全文获取类型
收费全文 | 627篇 |
免费 | 456篇 |
国内免费 | 41篇 |
出版年
2023年 | 9篇 |
2022年 | 6篇 |
2021年 | 43篇 |
2020年 | 18篇 |
2019年 | 123篇 |
2018年 | 145篇 |
2017年 | 153篇 |
2016年 | 94篇 |
2015年 | 83篇 |
2014年 | 37篇 |
2013年 | 38篇 |
2012年 | 26篇 |
2011年 | 20篇 |
2010年 | 3篇 |
2009年 | 14篇 |
2008年 | 12篇 |
2007年 | 16篇 |
2006年 | 6篇 |
2005年 | 8篇 |
2004年 | 6篇 |
2003年 | 6篇 |
2002年 | 11篇 |
2001年 | 9篇 |
2000年 | 6篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 5篇 |
1993年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 24篇 |
1984年 | 26篇 |
1983年 | 10篇 |
1982年 | 22篇 |
1981年 | 17篇 |
1980年 | 29篇 |
1979年 | 19篇 |
1978年 | 12篇 |
1977年 | 18篇 |
1976年 | 11篇 |
1975年 | 6篇 |
1974年 | 9篇 |
1973年 | 1篇 |
排序方式: 共有1124条查询结果,搜索用时 15 毫秒
21.
Children ranging in age from 3 to 12 tapped on a morse key with their index finger as fast as possible. After a control test, they concurrently tapped and recited a nursery rhyme, recited animal names, and memorized shapes. Previous results suggested that more interference in a motor task results from attempting at the same time to perform another task controlled by the same, than by a different, hemisphere. Right-handed tapping and talking both used left hemisphere space; left-handed tapping and talking were controlled by different hemispheres. Relative to silent tapping concurrent talking caused a greater drop in right-hand tapping rate than in left-hand tapping rate in both the rhyme and animal conditions. Interference by shape memorizing was equal across hands. The differential effect of speaking on right-hand preference indicates the left lateralization of speech output control. The size of this effect did not vary with increasing grade level. The findings support the view that speech output control is fully lateralized at least by age 3 years. 相似文献
22.
Carlo Semenza Gianfranco Denes Daniele Lucchese Patrizia Bisiacchi 《Brain and language》1980,10(2):243-248
Conceptual structures in aphasia were investigated by means of a nonverbal test. The understanding of class and thematic relationships was demonstrated to be selectively impaired according to varieties of aphasic deficit. Broca's aphasics showed difficulty evaluating a thematic relationship and did not differ from normal controls as far as class relationships were concerned. The opposite happened for Wernicke's aphasics whose defect seems to be selectively restricted to class relationships. 相似文献
23.
Steve Goldband 《Journal of research in personality》1981,15(2):221-232
This study explored the impact of paralinguistic phenomena on interpersonal attraction and physiological measures during dyadic interaction. Conversations between undergraduate subjects and same-sex experimenters were either synchronous or asynchronous, with half the asynchronous conversations including imposed long latencies and the remainder frequent interruptions. Results showed that imposed latencies were associated with decreased positive attributions and greater physiological arousal, but interruptions had a moderately positive effect. The findings were discussed in terms of Chapple's theory of interaction, and their implications for psychotherapy and other interviews. 相似文献
24.
Mary Rees Nishio 《Brain and language》1981,13(2):259-289
A
, severely language-disabled boy was taught 250 words made up of one, two, three, or four Japanese/Chinese kanji. Many kanji words were learned and some ability to process these in simple sentences was observed. Acquisition of a word for meaning was not dependent on its visual complexity, but on the child's ability to grasp the meaning of the word. Results suggest that a whole-word method may facilitate very early reading acquisition and a possible neurophysiological correlate of this is proposed. Kanji or whole words may prove useful for language-handicapped individuals unable to process words phonetically. 相似文献
25.
A sample of 77 subjects responded to a questionnaire designed to collect information about their perceptions of the role of school psychologists. The results indicate that overall the respondents had a fairly accurate sense of what a school psychologist does, although they overestimated the importance of psychotherapy as one of the school psychologist's functions. It is recommended that school psychologists more clearly specify their function when dealing with members of the general public. 相似文献
26.
Reaction times of younger and older men and temporal contingencies of reinforcement 总被引:3,自引:3,他引:0 下载免费PDF全文
Influences of extended training and temporal contingencies on reaction time were studied in relation to developmental differences. Older and younger men were trained on a chained schedule in which completion of a variable interval produced a terminal link in which reaction time was measured. The reaction-time procedure involved a conditional discrimination with matching to sample in one component and oddity matching in the other. During baseline training, no time limit was placed on the response to the discrimination choice stimuli. Subsequently, increasingly severe time limits were imposed over a series of sessions. Older and younger men showed increased speeds (decreased reaction times) when temporal contingencies were imposed, and these changes were maintained during post-training baseline sessions when there was unlimited time in which to respond. The younger men generally responded faster than the older ones, and age differences were not appreciably reduced during the course of the experiment. The results indicated the feasibility of studying reaction time in human subjects using operant procedures analogous to those developed for the study of nonverbal organisms. 相似文献
27.
28.
The treatment of an apparently authentic case of obsessional slowness is described. The relationship between behaviour change and emotional events is discussed. The findings replicate those of Rachman (1974). 相似文献
29.
30.
Marg Csapo 《Journal of experimental child psychology》1979,27(3):479-488
This investigation attempted to assess the effectiveness of two components of parent training programs: (1) the effect of a self-behavior management project prior to intervention with deviant child behaviors, and (2) that of social reinforcement from peers and the consultant. Four groups of parents were exposed to a basic training program and were measured on their success in an intervention program in the inappropriate behavior of their children (ages 7–9 years). Two groups of parents were requested to do a self-modification program prior to the intervention with deviant child behavior; two groups did a child intervention program without a self-management project. One group in the self-management and one group without self-management received verbal social reinforcement from peers and the consultant during interventions. Results obtained indicate that the parent group whose training involved a self-behavior management project prior to intervention with their child's inappropriate behavior and verbal social reinforcement achieved a significantly greater reduction of these behaviors when compared to the groups where either self-management of social reinforcement was used. 相似文献