全文获取类型
收费全文 | 6121篇 |
免费 | 264篇 |
国内免费 | 2篇 |
出版年
2020年 | 71篇 |
2019年 | 89篇 |
2018年 | 115篇 |
2017年 | 118篇 |
2016年 | 120篇 |
2015年 | 103篇 |
2014年 | 111篇 |
2013年 | 538篇 |
2012年 | 211篇 |
2011年 | 225篇 |
2010年 | 139篇 |
2009年 | 130篇 |
2008年 | 157篇 |
2007年 | 149篇 |
2006年 | 146篇 |
2005年 | 114篇 |
2004年 | 114篇 |
2003年 | 112篇 |
2002年 | 120篇 |
2001年 | 202篇 |
2000年 | 193篇 |
1999年 | 155篇 |
1998年 | 56篇 |
1993年 | 53篇 |
1992年 | 112篇 |
1991年 | 112篇 |
1990年 | 107篇 |
1989年 | 94篇 |
1988年 | 89篇 |
1987年 | 93篇 |
1986年 | 98篇 |
1985年 | 103篇 |
1984年 | 90篇 |
1983年 | 71篇 |
1982年 | 50篇 |
1981年 | 55篇 |
1980年 | 56篇 |
1979年 | 108篇 |
1978年 | 56篇 |
1976年 | 61篇 |
1975年 | 76篇 |
1974年 | 102篇 |
1973年 | 91篇 |
1972年 | 75篇 |
1971年 | 78篇 |
1970年 | 76篇 |
1969年 | 81篇 |
1968年 | 75篇 |
1967年 | 88篇 |
1966年 | 51篇 |
排序方式: 共有6387条查询结果,搜索用时 15 毫秒
921.
922.
Curves are considered to have the same shape when they are related by a similarity transformation of a certain kind. This paper extends earlier work on parallel curves to curves with the same shape. Some examples are given more or less explicitly. A generalization is used to show that the theory is ordinal and to show how the theory may be applied to measure sensation. The problem of actually transforming curves into curves with the same shape is reduced to the problem of rendering another set of curves parallel. Connections with groups and rings are developed to place the work in a familiar context. These connections and the earlier work on parallel curves are used to obtain necessary and sufficient conditions for the existence of transformations, to study the uniqueness of transformations and to show how transformations can be calculated. 相似文献
923.
Communication of affect through facial expressions in humans 总被引:1,自引:0,他引:1
R W Buck V J Savin R E Miller W F Caul 《Journal of personality and social psychology》1972,23(3):362-371
924.
Hall RV Axelrod S Tyler L Grief E Jones FC Robertson R 《Journal of applied behavior analysis》1972,5(1):53-64
Four parents enrolled in a Responsive Teaching class carried out experiments using procedures they had devised for alleviating their children's problem behaviors. The techniques used involved different types of reinforcement, extinction, and punishment. One parent increased the frequency of the wearing of an orthodontic device during five daily time checks by making an immediate monetary payoff contingent on wearing the device. A second parent increased the number of points earned for doing daily household tasks by providing back-ups for which the points could be exchanged. The parents of a 4-yr-old boy decreased the frequency of whines, cries, and complaints by removing social attention when such behavior occurred. A mother decreased the duration of time it took for her 5-yr-old daughter to get dressed by making permission to watch television contingent on dressing within 30 min of the time she got up in the morning. Brief reversals of contingencies were used to show causal relationships between the procedures used and the changes in behavior. Checks on the reliability of measurement were made by persons present in the home. 相似文献
925.
Forty-five educable retarded and 45 normal children were given an orientation task in which noun- and picture-paired associates were presented once or four times under one of three instructional conditions: intentional imagery, incidental imagery, or intentional control (no imagery). An immediate associative recall test showed both imagery conditions to be superior to the intentional control condition. Furthermore, imagery instructions facilitated incidental recall of the retarded Ss equal to the recall of normal children in the intentional condition. Four presentations of pairs in contrast to one presentation during the orientation task improved the learning of both groups. The recall of retarded Ss in contrast to normal Ss, however, was greater with four presentations under imagery instructions than under intentional control instructions. The results were discussed in terms of imagery processes and their educational implications. 相似文献
926.
An electronic preference testing apparatus is described for measuring taste preference of rodents and other small animals with solid or liquid foods. The apparatus is designed on the principle of the two-choice, preference technique. It operates photoelectrically with a sequence of presentations so that whenever a subject eats from a compartmentalized food tray, a standard and a test food are each briefly sampled alone before both foods are presented together (in alternate positions) for preference determination. Preferences are automatically recorded on digital counters. The apparatus is built in two modules (a preference tester and the master control) connected by multiconductor cable. The modular design provides portability and isolation of the animals from the major noise-producing components. Diagrams of the apparatus are given, and test results from a trial that evaluated positional bias and a sucrose-concentration preference experiment are presented to demonstrate its application in research. 相似文献
927.
Ninety-six male and 44 female college students gave written continued associations for 2 minutes to each of 24 stimulus words and then completed the Remote Associates Test and the Revised Art Scale No significant relationship was found between the creativity measures for either sex Few relationships, differing for males and females, were found between the creativity measures and associative productivity or uniqueness Productivity and uniqueness were found to be substantially related, and common responses occurred earlier in time than unique responses The properties of the stimulus words (frequency, form class, and slope of associative hierarchy) had marked effects on response productivity and uniqueness The study confirms the strong impact of stimulus properties on associative productivity and demonstrates similar effects on uniqueness The creativity data, yielding weaker and less consistent relationships, are in keeping with a specificity theory but lend only limited support to Mednick's associative hypotheses. 相似文献
928.
929.
The effects of self-recording on classroom behavior of two junior high school students was investigated. In the first experiment, study behavior of an eighth-grade girl in history class was recorded. Following baseline observations her counselor provided slips for the girl to record whether or not she studied in class. This resulted in an increase in study. When slips were withdrawn, study decreased and then increased once self-recording was reinstated. After teacher praise for study was increased, self-recording was discontinued without significant losses in study behavior. In the final phase, increased praise was also withdrawn and study remained at a high level. In the second experiment, the number of talk outs emitted by an eighth-grade boy were recorded during math period. Following baseline, slips for recording talk outs were issued for the first half of the period, for the second half, and then for the entire period. Talk outs decreased when self-recording was in effect and increased again when self-recording was discontinued. When self-recording was reinstituted in the final phase there was a slight, though not significant decrease in talking out when compared to the baseline condition. 相似文献
930.
In Phase I, black and white adolescent males made semantic differential ratings of 14 concepts representing a wide range of values. MOTHER, FATHER, GIRLS TV, GOD. POLICE. and NEXT YEAR yielded profiles significantly different for the 2 racial groups. In Phase II, 28 blacks and 28 whites each attempted to decode the profiles of 1 black and 1 white other. For combined racial groups, accuracy was greater when the other was semantically similar. Disregarding semantic similarity, accuracy was greater when the other was of the same race. Semantic similarity made little difference, however, when both encoder and decoder were black. Whites excelled in decoding the profiles of other whites where concepts were commonly encoded by both racial groups, while blacks were more accurate intraracially where concepts were differentially encoded by the 2 racial groups. Results were related to the assumption of a standard set of meanings for whites and a standard-nonstandard dual system for blacks. 相似文献