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平面几何解题过程中加工水平对迁移的影响 总被引:11,自引:0,他引:11
通过实验研究,平面几何靶题难度以及解题者对靶题与源题之间存在着共性关系的加工水平对解题迁移的影响得到了验证。结果表明,解题者对具有内在联系的先后问题之间共性关系的加工水平是影响解题迁移的因素之一;靶题的难度太大或太小,将导致解题者对先后问题之间共性关系的加工作用失败而出现地板效应和天花板效应,且靶题难度与加工水平在影响解题迁移时有交互作用。 相似文献
804.
序列位置内隐学习产生机制的实验研究 总被引:9,自引:2,他引:7
内隐学习是当今认知和学习领域继内隐记忆之后又一重要的研究课题。该研究利用序列反应时研究程式,通过两个实验,对序列位置内隐学习产生的机制进行了探讨。结果表明:(1)在序列反应时任务程式中,随着反应一刺激间隔的延长,序列位置内隐学习的学习量逐渐减少;(2)异形同模式迁移组和异形异模式迁移组被试间内隐学习量无显著差异,被试未能内隐地习得抽象的序列模式。说明序列位置内隐学习产生的基础是水平联结,在该实验条件下没有发现垂直联结存在的证据。 相似文献
805.
Previous research has demonstrated cross-language variation in early counting associated with linguistic differences in number-naming systems. Ordinal number names are typically learned later than cardinal names, but languages also differ in the regularity with which they form these names. Elementary school children in China and the U.S. showed differences in the acquisition and use of ordinal numbers corresponding to linguistic differences in ordinal names in their native languages. On tasks assessing children's conceptual knowledge of ordinal relations, a more complicated picture emerged. These results suggest that (a) children induce their language's set of ordinal number names by generalization based on rules sanctioned by early examples, and (b) the relation between ordinal names and ordinal concepts is a complex one, with language only one source of difficulty in understanding ordinal relations. Implications for studies of the relation between linguistic structure and cognitive development are discussed, in particular the possibility that effects of linguistic differences may vary for different levels of development and for different aspects of cognition. 相似文献
806.
自改革开放以来,在宗教信仰自由和宽松的社会环境下,农村信教人数增长很快,信教活动有正规合法的,也有非正规不合法的。正如任何事情都有两面性一样,信教现象也不例外。对此现象,我们必须加以重视,对青少年加强科学和无神论世界观的教育与引导,培养出具有共产主义远大理想的社会主义建设人才,促进社会主义精神文明的健康发展。 相似文献
807.
一、学生封建迷信活动的现状1.学生封建迷信活动的种类多。在各种各样的学生封建迷信活动中,影响比较大的有以下四种:(1)请笔仙、碟仙、镜仙等游戏。这些游戏在大学和中学的女生中间广为流行,且被传得神乎其神,说它们能“通灵过去、预测未来”。其中最为流行的当属所谓的请笔仙游戏。这是一种假定有神仙存在,可以帮助玩家做决定的游戏,它来源于我国古代扶乩请仙这种迷信活动。笔仙游戏一定要在晚上熄灯点蜡后进行,一般是两玩家手指交叉,把一支铅笔夹于指间,手腕悬空,仅用笔尖轻轻点在白纸上,闭眼默念“笔仙快来吧”,然后根据笔尖画出的痕迹… 相似文献
808.
Siliang Zhang Yunxiao Chen Yang Liu 《The British journal of mathematical and statistical psychology》2020,73(1):44-71
In this paper, we explore the use of the stochastic EM algorithm (Celeux & Diebolt (1985) Computational Statistics Quarterly, 2, 73) for large-scale full-information item factor analysis. Innovations have been made on its implementation, including an adaptive-rejection-based Gibbs sampler for the stochastic E step, a proximal gradient descent algorithm for the optimization in the M step, and diagnostic procedures for determining the burn-in size and the stopping of the algorithm. These developments are based on the theoretical results of Nielsen (2000, Bernoulli, 6, 457), as well as advanced sampling and optimization techniques. The proposed algorithm is computationally efficient and virtually tuning-free, making it scalable to large-scale data with many latent traits (e.g. more than five latent traits) and easy to use for practitioners. Standard errors of parameter estimation are also obtained based on the missing-information identity (Louis, 1982, Journal of the Royal Statistical Society, Series B, 44, 226). The performance of the algorithm is evaluated through simulation studies and an application to the analysis of the IPIP-NEO personality inventory. Extensions of the proposed algorithm to other latent variable models are discussed. 相似文献
809.
Psychonomic Bulletin & Review - Working memory is considered as a cognitive memory buffer for temporarily holding, processing, and manipulating information. Although working memory for verbal... 相似文献
810.
This study investigated gender differences in the relationship between creativity and academic achievement. A sample of 1082 primary students participated in this study in Beijing, China. Their age ranged between 8 and 15 years old (M = 10.41, SD = 0.99). Students’ creativity was measured by the Chinese version of the Torrance Test of Creative Thinking Figural Form A, and academic achievement was based on students’ self-reported grades of last semester. Results revealed that there was a significantly positive relationship between creativity and academic achievement, ranging from r = .07 to r = .21. Gender differences regarding which aspects of creativity were related to academic achievement were also found. Plausible explanations and implications of the findings in creativity research and education are discussed. 相似文献