全文获取类型
| 收费全文 | 741篇 |
| 免费 | 12篇 |
| 国内免费 | 1篇 |
专业分类
| 754篇 |
出版年
| 2024年 | 5篇 |
| 2023年 | 4篇 |
| 2022年 | 4篇 |
| 2021年 | 20篇 |
| 2020年 | 22篇 |
| 2019年 | 18篇 |
| 2018年 | 24篇 |
| 2017年 | 18篇 |
| 2016年 | 16篇 |
| 2015年 | 21篇 |
| 2014年 | 34篇 |
| 2013年 | 126篇 |
| 2012年 | 19篇 |
| 2011年 | 43篇 |
| 2010年 | 24篇 |
| 2009年 | 48篇 |
| 2008年 | 62篇 |
| 2007年 | 50篇 |
| 2006年 | 25篇 |
| 2005年 | 19篇 |
| 2004年 | 22篇 |
| 2003年 | 27篇 |
| 2002年 | 14篇 |
| 2001年 | 9篇 |
| 2000年 | 11篇 |
| 1999年 | 6篇 |
| 1997年 | 1篇 |
| 1996年 | 3篇 |
| 1995年 | 2篇 |
| 1994年 | 1篇 |
| 1993年 | 1篇 |
| 1992年 | 1篇 |
| 1991年 | 2篇 |
| 1984年 | 3篇 |
| 1983年 | 1篇 |
| 1982年 | 5篇 |
| 1981年 | 5篇 |
| 1980年 | 5篇 |
| 1979年 | 4篇 |
| 1978年 | 4篇 |
| 1977年 | 9篇 |
| 1976年 | 2篇 |
| 1975年 | 6篇 |
| 1974年 | 3篇 |
| 1973年 | 5篇 |
排序方式： 共有754条查询结果，搜索用时 15 毫秒
601.
We introduce a set of biologically and computationally motivated design choices for modeling the learning of language, or of other types of sequential, hierarchically structured experience and behavior, and describe an implemented system that conforms to these choices and is capable of unsupervised learning from raw natural‐language corpora. Given a stream of linguistic input, our model incrementally learns a grammar that captures its statistical patterns, which can then be used to parse or generate new data. The grammar constructed in this manner takes the form of a directed weighted graph, whose nodes are recursively (hierarchically) defined patterns over the elements of the input stream. We evaluated the model in seventeen experiments, grouped into five studies, which examined, respectively, (a) the generative ability of grammar learned from a corpus of natural language, (b) the characteristics of the learned representation, (c) sequence segmentation and chunking, (d) artificial grammar learning, and (e) certain types of structure dependence. The model's performance largely vindicates our design choices, suggesting that progress in modeling language acquisition can be made on a broad front—ranging from issues of generativity to the replication of human experimental findings—by bringing biological and computational considerations, as well as lessons from prior efforts, to bear on the modeling approach. 相似文献
602.
603.
Motor-respiratory coordination occurs naturally during exercise, but the number of coordination patterns performed between movement and breathing is limited. We investigated whether participants could acquire novel ratios (either 5:2 or 5:3). To examine complex temporal relationships between movement and breathing, we used lagged return plots that were produced by graphing relative phase against relative phase after a time delay. By the end of practice, participants performed 5:2 consistently and performed 5:3 using more stable ratios (3:2 and 2:1). Lagged return plots revealed that 5:3 learners harnessed the stable inphase and antiphase patterns to stabilize the required ratio. That strategy resulted in the performance of smaller-integer ratios in the production of 5:3 but not 5:2. Despite those differences, there was positive transfer to unpracticed ratios that was similar in both learning conditions. The time series analysis of lagged return plots revealed differences in ratio performance at transfer. Ratios whose component frequencies were farther apart, like 7:2, were performed consistently, while ratios whose component frequencies were more similar, like 5:4, elicited attraction to inphase and antiphase. The implication is that participants can combine more stable chunks of rhythmic behavior to produce more complex ratios. 相似文献
604.
Adult humans show exceptional relational ability relative to other species. In this research, we trace the development of this ability in young children. We used a task widely used in comparative research—the relational match‐to‐sample task, which requires participants to notice and match the identity relation: for example, AA should match BB instead of CD. Despite the simplicity of this relation, children under 4 years of age failed to pass this test (Experiment 1), and their performance did not improve even with initial feedback (Experiment 2). In Experiments 3 and 4, we found that two kinds of symbolic‐linguistic experience can facilitate relational reasoning in young children. Our findings suggest that children learn to become adept analogical thinkers, and that language fosters this learning in at least two distinct ways. 相似文献
605.
606.
Tamar Silberg Jaana Ahonniska-Assa Miriam Levav Roni Eliyahu Tamar Peleg-Pilowsky Amichai Brezner 《Child neuropsychology》2016,22(5):600-617
Memory deficits are a common sequelae following childhood traumatic brain injury (TBI), which often have serious implications on age-related academic skills. The current study examined verbal memory performance using the Rey Auditory Verbal Learning Test (RAVLT) in a pediatric TBI sample. Verbal memory abilities as well as the effect of age at-testing on performance were examined. A sample of 67 children following severe TBI (age average = 12.3 ± 2.74) and 67 matched controls were evaluated using the RAVLT. Age effect at assessment was examined using two age groups: above and below 12 years of age during evaluation. Differences between groups were examined via the 9 RAVLT learning trials and the 7 composite scores conducted out of them. Children following TBI recalled significantly less words than controls on all RAVLT trials and had significantly lower scores on all composite scores. However, all of these scores fell within the low average range. Further analysis revealed significantly lower than average performance among the older children (above 12 years), while scores of the younger children following TBI fell within average limits. To conclude, verbal memory deficits among children following severe TBI demonstrate an age-at-testing effect with more prominent problems occurring above 12 years at the time of evaluation. Yet, age-appropriate performance among children below 12 years of age may not accurately describe memory abilities at younger ages following TBI. It is therefore recommended that clinicians address child’s age at testing and avoid using a single test as an indicator of verbal memory functioning post TBI. 相似文献
607.
Celeste Meijs Petra P. M. Hurks Renske Wassenberg Frans J. M. Feron Jelle Jolles 《Child neuropsychology》2016,22(7):818-836
This study examines inter-individual differences in how presentation modality affects verbal learning performance. Children aged 5 to 16 performed a verbal learning test within one of three presentation modalities: pictorial, auditory, or textual. The results indicated that a beneficial effect of pictures exists over auditory and textual presentation modalities and that this effect increases with age. However, this effect is only found if the information to be learned is presented once (or at most twice) and only in children above the age of 7. The results may be explained in terms of single or dual coding of information in which the phonological loop is involved. Development of the (sub)vocal rehearsal system in the phonological loop is believed to be a gradual process that begins developing around the age of 7. The developmental trajectories are similar for boys and girls. Additionally, auditory information and textual information both seemed to be processed in a similar manner, namely without labeling or recoding, leading to single coding. In contrast, pictures are assumed to be processed by the dual coding of both the visual information and a (verbal) labeling of the pictures. 相似文献
608.
A common finding is that information order influences belief revision (e.g., Hogarth & Einhorn, 1992). We tested personal experience as a possible mitigator. In three experiments participants experienced the probabilistic relationship between pieces of information and object category through a series of trials where they assigned objects (planes) into one of two possible categories (hostile or commercial), given two sequentially presented pieces of probabilistic information (route and ID), and then they had to indicate their belief about the object category before feedback. The results generally confirm the predictions from the Hogarth and Einhorn model. Participants showed a recency effect in their belief revision. Extending previous model evaluations the results indicate that the model predictions also hold for classification decisions, and for pieces of information that vary in their diagnostic values. Personal experience does not appear to prevent order effects in classification decisions based on sequentially presented pieces of information and in belief revision. 相似文献
609.
Emma B. Guild 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2013,20(5):592-607
ABSTRACTOlder adults have considerable impairment in associative recognition despite minimal age differences in item recognition. The magnitude of this associative deficit varies by type of stimuli, strategy utilization, and other mediators and moderators (Old &; Naveh-Benjamin, 2008, Psychology and Aging, 23, 104–118). Name pair stimuli have not been used to test the associative deficit hypothesis (ADH), although tests using name–face stimuli support the ADH. Additionally, metacognitive awareness of the ADH has not been investigated. We tested the ADH with word and name pair stimuli, and predicted that age-related associative deficits would be larger for words than names because names, unlike most common nouns, lack certain semantic properties that could be used to bind pairs of names together. Results supported the ADH for words but not names: Younger and older adults recognized equivalently fewer names on the associative test relative to the item test. As predicted, self-efficacy was higher for younger than older adults. Surprisingly, self-efficacy for the associative test was higher than for the item test but post-test estimates of performance success (postdictions) were higher for the item test than for the associative test, suggesting sensitivity by participants to different task demands in the item and associative tests following recognition attempts. Metacognitive accuracy was better for words than names and for the item test than associative test, and equivalent between age groups. Overall, participants overestimated their name recognition abilities. Our findings extend support for the ADH to a conceptually important and ecologically valid domain (names) and provide new data on metacognitive aspects of the ADH. 相似文献
610.
Jodi Price Christopher Hertzog John Dunlosky 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2013,20(3):329-359
ABSTRACT Two experiments examined whether younger and older adults' self-regulated study (item selection and study time) conformed to the region of proximal learning (RPL) model when studying normatively easy, medium, and difficult vocabulary pairs. Experiment 2 manipulated the value of recalling different pairs and provided learning goals for words recalled and points earned. Younger and older adults in both experiments selected items for study in an easy-to-difficult order, indicating the RPL model applies to older adults' self-regulated study. Individuals allocated more time to difficult items, but prioritized easier items when given less time or point values favoring difficult items. Older adults studied more items for longer but realized lower recall than did younger adults. Older adults' lower memory self-efficacy and perceived control correlated with their greater item restudy and avoidance of difficult items with high point values. Results are discussed in terms of RPL and agenda-based regulation models. 相似文献