全文获取类型
收费全文 | 3639篇 |
免费 | 133篇 |
出版年
2022年 | 19篇 |
2021年 | 19篇 |
2020年 | 43篇 |
2019年 | 57篇 |
2018年 | 83篇 |
2017年 | 82篇 |
2016年 | 97篇 |
2015年 | 84篇 |
2014年 | 85篇 |
2013年 | 368篇 |
2012年 | 160篇 |
2011年 | 156篇 |
2010年 | 128篇 |
2009年 | 110篇 |
2008年 | 156篇 |
2007年 | 191篇 |
2006年 | 148篇 |
2005年 | 121篇 |
2004年 | 121篇 |
2003年 | 134篇 |
2002年 | 141篇 |
2001年 | 67篇 |
2000年 | 52篇 |
1999年 | 71篇 |
1998年 | 63篇 |
1997年 | 54篇 |
1996年 | 60篇 |
1995年 | 41篇 |
1994年 | 45篇 |
1993年 | 46篇 |
1992年 | 55篇 |
1991年 | 47篇 |
1990年 | 49篇 |
1989年 | 38篇 |
1988年 | 32篇 |
1987年 | 33篇 |
1986年 | 37篇 |
1985年 | 40篇 |
1984年 | 52篇 |
1983年 | 39篇 |
1982年 | 52篇 |
1981年 | 40篇 |
1980年 | 32篇 |
1979年 | 31篇 |
1978年 | 21篇 |
1977年 | 29篇 |
1976年 | 27篇 |
1975年 | 15篇 |
1974年 | 21篇 |
1973年 | 14篇 |
排序方式: 共有3772条查询结果,搜索用时 15 毫秒
981.
Contextual effects on metaphor comprehension in reading 总被引:3,自引:0,他引:3
Subjects read target sentences preceded by either short or long context that induced either a metaphoric or a literal target reading. As had been found by Ortony, Schallert, Reynolds, and Antos (1978), metaphoric targets were comprehended about as quickly as literals when context was long, but more slowly than literals when context was short. The latter result may have been due to the failure of computing a conceptual relationship between short context and metaphoric target; targets unrelated to prior context took as long to comprehend as metaphoric targets. Another experiment showed that metaphorically expressed targets were read more quickly when they followed metaphorically expressed context than when they followed literal context, but literal targets were read quickest when they followed literal context. These results are discussed within a schema framework and within a “process priming” hypothesis. 相似文献
982.
The effects of redundant communications on listeners: Why different types may have different effects
Susan Sonnenschein 《Journal of psycholinguistic research》1984,13(2):147-166
Much of our communication is redundant in that we say more than necessary to be informative. How listeners respond to verbal redundancy is important because of its frequency of occurrence and because such knowledge should enable us to increase our understanding of the development of listening skills. Previous research indicated qualitative developmental differences in how listeners respond to differentiating redundancy (several distinguishing features of a referent are mentioned). The present research compared performance with two forms of redundancy: differentiating and structured (e.g., mentioning a distinguishing referential feature and a feature shared by several contiguous stimuli) and investigated causes of differences in responding to the two forms. First- and fifth-graders participated in a referential communication paradigm. Results were discussed in terms of a processing capacity model: Redundancy should facilitate performance only if it decreases processing demands on a listener. Which processing demands will be affected will depend on the specific redundancy and the specific task.I am indebted to the children and staff from Taken Elementary School in Smithtown, New York, and from Bedford, Campfield, and Westchester Elementary Schools and Pilgrim Christian Day School in Baltimore County, Maryland, for participating in this study. The first experiment was part of my doctoral dissertation at SUNY at Stony Brook. I am grateful to the members of my committee, especially Russ Whitehurst, for their guidance and advice. I also wish to thank Linda Baker for reading a preliminary draft of the paper, and Amy Gorback for running some of the subjects. 相似文献
983.
Susan James 《The Southern journal of philosophy》2023,61(1):29-50
Although seventeenth-century societies fell far short of contemporary standards of justice, early modern philosophers thought deeply about what social justice consists in. At a theoretical level, they aimed to articulate distributive principles. At a practical level, they asked what qualities we need to possess in order to make just judgments. In the first part of this article, I discuss two interpretations of the conception of equity on which justice was held to rest. On either interpretation, I suggest, treating people equitably was held to be compatible with treating them in ways that we would consider radically unjust. This raises the practical question: What qualities was an equitable or just judge thought to need? The middle section of the article sketches a reply, drawing on a genre of early modern works about how to reason. As this section reveals, early modern thinkers were alive to the many ways in which we can fall short of justice and possessed many techniques for self-improvement. Greater justice was not beyond the bounds of their imaginations; so, what prevented them from defending it? In the final section of the article, I propose a partial answer, as relevant to us as to our early modern forebears. 相似文献
984.
Linda L. LaGasse Rebecca F. VanVorst Susan M. Brunner Marla S. Zucker 《Infant and child development》1999,8(2):85-100
Infants’ reaching‐in‐the‐dark was studied in a sample of normal 7.5–11‐month‐olds to determine whether infants can use sound cues to localize and recognize the action and objects of complex events. Infants were shown an event in which a moving, sounding object rotated clockwise through the infant's reaching space in the light and dark. Infrared recorded videotapes were later coded for reaching behaviour. Results showed that infants were able to localize the object on most trials in the dark but were slower and less efficient than in the light. Infants grasped the object at first contact and contacted the object near its salient feature in the dark, suggesting recognition of the object. Further, contact time was 1.7 s less when infants grasped the object at first contact in the dark (recognition) than when they touched the object, suggesting that recognition of the object improves reaching efficiency. There were no age and gender differences. In sum, the results support the use of the reaching‐in‐the‐dark method to demonstrate auditory localization of moving sounds and to reveal infants capacity to use represented information to guide subsequent action. Copyright © 1999 John Wiley & Sons, Ltd. 相似文献
985.
Susan E. Gathercole Elisabet Service Graham J. Hitch Anne‐Marie Adams Amanda J. Martin 《Applied cognitive psychology》1999,13(1):65-77
The nature and generality of the developmental association between phonological short‐term memory and vocabulary knowledge was explored in two studies. Study 1 investigated whether the link between vocabulary and verbal memory arises from the requirement to articulate memory items at recall or from earlier processes involved in the encoding and storage of the verbal material. Four‐year‐old children were tested on immediate memory measures which required either spoken recall (nonword repetition and digit span) or recognition of a sequence of nonwords. The phonological memory–vocabulary association was found to be as strong for the serial recognition as recall‐based measures, favouring the view that it is phonological short‐term memory capacity rather than speech output skills which constrain word learning. In Study 2, the association between phonological memory skills and vocabulary knowledge was found to be strong in teenaged as well as younger children, indicating that phonological memory constraints on word learning remain significant throughout childhood. Copyright © 1999 John Wiley & Sons, Ltd. 相似文献
986.
987.
Susan Nolen-Hoeksema 《Applied and Preventive Psychology》1992,1(4):183-189
Many of the negative events in children's lives cannot be controlled by them. Three strategies that children can be taught for coping adaptively with many uncontrollable events are presented: (a) reconstruing the event in more positive ways, (b) using positive imagery to dampen fear and frustration, and (c) developing reasonable proximal goals. How these strategies may be used in working with children living in poverty is discussed. 相似文献
988.
The present study examines gender differences in children's encoding of gender-connotation from words. The release from proactive interference method was used to measure gender-connotation encoding. Forty-eight third-grade children attending a public elementary school serving a predominantly White middle-socioeconomic-status community participated and were presented with stimulus words in print. The design of the study can be characterized as a two (gender) by two (condition: control vs. experimental) by four (trials) factorial. Results revealed reliable proactive interference buildup and release for gender-connotation for girls, but not for boys. This new finding, taken together with extant research, demonstrates that while both boys and girls have the ability to encode gender-connotation from aurally presented words, the spontaneous activation of gender-connotation attributes with print is not guaranteed for boys. 相似文献
989.
990.
Theoretical Medicine and Bioethics - 相似文献