全文获取类型
收费全文 | 3903篇 |
免费 | 471篇 |
国内免费 | 367篇 |
出版年
2024年 | 7篇 |
2023年 | 92篇 |
2022年 | 91篇 |
2021年 | 157篇 |
2020年 | 209篇 |
2019年 | 268篇 |
2018年 | 210篇 |
2017年 | 250篇 |
2016年 | 224篇 |
2015年 | 155篇 |
2014年 | 178篇 |
2013年 | 753篇 |
2012年 | 120篇 |
2011年 | 216篇 |
2010年 | 117篇 |
2009年 | 190篇 |
2008年 | 221篇 |
2007年 | 173篇 |
2006年 | 161篇 |
2005年 | 161篇 |
2004年 | 127篇 |
2003年 | 125篇 |
2002年 | 103篇 |
2001年 | 60篇 |
2000年 | 57篇 |
1999年 | 49篇 |
1998年 | 36篇 |
1997年 | 24篇 |
1996年 | 27篇 |
1995年 | 25篇 |
1994年 | 20篇 |
1993年 | 20篇 |
1992年 | 14篇 |
1991年 | 12篇 |
1990年 | 5篇 |
1989年 | 11篇 |
1988年 | 5篇 |
1986年 | 3篇 |
1985年 | 6篇 |
1984年 | 5篇 |
1983年 | 6篇 |
1982年 | 8篇 |
1981年 | 5篇 |
1980年 | 2篇 |
1979年 | 8篇 |
1978年 | 9篇 |
1977年 | 6篇 |
1976年 | 7篇 |
1975年 | 3篇 |
排序方式: 共有4741条查询结果,搜索用时 15 毫秒
901.
Generalization is a fundamental problem solved by every cognitive system in essentially every domain. Although it is known that how people generalize varies in complex ways depending on the context or domain, it is an open question how people learn the appropriate way to generalize for a new context. To understand this capability, we cast the problem of learning how to generalize as a problem of learning the appropriate hypothesis space for generalization. We propose a normative mathematical framework for learning how to generalize by learning inductive biases for which properties are relevant for generalization in a domain from the statistical structure of features and concepts observed in that domain. More formally, the framework predicts that an ideal learner should learn to generalize by either taking the weighted average of the results of generalizing according to each hypothesis space, with weights given by how well each hypothesis space fits the previously observed concepts, or by using the most likely hypothesis space. We compare the predictions of this framework to human generalization behavior with three experiments in one perceptual (rectangles) and two conceptual (animals and numbers) domains. Across all three studies we find support for the framework's predictions, including individual‐level support for averaging in the third study. 相似文献
902.
903.
904.
Do Additional Features Help or Hurt Category Learning? The Curse of Dimensionality in Human Learners
The curse of dimensionality, which has been widely studied in statistics and machine learning, occurs when additional features cause the size of the feature space to grow so quickly that learning classification rules becomes increasingly difficult. How do people overcome the curse of dimensionality when acquiring real‐world categories that have many different features? Here we investigate the possibility that the structure of categories can help. We show that when categories follow a family resemblance structure, people are unaffected by the presence of additional features in learning. However, when categories are based on a single feature, they fall prey to the curse, and having additional irrelevant features hurts performance. We compare and contrast these results to three different computational models to show that a model with limited computational capacity best captures human performance across almost all of the conditions in both experiments. 相似文献
905.
Although the human mirror neuron system (MNS) is critical for action observation and imitation, most MNS investigations overlook the visuospatial transformation processes that allow individuals to interpret and imitate actions observed from differing perspectives. This problem is not trivial since accurately reaching for and grasping an object requires a visuospatial transformation mechanism capable of precisely remapping fine motor skills where the observer’s and imitator’s arms and hands may have quite different orientations and sizes. Accordingly, here we describe a novel neural model to investigate the dynamics between the fronto-parietal MNS and visuospatial processes during observation and imitation of a reaching and grasping action. Our model encompasses i) the inferior frontal gyrus (IFG) and inferior parietal lobule (IPL), regions that are postulated to produce neural drive and sensory predictions, respectively; ii) the middle temporal (MT) and middle superior temporal (MST) regions that are postulated to process visual motion of a particular action; and iii) the superior parietal lobule (SPL) and intra-parietal sulcus (IPS) that are hypothesized to encode the visuospatial transformations enabling action observation/imitation based on different visuospatial viewpoints. The results reveal that when a demonstrator executes an action, an imitator can reproduce it with similar kinematics, independently of differences in anthropometry, distance, and viewpoint. As with prior empirical findings, similar model synaptic activity was observed during both action observation and execution along with the existence of both view-independent and view-dependent neural populations in the frontal MNS. Importantly, this work generates testable behavioral and neurophysiological predictions. Namely, the model predicts that i) during observation/imitation the response time increases linearly as the rotation angle of the observed action increases but remain similar when performing both clockwise and counterclockwise rotation and ii) IPL embeds essentially view-independent neurons while SPL/IPS includes both view-independent and view-dependent neurons. Overall, this work suggests that MT/MST visuomotion processes combined with the SPL/IPS allow the MNS to observe and imitate actions independently of demonstrator-imitator spatial relationships. 相似文献
906.
907.
908.
909.
Effective instructional strategies are needed for career practitioner training. Experiential learning theory (ELT; A. Y. Kolb & Kolb, 2009) provides an instructional foundation from which awareness of the various components of career development can be enhanced. Support for ELT as an effective method of instruction exists in various fields (Hoover, Giambatista, Sorenson, & Bommer, 2010; Ti et al., 2009). ELT integrates 6 shared propositions derived from John Dewey, Jean Piaget, William James, Carl Jung, and Carl Rogers (A. Y. Kolb & Kolb, 2009). This article outlines components of ELT and their application in training career service practitioners. 相似文献
910.