全文获取类型
收费全文 | 5808篇 |
免费 | 231篇 |
国内免费 | 2篇 |
专业分类
6041篇 |
出版年
2020年 | 73篇 |
2019年 | 79篇 |
2018年 | 97篇 |
2017年 | 100篇 |
2016年 | 105篇 |
2015年 | 79篇 |
2014年 | 120篇 |
2013年 | 601篇 |
2012年 | 156篇 |
2011年 | 204篇 |
2010年 | 122篇 |
2009年 | 146篇 |
2008年 | 159篇 |
2007年 | 189篇 |
2006年 | 149篇 |
2005年 | 153篇 |
2004年 | 159篇 |
2003年 | 157篇 |
2002年 | 182篇 |
2001年 | 85篇 |
2000年 | 68篇 |
1999年 | 73篇 |
1998年 | 94篇 |
1997年 | 110篇 |
1996年 | 82篇 |
1995年 | 83篇 |
1994年 | 82篇 |
1993年 | 103篇 |
1992年 | 95篇 |
1991年 | 74篇 |
1990年 | 67篇 |
1989年 | 74篇 |
1988年 | 69篇 |
1987年 | 79篇 |
1986年 | 64篇 |
1985年 | 63篇 |
1984年 | 85篇 |
1983年 | 83篇 |
1982年 | 93篇 |
1981年 | 84篇 |
1980年 | 92篇 |
1979年 | 80篇 |
1978年 | 106篇 |
1977年 | 100篇 |
1976年 | 85篇 |
1975年 | 109篇 |
1974年 | 87篇 |
1973年 | 62篇 |
1972年 | 53篇 |
1971年 | 57篇 |
排序方式: 共有6041条查询结果,搜索用时 0 毫秒
301.
302.
Experienced observers were asked to identify, in a four-level 2AFC situation, the longer of two unfilled time intervals, each of which was marked by a pair of 20-msec acoustic pulses. When all the markers were identical, high-level (186-dB SPL) bursts of coherently gated sinusoids or bursts of band-limited Gaussian noise, a change in the spectrum of the markers generally did not affect performance. On the other hand, for 1-kHz tone-burst markers, intensity decreases below 25 dB SL were accompanied by sizable deterioration of the discrimination performance, especially at short (25-msec) base intervals. Similarly large changes in performance were observed also when the two tonal markers of each interval were made very dissimilar from each other, either in frequency (frequency difference larger than 1 octave) or in intensity (level of the first marker at least 45 dB below the level of the second marker). Time-difference thresholds in these two latter cases were found to be nonmonotonically related to the base interval, the minima occurring between 40- and 80-msec onset separations. 相似文献
303.
304.
305.
306.
William J. McGuire 《International journal of psychology》1976,11(2):161-183
Cross-era research, an approach which involves developing and testing social science hypotheses in terms of historical time-series data, is first discussed as regards its relationship to other comparative research approaches. Some examples of cross-era research in psychology are described. Special problems that arise in cross-era research, and proposed methods of coping with them, are discussed as regards each of the three successive phases of research: creative hypothesis formation problems; difficulties that arise in the hypothesis-testing phase; and problems that emerge during the phase of communicating and utilizing the findings. 相似文献
307.
Four groups of human subjects were given 360 classical eyeblink conditioning trials. All groups received the same UCS (unconditioned stimulus) intensity on[Formula: see text] (nonconditioned response) trials but differed in the intensity presented on CR trials. Response probability increased as a positive function of UCS intensity on CR trials. Phase 1 of the two-phase model was longer when no UCS was presented on CR trials, but did not differ in duration among the remaining three groups. Most subjects could be described with a single operator in Phase 2, the operator limit increasing as a positive function of CR-contingent UCS intensity. For subjects requiring different operator limits on CR and[Formula: see text] trials, the latter was lower with high CR-trial intensities but higher with low CR-trialintensities. The results were interpreted to be more consistent with drive theory than with "law-of-effect" or two-factor theories. 相似文献
308.
William T. Powers 《Journal of psycholinguistic research》1976,5(3):285-297
Behaviorism, the source of the concept of performance objectives, models behavior as an output emitted by an organism. Control theory suggests a different model, in which the stable patterns called behavior are perceptual variables stabilized against disturbances by variations in motor activities. Control theory provides a clear distinction between a learning model and a performance model. Learning is centered around the control of internal variables by means of changes in the organization of performance. Performance is centered around control of perceptual variables, which the experimenter or teacher must learn to share with the subject or student in order to understand what is being performed. 相似文献
309.
Presentation of dichotic chords to thirty subjects showed that 23% were right ear dominant, 40% were left ear dominant and 37% had no marked ear dominance. Presentation of dichotic consonant-vowel (CV) signals to the same subjects showed that 70% were right ear dominant and 30% were left ear dominant. Despite the fact that an ear dominance effect was present for both speech and non-speech sounds there was no significant correlation (either positive or negative) between an individual's performance on the two tasks. The performance of native speakers of tonal languages and of musicians was not significantly different from the experimental group of English speaking subjects. These results suggest that the two ear dominance effects are unrelated. 相似文献
310.
Among the variables affecting comprehension of linguistic stimuli by aphasic subjects are syntactic complexity and processing time. Comprehension performance of 15 aphasic adults was studied while altering the rate of speech presentation and varying the pause time between the major phrases within sentences of increasing grammatical complexity.Simple Active Affirmative Declarative Sentences, Negative, and Passive sentences were presented (1) at the rate of 150 words per minute (wpm) with 1-sec interphrase pause time (IPT); (2) 150 wpm with no pauses; (3) 120 wpm with 1-sec IPT; (4) 120 wpm with no pauses added.Performance was seen to vary with increasing syntactical complexity and as a function of processing time. Greater comprehension was seen with active affirmative than negative; greater with passive affirmative than with active negative. Clinical implications are discussed. Subjects demonstrated greater comprehension when sentences were presented at slower than normal rate; addition of interphrase pause time intervals aided comprehension. Combining slower rate of presentation and IPT intervals provided greatest increase in auditory processing time and showed concomitant increase in comprehension performance. 相似文献