全文获取类型
收费全文 | 5750篇 |
免费 | 229篇 |
国内免费 | 2篇 |
出版年
2020年 | 73篇 |
2019年 | 81篇 |
2018年 | 97篇 |
2017年 | 98篇 |
2016年 | 103篇 |
2015年 | 78篇 |
2014年 | 118篇 |
2013年 | 600篇 |
2012年 | 156篇 |
2011年 | 203篇 |
2010年 | 123篇 |
2009年 | 147篇 |
2008年 | 156篇 |
2007年 | 188篇 |
2006年 | 148篇 |
2005年 | 153篇 |
2004年 | 156篇 |
2003年 | 155篇 |
2002年 | 179篇 |
2001年 | 83篇 |
2000年 | 68篇 |
1999年 | 73篇 |
1998年 | 94篇 |
1997年 | 107篇 |
1996年 | 81篇 |
1995年 | 82篇 |
1994年 | 81篇 |
1993年 | 103篇 |
1992年 | 93篇 |
1991年 | 71篇 |
1990年 | 66篇 |
1989年 | 73篇 |
1988年 | 69篇 |
1987年 | 78篇 |
1986年 | 63篇 |
1985年 | 62篇 |
1984年 | 82篇 |
1983年 | 82篇 |
1982年 | 93篇 |
1981年 | 83篇 |
1980年 | 91篇 |
1979年 | 80篇 |
1978年 | 103篇 |
1977年 | 99篇 |
1976年 | 84篇 |
1975年 | 106篇 |
1974年 | 84篇 |
1973年 | 60篇 |
1972年 | 53篇 |
1971年 | 57篇 |
排序方式: 共有5981条查询结果,搜索用时 15 毫秒
971.
Kelly Pelletier Bethany McNamara Paula Braga‐Kenyon William H. Ahearn 《Behavioral Interventions》2010,25(4):261-274
A video self‐monitoring treatment package was used to evaluate the procedural integrity of staff implementing behavioral guidelines for one child with autism. Staff members with low procedural integrity scores were asked to participate. The treatment package incorporated an implementation video which reviewed the relevant behavioral guidelines and a procedural integrity monitoring system. Each participant was taught to score a pre‐training video, which highlighted components of implementing behavioral guidelines, with a procedural integrity tool denoting correct implementation of the procedures. The participant then scored their own baseline video using a similar tool constructed to highlight the target student's behavior plan. Participant scores were compared to experimenter scores and verbal feedback was given by the experimenter if the scores varied. Results showed increased procedural integrity implementing the behavior guidelines from baseline to 100% implementation for two out of three participants. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
972.
973.
Accumulating evidence on the nature, function and acquisition of relational knowledge indicates a crucial role of such knowledge in higher cognitive processes. In this review, we specify the essential properties of relational knowledge, together with the role it plays in reasoning, categorisation, planning, quantification and language. Furthermore, we discuss the processes involved in its acquisition and how these processes have been implemented in contemporary neural network models. We present evidence demonstrating that relational knowledge integrates heuristic and analytic cognition, is important for symbolic processes and the creation of novelty, activates specific regions of the prefrontal cortex, and is the most recently evolved and slowest-developing cognitive process. Arguably, relational knowledge represents the core of higher cognition. 相似文献
974.
975.
The aim of this study is to examine existing research on social cognitive factors that may, in part, mediate the relationship between socioeconomic status (SES) and coronary heart disease (CHD). We focus on how social status is 'carried' in the mental systems of individuals, and how these systems differentially affect CHD risk and associated behaviors. To this end, literatures documenting the association of various social cognitive factors (e.g., social comparison, perceived discrimination, and self-efficacy) with cardiovascular disease are reviewed as are literatures regarding the relationship of these factors to SES. Possible mechanisms through which social cognitions may affect health are addressed. In addition, directions for future research are discussed, and a model identifying the possible associations between social cognitive factors, SES, and coronary disease is provided. 相似文献
976.
Irene Reppa Daryl Fougnie William C. Schmidt 《Attention, perception & psychophysics》2010,72(4):912-925
Previous evidence suggests that attention can operate on object-based representations. It is not known whether these representations encode depth information and whether object depth, if encoded, is in viewer- or objectcentered coordinates. To examine these questions, we employed a spatial cuing paradigm in which one corner of a 3-D object was exogenously cued with 75% validity. By rotating the object in depth, we can determine whether validity effects are modulated by 2-D or 3-D cue-target distance and whether validity effects depend on the position of the viewer relative to the object. When the image of a 3-D object was present (Experiments 1A and 1B), validity effects were not modulated by changes in 2-D cue-target distance, and shifting attention toward the viewer led to smaller validity effects than did shifting attention away from the viewer. When there was no object in the display (Experiments 2A and 2B), validity effects increased linearly as a function of 2-D cue-target distance. These results demonstrate that attention spreads across representations of perceived objects that encode depth information and that the object’s orientation in depth is encoded in viewer-centered coordinates. 相似文献
977.
Joseph C. Rode Christine H. Mooney Marne L. Arthaud-day Janet P. Near Robert S. Rubin Timothy T. Baldwin William H. Bommer 《Intelligence》2008,36(4):350-366
We examined the structural, discriminant, nomological, and incremental predictive validity of a behavioral measure of emotional intelligence, using data from two undergraduate student samples. Covariance structure modeling indicated that the eight subscales of the MSCEIT© V2.0 were best modeled with a solution consisting of three first-order factors, and supported the existence of one higher-order factor of overall emotional intelligence. Multi-group confirmatory factor analyses indicated that the higher-order factor had discriminant validity from personality and conformity. Contrary to prediction, the higher-order factor was more highly correlated to social desirability than to general mental ability or long term affect. Finally, hierarchical regression results indicated that overall emotional intelligence did not predict incremental variance in either GPA or life satisfaction. 相似文献
978.
William Craig 《Synthese》2008,164(3):321-332
A common aim of elimination problems for languages of logic is to express the entire content of a set of formulas of the language,
or a certain part of it, in a way that is more elementary or more informative. We want to bring out that as the languages
for logic grew in expressive power and, at the same time, our knowledge of their expressive limitations also grew, elimination
problems in logic underwent some change. For languages other than that for monadic second-order logic, there remain important
open problems. 相似文献
979.
Task-switching performance was assessed in young and older adults as a function of the number of task sets to be actively maintained in memory (varied from 1 to 4) over the course of extended training (5 days). Each of the four tasks required the execution of a simple computational algorithm, which was instantaneously cued by the color of the two-digit stimulus. Tasks were presented in pure (task set size 1) and mixed blocks (task set sizes 2, 3, 4), and the task sequence was unpredictable. By considering task switching beyond two tasks, we found evidence for a cognitive control system that is not overwhelmed by task set size load manipulations. Extended training eliminated age effects in task-switching performance, even when the participants had to manage the execution of up to four tasks. The results are discussed in terms of current theories of cognitive control, including task set inertia and production system postulates. 相似文献
980.
Massetti GM Lahey BB Pelham WE Loney J Ehrhardt A Lee SS Kipp H 《Journal of abnormal child psychology》2008,36(3):399-410
The predictive validity of symptom criteria for different subtypes of ADHD among children who were impaired in at least one
setting in early childhood was examined. Academic achievement was assessed seven times over 8 years in 125 children who met
symptom criteria for ADHD at 4–6 years of age and in 130 demographically-matched non-referred comparison children. When intelligence
and other confounds were controlled, children who met modified criteria for the predominantly inattentive subtype of ADHD
in wave 1 had lower reading, spelling, and mathematics scores over time than both comparison children and children who met
modified criteria for the other subtypes of ADHD. In some analyses, children who met modified criteria for the combined type
had somewhat lower mathematics scores than comparison children. The robust academic deficits relative to intelligence in the
inattentive group in this age range suggest either that inattention results in academic underachievement or that some children
in the inattentive group have learning disabilities that cause secondary symptoms of inattention. Unexpectedly, wave 1 internalizing
(anxiety and depression) symptoms independently predicted deficits in academic achievement controlling ADHD, intelligence,
and other predictors. 相似文献