全文获取类型
收费全文 | 19051篇 |
免费 | 871篇 |
国内免费 | 7篇 |
专业分类
19929篇 |
出版年
2021年 | 170篇 |
2020年 | 247篇 |
2019年 | 283篇 |
2018年 | 412篇 |
2017年 | 378篇 |
2016年 | 426篇 |
2015年 | 314篇 |
2014年 | 387篇 |
2013年 | 1529篇 |
2012年 | 665篇 |
2011年 | 652篇 |
2010年 | 429篇 |
2009年 | 408篇 |
2008年 | 583篇 |
2007年 | 560篇 |
2006年 | 495篇 |
2005年 | 460篇 |
2004年 | 425篇 |
2003年 | 394篇 |
2002年 | 391篇 |
2001年 | 747篇 |
2000年 | 749篇 |
1999年 | 503篇 |
1998年 | 210篇 |
1997年 | 198篇 |
1996年 | 184篇 |
1995年 | 158篇 |
1992年 | 398篇 |
1991年 | 367篇 |
1990年 | 399篇 |
1989年 | 341篇 |
1988年 | 325篇 |
1987年 | 303篇 |
1986年 | 284篇 |
1985年 | 287篇 |
1984年 | 261篇 |
1983年 | 221篇 |
1982年 | 174篇 |
1979年 | 236篇 |
1978年 | 183篇 |
1975年 | 194篇 |
1974年 | 236篇 |
1973年 | 233篇 |
1972年 | 195篇 |
1971年 | 185篇 |
1970年 | 154篇 |
1969年 | 178篇 |
1968年 | 215篇 |
1967年 | 196篇 |
1966年 | 162篇 |
排序方式: 共有10000条查询结果,搜索用时 21 毫秒
861.
Different groups of rats received different numbers of compound CS (light/noise) conditioning trials in the CER procedure. The amount of suppression evident to the single elements of the compound decreased as a function of the number of previous compound trials. This loss of CR strength was interpreted as a configuring effect. Further experimental comparisons indicated that the configuring effect could not be readily explained in terms of a generalization decrement or a stimulus novelty hypothesis. 相似文献
862.
863.
Wannemacher JT 《Memory & cognition》1976,4(1):48-52
Response latencies in sentence-picture verification tasks were compared as a function of whether a mismatch was located in the logical subject (LS), verb (V), or logical object (LO) of the sentence. Sentences were presented auditorily and varied in voice and reversibility. The comparison process for nonreversibles was clearly serial self-terminating: latencies for both actives and passives were ordered LS < V < LO, or, after practice with a small number of mismatch types, LS < LO < V. Latencies for reversibles were ordered V < LS = LO, suggesting either a verb-first comparison process or an LS-V-LO comparison process which did not terminate with a subject-mismatch because of the confusability of the subject and object. The results attest to the importance of considering the "naturalness" of stimuli in sentence processing tasks, and the flexibility of subjects' encoding and comparison strategies both within and across task contexts. 相似文献
864.
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
865.
This study systematically investigated the effects of different procedures on classroom behaviors ranging from teacher designated seating groups and seating groups based on sociometric data to peer encouragement and free time reinforcers. Subjects were first- and third-grade children in classrooms using a Follow Through program model. Data were taken on the attending behavior of the children in small groups arranged by the teacher. The level of appropriate attending behavior was low and did not increase when the groups were restructured based on sociometric data. The introduction of instructions to the peer groups to help the child with his or her work brought about a major increase in the third-grade subjects' appropriate behavior. Appropriate attending behavior for the first-grade children did not increase to the predetermined acceptable level until a free time period for each peer group was made contingent upon the appropriate behavior of the subject in each group. Frequencies of verbal interactions suggested peer attention has an effect on the appropriateness of peer interactions. 相似文献
866.
Several devices have been developed enabling the blind to adapt to digital and visual displays. Most require extensive training and are relatively expensive. The audio-tactile display described in this paper requires very little training and promises to be inexpensive. Prototypes of the display have been developed for a digital stopwatch, a digital clock, and several electronic calculators. Because the device makes use of electrical impulses to communicate with the blind, it also has numerous potential capabilities as a research tool. The device is based on a panel containing columns of braille digits that are made active through a logic circuit interfacing the braille display with a calculator or other device. The subject scans the braille columns and discovers the digits active in each column when a tone is produced simultaneously with the finger contacting the braille digit. 相似文献
867.
868.
869.
870.
Jerry D. Harris Bonnie A. Gray Shirley Rees-McGee James L. Carroll Elizabeth T. Zaremba 《Journal of School Psychology》1987,25(4):343-354
School psychologists serving a national, systematic sample of public elementary and secondary schools were surveyed regarding recent referrals. Most referrals were initiated by school staff members (75% of referrals), and the majority occured initially through formal mechanisms (55% of referrals). Most informal requests for assistance or information eventually became, or were thought likely to become, formal referrals. In 92% of cases, the referral agent's initial communication with the psychologist included some designation of what the pupil was doing or not doing that was viewed as problematic. Poor academic performance was of primary concern in 52% of referrals and social/emotional problems in 31%. More boys were referred than girls, and one-half of referrals from the elementary grades involved pupils in grades K-2. Frequency of referral and reason for referral were not independent of pupil's grade or sex. Reason for referral was independent of time of year (October vs. May) and geographical region. 相似文献