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491.
Virginia A. Marchman 《Cognitive Science》1997,21(3):283-304
The productive use of English past tense morphology in school-aged children (N = 74; 3 years, 8 months to 13 years, 5 months) is explored using an elicited production task. Errors represented 20% of the responses overall. Virtually all of the children demonstrated productivity with regular (e.g., good) and irregular patterns (zero-marking, e.g., sit → sit; vowel-change, e.g., ride → rid). Overall frequency of errors decreased with age, yet the tendency for certain types of irregularizations increased in the older groups. Analyses across items indicated that all error types were predicted by combinations of item frequency, phonological characteristics of stems and past tense forms, and aspects of phonological past tense "neighborhoods". Contrary to "hybrid" or dual-mechanism models incorporating a phonologically-insensitive default mechanism (e.g., Prasada & Pinker, 1993), these results suggest that children's productivity with regular and irregular patterns is consistent with a phonologically-based constraint satisfaction system similar to that implemented in connectionist models (Daugherty & Seidenberg, 1992; Plunkett & Marchman, 1991, 1993). 相似文献
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ABSTRACTThis study explores the gendered body hair removal norm and the meanings of male body hair by examining young people’s sense-making around male body hair removal. The novel technique of story completion was used to collect data from 102 psychology undergraduates. They were presented with a story “stem” featuring a young man (David) deciding to start body hair removal and asked to complete the stem. David was most often portrayed as a young heterosexual man who was excessively hairy, in the “wrong” places, was often subject to teasing and bullying, and was concerned about his diminished sexual capital. Hair removal did not always end “happily ever after” for David. While in some stories he “got the girl,” he was punished for his vanity and foolishness in others. These different endings arguably reflect currently ambivalent meanings around male body hair depilation. The production of a hairless, or less hairy, male body is both desirable and a potential threat to masculinity. The data spoke strongly to the power of social norms surrounding body hair practices and suggest that story completion provides a useful tool in interrogating the discourses that sustain these norms. 相似文献
494.
Memory discrimination for self-performed and imagined acts: Bizarreness effects in false recognition
James B. Worthen Virginia V. Wood 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》2001,54(1):49-67
Two experiments investigated the susceptibility of common and unusual action events to memory distortion under incidental learning and delayed testing conditions. Experiment 1 tested the influence of imaginal and enactment instructions at testing on memory discrimination for self-performed and imagined acts. The influence of hypnotic procedures at testing on memory discrimination for action events was tested in Experiment 2. The results of both experiments suggest that the likelihood of confusing details associated with separate, previously experienced unusual action events is greater than the likelihood of confusing details associated with separate, previously experienced common action events. Based on the results of both experiments, it is concluded that bizarreness has both memory-facilitating and memory-inhibiting qualities. 相似文献
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Janet Y. Bang Manuel Bohn Joel Ramírez Jr Virginia A. Marchman Anne Fernald 《Developmental science》2023,26(4):e13354
Variation in how frequently caregivers engage with their children is associated with variation in children's later language outcomes. One explanation for this link is that caregivers use both verbal behaviors, such as labels, and non-verbal behaviors, such as gestures, to help children establish reference to objects or events in the world. However, few studies have directly explored whether language outcomes are more strongly associated with referential behaviors that are expressed verbally, such as labels, or non-verbally, such as gestures, or whether both are equally predictive. Here, we observed caregivers from 42 Spanish-speaking families in the US engage with their 18-month-old children during 5-min lab-based, play sessions. Children's language processing speed and vocabulary size were assessed when children were 25 months. Bayesian model comparisons assessed the extent to which the frequencies of caregivers’ referential labels, referential gestures, or labels and gestures together, were more strongly associated with children's language outcomes than a model with caregiver total words, or overall talkativeness. The best-fitting models showed that children who heard more referential labels at 18 months were faster in language processing and had larger vocabularies at 25 months. Models including gestures, or labels and gestures together, showed weaker fits to the data. Caregivers’ total words predicted children's language processing speed, but predicted vocabulary size less well. These results suggest that the frequency with which caregivers of 18-month-old children use referential labels, more so than referential gestures, is a critical feature of caregiver verbal engagement that contributes to language processing development and vocabulary growth.
Research Highlights
- We examined the frequency of referential communicative behaviors, via labels and/or gestures, produced by caregivers during a 5-min play interaction with their 18-month-old children.
- We assessed predictive relations between labels, gestures, their combination, as well as total words spoken, and children's processing speed and vocabulary growth at 25 months.
- Bayesian model comparisons showed that caregivers’ referential labels at 18 months best predicted both 25-month vocabulary measures, although total words also predicted later processing speed.
- Frequent use of referential labels by caregivers, more so than referential gestures, is a critical feature of communicative behavior that supports children's later vocabulary learning.