全文获取类型
收费全文 | 739篇 |
免费 | 33篇 |
国内免费 | 7篇 |
出版年
2023年 | 5篇 |
2022年 | 4篇 |
2021年 | 20篇 |
2020年 | 23篇 |
2019年 | 18篇 |
2018年 | 18篇 |
2017年 | 19篇 |
2016年 | 19篇 |
2015年 | 27篇 |
2014年 | 35篇 |
2013年 | 129篇 |
2012年 | 16篇 |
2011年 | 48篇 |
2010年 | 27篇 |
2009年 | 52篇 |
2008年 | 63篇 |
2007年 | 56篇 |
2006年 | 27篇 |
2005年 | 20篇 |
2004年 | 22篇 |
2003年 | 27篇 |
2002年 | 15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779条查询结果,搜索用时 15 毫秒
111.
Do the production and interpretation of patterns of plural forms in noun-noun compounds reveal the workings of innate constraints that govern morphological processing? The results of previous studies on compounding have been taken to support a number of important theoretical claims: first, that there are fundamental differences in the way that children and adults learn and process regular and irregular plurals, second, that these differences reflect formal constraints that govern the way the way regular and irregular plurals are processed in language, and third, that these constraints are unlikely to be the product of learning. In a series of seven experiments, we critically assess the evidence that is cited in support of these arguments. The results of our experiments provide little support for the idea that substantively different factors govern the patterns of acquisition, production and interpretation patterns of regular and irregular plural forms in compounds. Once frequency differences between regular and irregular plurals are accounted for, we find no evidence of any qualitative difference in the patterns of interpretation and production of regular and irregular plural nouns in compounds, in either adults or children. Accordingly, we suggest that the pattern of acquisition of both regular and irregular plurals in compounds is consistent with a simple account, in which children learn the conventions that govern plural compounding using evidence that is readily available in the distribution patterns of adult speech. 相似文献
112.
Sleep has proven to support the memory consolidation in many tasks including learning of perceptual skills. Explicit, conscious types of memory have been demonstrated to benefit particularly from slow-wave sleep (SWS), implicit, non-conscious types particularly from rapid eye movement (REM) sleep. By comparing the effects of early-night sleep, rich in SWS, and late-night sleep, rich in REM sleep, we aimed to separate the contribution of these two sleep stages in a metacontrast masking paradigm in which explicit and implicit aspects in perceptual learning could be assessed separately by stimulus identification and priming, respectively. We assumed that early sleep intervening between two sessions of task performance would specifically support stimulus identification, while late sleep would specifically support priming. Apart from overt behavior, event-related EEG potentials (ERPs) were measured to record the cortical mechanisms associated with behavioral changes across sleep. In contrast to our hypothesis, late-night sleep appeared to be more important for changes of behavior, both for stimulus identification, which tended to improve across late-night sleep, and for priming, with the increase of errors induced by masked stimuli correlating with the duration of REM sleep. ERP components proved sensitive to presence of target shapes in the masked stimuli and to their priming effects. Of these components, the N2 component, indicating processing of conflict, became larger across early-night sleep and was related to the duration of S4 sleep, the deepest substage of SWS containing particularly high portions of EEG slow waves. These findings suggest that sleep promotes perceptual learning primarily by its REM sleep portion, but indirectly also by way of improved action monitoring supported by deep slow-wave sleep. 相似文献
113.
Massetti GM Lahey BB Pelham WE Loney J Ehrhardt A Lee SS Kipp H 《Journal of abnormal child psychology》2008,36(3):399-410
The predictive validity of symptom criteria for different subtypes of ADHD among children who were impaired in at least one
setting in early childhood was examined. Academic achievement was assessed seven times over 8 years in 125 children who met
symptom criteria for ADHD at 4–6 years of age and in 130 demographically-matched non-referred comparison children. When intelligence
and other confounds were controlled, children who met modified criteria for the predominantly inattentive subtype of ADHD
in wave 1 had lower reading, spelling, and mathematics scores over time than both comparison children and children who met
modified criteria for the other subtypes of ADHD. In some analyses, children who met modified criteria for the combined type
had somewhat lower mathematics scores than comparison children. The robust academic deficits relative to intelligence in the
inattentive group in this age range suggest either that inattention results in academic underachievement or that some children
in the inattentive group have learning disabilities that cause secondary symptoms of inattention. Unexpectedly, wave 1 internalizing
(anxiety and depression) symptoms independently predicted deficits in academic achievement controlling ADHD, intelligence,
and other predictors. 相似文献
114.
115.
116.
Previous work has investigated adults' knowledge of principles for arithmetic with positive numbers ( Dixon, Deets, & Bangert, 2001 ). The current study extends this past work to address adults' knowledge of principles of arithmetic with a negative number, and also investigates links between knowledge of principles and problem representation. Participants ( N = 44) completed two tasks. In the Evaluation task, participants rated how well sets of equations were solved. Some sets violated principles of arithmetic and others did not. Participants rated non-violation sets higher than violation sets for two different principles for subtraction with a negative number. In the Word Problem task, participants read word problems and set up equations that could be used to solve them. Participants who displayed greater knowledge of principles of arithmetic with a negative number were more likely to set up equations that involved negative numbers. Thus, participants' knowledge of arithmetic principles was related to their problem representations. 相似文献
117.
The National Health Service (NHS) National Genetics Education and Development Centre was established by the Department of
Health in 2004 to help drive and co-ordinate genetics education for health professionals working outside specialist genetic
services. This paper reviews the experiences and lessons learned to date. At the outset, it was clear that understanding the
learning ethos, preferred delivery methods and attitudes towards genetics of different NHS healthcare groups was vital. We
collected evidence by undertaking needs assessments with educators, practitioners and patients. We have determined the genetics
knowledge, skills and attitudes which they said were needed and translated these into learning outcomes and workforce competences
in a continuum of education. Beginning with core concepts introduced (and examined) pre-registration, the continuum continues
with development of concepts post-registration as appropriate for role, leading to practical application and assessment of
competences in the workplace. These are supported by a portfolio of resources which draw heavily on patient based scenarios
to demonstrate to staff that genetics is relevant to their work, and to convince educators and policy makers that genetic
education is likely to result in real clinical benefit. A long term educational policy, inclusive of learners, educationalists
and their institutions must be evidence based, flexible and responsive to changes in workforce structure, provision of clinical
services and conceptual and financial commitments to education. The engagement of national policy, regulatory and professional
bodies is vital (). 相似文献
118.
Jacob Feldman 《Journal of mathematical psychology》2006,50(4):339-368
An important element of learning from examples is the extraction of patterns and regularities from data. This paper investigates the structure of patterns in data defined over discrete features, i.e. features with two or more qualitatively distinct values. Any such pattern can be algebraically decomposed into a spectrum of component patterns, each of which is a simpler or more atomic “regularity.” Each component regularity involves a certain number of features, referred to as its degree. Regularities of lower degree represent simpler or more coarse patterns in the original pattern, while regularities of higher degree represent finer or more idiosyncratic patterns. The full spectral breakdown of a pattern into component regularities of minimal degree, referred to as its power series, expresses the original pattern in terms of the regular rules or patterns it obeys, amounting to a kind of “theory” of the pattern. The number of regularities at various degrees necessary to represent the pattern is tabulated in its power spectrum, which expresses how much of a pattern's structure can be explained by regularities of various levels of complexity. A weighted mean of the pattern's spectral power gives a useful numeric summary of its overall complexity, called its algebraic complexity. The basic theory of algebraic decomposition is extended in several ways, including algebraic accounts of the typicality of individual objects within concepts, and estimation of the power series from noisy data. Finally some relations between these algebraic quantities and empirical data are discussed. 相似文献
119.
The learning experiences questionnaire (LEQ; Schaub & Tokar, 2005) was used to examine learning experiences as they relate to SCCT (Lent, Brown, & Hackett, 1994) across the Holland (1997) RIASEC typology. In particular, differences in men’s and women’s career related learning experiences were examined. A sample of 319 undergraduates at a public Midwestern university completed an online survey. Gender differences were observed in reported levels of some learning experiences; similar to prior findings for self-efficacy and interests, women reported more learning experiences in the Social domain, and men reported more experiences in the Realistic and Investigative domains. Results also supported that more reported learning experiences in a given domain relate to higher self-efficacy and outcome expectations in that domain. 相似文献
120.
The order in which information is received alters the evaluation of causal hypotheses. Specifically, research suggests that the last piece of information oftentimes has the greatest impact on the evaluation and that the difference in subjective value between two pieces of information is an important factor influencing the magnitude of this recency effect. The present paper extends this line of work by exploring individual differences in this phenomenon via one's degree of handedness. Two hundred and five participants were given two hypothetical scenarios and related causal hypotheses accompanied by two pieces of additional information and asked to revise their belief in each hypothesis as information accumulated. Results confirmed predictions that 1) inconsistent/mixed-handers (those who use their non-dominant hand for at least some activities) show a larger effect with two pieces of inconsistent weak or strong information, and 2) neither mixed-handers nor consistent/strong-handers (those who use their dominant hand for almost all activities) show an effect with strong and weak pieces of consistent information. Mixed-handers' susceptibility to persuasive arguments and Ramachandran’s (1995; Ramachandran and Blakeslee, 1998) belief-updating theory centered around communication between the two halves of the brain and functional access to the right hemisphere are used to account for these data. 相似文献