrenia shows that the reciprocal relations could be considered as a basic principle of functional organization on all levels of nervous and psychic activity. Proceeding from this assumption, the author proposes the conception of a reciprocal neuropsychological unconditional-conditional affect-behavioral system (ABS). It consists of ten subsystems corresponding to the basic emotions. Each subsystem stimulates the personality toward predetermined forms of thinking and behavior. In adequate conditions the reciprocal processes in the ABS are well counterweighted and integrated. In some persons and in situations of greater affective “loading” this reciprocal balance is disorganized, which leads to PPR. In this paper a neuropsychological analysis is made of the overdetermined PPR, reflected in such proverbs as “Not being able to beat the donkey, he beats the packsaddle” and “The thief cries catch the thief.” 相似文献
937.
938.
939.
S Kreitler E Zigler H Kreitler 《Genetic, social, and general psychology monographs》1989,115(4):505-533
This study focused on the relations between performance on a three-choice probability-learning task and conceptions of probability as outlined by Piaget concerning mixture, normal distribution, random selection, odds estimation, and permutations. The probability-learning task and four Piagetian tasks were administered randomly to 100 male and 100 female, middle SES, average IQ children in three age groups (5 to 6, 8 to 9, and 11 to 12 years old) from different schools. Half the children were from Middle Eastern backgrounds, and half were from European or American backgrounds. As predicted, developmental level of probability thinking was related to performance on the probability-learning task. The more advanced the child's probability thinking, the higher his or her level of maximization and hypothesis formulation and testing and the lower his or her level of systematically patterned responses. The results suggest that the probability-learning and Piagetian tasks assess similar cognitive skills and that performance on the probability-learning task reflects a variety of probability concepts. 相似文献
940.