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51.
52.
While a number of research papers have reported findings on memory deficits following traumatic brain injury (TBI), only limited studies have monitored the recovery of these skills over time. The present study examined memory ability and its effect on academic success in a group of children who had sustained a mild, moderate, or severe traumatic brain injury (TBI). Results showed that the severe TBI group exhibited greater deficits on memory tasks, irrespective of modality, in the acute, 6-, 12-, and 24-month postinjury stages, in comparison to mild and moderate TBI groups. Performance on academic measures was dependent on both injury severity and task demands. Preinjury academic ability and verbal memory indices best predicted academic success. 相似文献
53.
Principal components analysis (PCA) of face images is here related to subjects’ performance on the same images. In two experiments subjects were shown a set of faces and asked to rate them for distinctiveness. They were subsequently shown a superset of faces and asked to identify those that had appeared originally. Replicating previous work, we found that hits and false positives (FPs) did not correlate: Those faces easy to identify as being “seen” were unrelated to those faces easy to reject as being “unseen.” PCA was performed on three data sets: (1) face images with eye position standardized, (2) face images morphed to a standard template to remove shape information, and (3) the shape information from faces only. Analyses based on PCA of shape-free faces gave high predictions of FPs, whereas shape information itself contributed only to hits. Furthermore, whereas FPs were generally predictable from components early in the PCA, hits appeared to be accounted for by later components. We conclude that shape and “texture” (the image-based information remaining after morphing) may be used separately by the human face processing system, and that PCA of images offers a useful tool for understanding this system. 相似文献
54.
Stephanie Walker Vicki Bruce Claire O’Malley 《Attention, perception & psychophysics》1995,57(8):1124-1133
An experiment was conducted to investigate the claims made by Bruce and Young (1986) for the independence of facial identity and facial speech processing. A well-reported phenomenon in audiovisual speech perception—theMcGurk effect (McGurk & MacDonald, 1976), in which synchronous but conflicting auditory and visual phonetic information is presented to subjects—was utilized as a dynamic facial speech processing task. An element of facial identity processing was introduced into this task by manipulating the faces used for the creation of the McGurk-effect stimuli such that (1) they were familiar to some subjects and unfamiliar to others, and (2) the faces and voices used were either congruent (from the same person) or incongruent (from different people). A comparison was made between the different subject groups in their susceptibility to the McGurk illusion, and the results show that when the faces and voices are incongruent, subjects who are familiar with the faces are less susceptible to McGurk effects than those who are unfamiliar with the faces. The results suggest that facial identity and facial speech processing are not entirely independent, and these findings are discussed in relation to Bruce and Young’s (1986) functional model of face recognition. 相似文献
55.
Vicki Stodden Stumme Frank M. Gresham Norman A. Scott 《Journal of psychopathology and behavioral assessment》1983,5(3):161-177
Dimensions of children's classroom social behavior were investigated using the Social Behavior Assessment (SBA), a 136-item teacher rating scale (Stephens, T. M.Social Behavior Assessment. Columbus, Ohio: Cedars Press, 1979). Six relatively independent factors were identified as dimensions of children's classroom social behavior: Academic Responsibility, Social Responsibility, Cooperation, Compliance, Adaptive Behavior, and Participation. These six factors accounted for over two-thirds of the variance in teacher ratings and do not correspond with Stephens' (1979) original categorization. Consistent with past research, teachers appeared to consider those academic-related social skills associated with classroom order and control particularly salient. Directions for future research and recommendations concerning multifactored assessment of children's social skills are discussed. 相似文献
56.
Three-quarter views of faces promote better recognition memory for previously unfamiliar faces than do full-face views. This paper reports experiments which examine the possible basis of the effect, and, in particular, examine whether the effect reflects some ‘canonical’ role for the 3/4 view of a face. Experiment 1 showed no advantage of 3/4 views over full-face views when the task was to decide whether or not each of a series of faces was that of a highly familiar colleague. In Experiment 2 a sequential matching task was used, where subjects had to respond positively if both members of a pair of faces were of the same person. When the faces used were highly familiar to the subjects, there was no evidence of an advantage for a 3/4 view in the matching task. Three-quarter views and full-face views led to equivalent performance, though profiles produced decrements in performance. When the same faces were shown to subjects who were unfamiliar with the faces, 3/4 views did lead to increased speeds in same trials, compared with full-face, though profiles again proved difficult. Thus a 3/4 view advantage appeared only where the faces were unfamiliar, and the task had to be performed at the level of visual matching. It appears that the 3/4 view advantage may be obtained only when the task involves explicit matching between test views and remembered target photographs, rather than reflecting any more fundamental properties of the representations used to recognize highly familiar faces. 相似文献
57.
Vicki Bruce 《Current psychology (New Brunswick, N.J.)》1981,1(3-4):153-161
Subjects were asked to decide as quickly as possible whether each of a series of items was one of the four target words, ‘dog’, ‘rat’, ‘boar’ and ‘mole’. The relationship of distractors to the targets was varied. Distractors which were of high visual similarity to the targets took longer to reject than those which were of lower visual similarity, and distractors which were semantically related to the targets took longer to reject than those which were unrelated. These effects were independent. There was no effect of familiarity, with non-animal distractors and pronounceable non-words rejected equally quickly. These results are qualitatively the same as those earlier found with faces (Bruce, 1979). 相似文献
58.
Benjamin B. Lahey Lester A. Lefton Gary R. Sperduto Vicki E. Beggs 《Journal of abnormal child psychology》1980,8(1):111-115
Several theorists have suggested that deficits in visual discrimination play an etiological role in the development of reading deficits in children who are diagnosed as learning-disabled. Supporting this theory, a number of studies have shown that disabled readers make more errors on visual discrimination tasks than do good readers. The present study, however, suggests that those findings may have been due to a sex-difference artifact. Thirty-six 8- and 9-year-old good readers and reading-disabled children of both sexes responded to 40 matching items under untimed conditions. Males made more errors than females, but overall, reading-disabled children made no more errors than good readers. These findings, along with a reanalysis of previous studies, suggest that because reading disabilities are more common in males, evidence construed as supporting a visual discrimination hypothesis may have been an artifact of a sex difference in studies in which sex was not controlled. 相似文献
59.
Deaf signers and serial recall in the visual modality: Memory for signs,fingerspelling, and print 总被引:1,自引:0,他引:1
This study investigated serial recall by congenitally, profoundly deaf signers for visually specified linguistic information presented in their primary language, American Sign Language (ASL), and in printed or fingerspelled English. There were three main findings. First, differences in the serial-position curves across these conditions distinguished the changing-state stimuli from the static stimuli. These differences were a recency advantage and a primacy disadvantage for the ASL signs and fingerspelled English words, relative to the printed English words. Second, the deaf subjects, who were college students and graduates, used a sign-based code to recall ASL signs, but not to recall English words; this result suggests that well-educated deaf signers do not translate into their primary language when the information to be recalled is in English. Finally, mean recall of the deaf subjects for ordered lists of ASL signs and fingerspelled and printed English words was significantly less than that of hearing control subjects for the printed words; this difference may be explained by the particular efficacy of a speech-based code used by hearing individuals for retention of ordered linguistic information and by the relatively limited speech experience of congenitally, profoundly deaf individuals. 相似文献
60.