全文获取类型
收费全文 | 457篇 |
免费 | 40篇 |
国内免费 | 89篇 |
专业分类
586篇 |
出版年
2024年 | 3篇 |
2023年 | 9篇 |
2022年 | 9篇 |
2021年 | 19篇 |
2020年 | 17篇 |
2019年 | 12篇 |
2018年 | 25篇 |
2017年 | 21篇 |
2016年 | 22篇 |
2015年 | 7篇 |
2014年 | 16篇 |
2013年 | 30篇 |
2012年 | 31篇 |
2011年 | 36篇 |
2010年 | 25篇 |
2009年 | 31篇 |
2008年 | 25篇 |
2007年 | 54篇 |
2006年 | 49篇 |
2005年 | 43篇 |
2004年 | 20篇 |
2003年 | 13篇 |
2002年 | 13篇 |
2001年 | 9篇 |
2000年 | 6篇 |
1999年 | 5篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 4篇 |
1995年 | 1篇 |
1994年 | 4篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 2篇 |
排序方式: 共有586条查询结果,搜索用时 15 毫秒
501.
502.
9970名中学生心理素质的研究 总被引:21,自引:2,他引:19
对北京市随机抽取的9970名中学生进行自编的《中学生心理素质测验》的测试,结果表明:(1)总体而言,中学生的心理素质水平良好。(2)年级越低,心理素质水平越高,年级越高,心理素质水平越低。(3)初中生的心理素质水平好于高中生。(4)在男女性别差异上,年级越低,男女差异越大,年级越高,差异越小。其中,男生在智力和情绪因子上心理素质水平好于女生,女生在注意力和道德感因子上心理素质水平好于男生。在对初中与高中的男女性别考验中也得到了一致的结论。 相似文献
503.
504.
A typical Ternus display has three sequentially presented frames, in which frame 1 consists of three motion tokens, frame 2 (blank) defines the interstimulus interval, and frame 3 has similar motion tokens with their relative positions shifted to the right. Interestingly, what appears to be a seemingly simple arrangement of stimuli can induce one of two distinct apparent-motion percepts in the observer. The first is an element-motion perception where the left-end token is seen to jump over its two neighboring tokens (inner tokens) to the right end of the display. The second is a group-motion perception where the entire display of the three tokens is seen to move to the right. How does the visual system choose between these two apparent-motion perceptions? It is hypothesized that the choice of motion perception is determined in part by the perceptual organization of the motion tokens. Specifically, a group-motion perception is experienced when a strong grouping tendency exists among the motion tokens belonging to the same frame. Conversely, an element-motion perception is experienced when a strong grouping tendency exists between the inner motion tokens in frames 1 and 3 (i.e. the two tokens that overlap in space between frames). We tested this hypothesis by varying the perceptual organization of the motion tokens. Both spatial (form similarity, 3-D proximity, common surface/common region, and occlusion) and temporal (motion priming) factors of perceptual organization were tested. We found that the apparent-motion perception of the Ternus display can be predictably affected, in a manner consistent with the perceptual organization hypothesis. 相似文献
505.
506.
Traditionally, researchers employ human raters for scoring responses to creative thinking tasks. Apart from the associated costs this approach entails two potential risks. First, human raters can be subjective in their scoring behavior (inter-rater-variance). Second, individual raters are prone to inconsistent scoring patterns (intra-rater-variance). In light of these issues, we present an approach for automated scoring of Divergent Thinking (DT) Tasks. We implemented a pipeline aiming to generate accurate rating predictions for DT responses using text mining and machine learning methods. Based on two existing data sets from two different laboratories, we constructed several prediction models incorporating features representing meta information of the response or features engineered from the response’s word embeddings that were obtained using pre-trained GloVe and Word2Vec word vector spaces. Out of these features, word embeddings and features derived from them proved to be particularly effective. Overall, longer responses tended to achieve higher ratings as well as responses that were semantically distant from the stimulus object. In our comparison of three state-of-the-art machine learning algorithms, Random Forest and XGBoost tended to slightly outperform the Support Vector Regression. 相似文献
507.
小学生学习坚持性和学习投入在效能感、内在价值与学业成就关系中的中介作用* 总被引:1,自引:0,他引:1
采用学习坚持性问卷、自我效能感问卷、内在价值问卷和学习投入量表,对407名四、五年级小学生施测,并收集学生期中考试成绩作为客观指标,建立结构方程模型以考察学习坚持性和学习投入在自我效能感、内在价值与学业成就关系中的中介作用。结果发现:(1)学习坚持性与自我效能感、内在价值、学习投入、学业成就均显著正相关;(2)学习坚持性可以部分中介自我效能感与学习投入、内在价值与学习投入之间的相关;(3)学习坚持性通过学习投入的中介作用影响学业成就。 相似文献
508.
509.
510.