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11.
阅读发展相关的认知技能:汉语和英语的比较 总被引:9,自引:0,他引:9
对英语和汉语阅读获得所需要的认知技能及发展性阅读障碍儿童认知缺陷的研究进行了回顾。分析表明阅读发展所需认知资源表现出了跨语言的一致性,都要求有充足的学习与记忆能力和正常的视觉正字法技能,语音和语义知识表征足够精细;阅读障碍儿童的主要认知缺陷也表现出了跨文字的一致性,都包括语音缺陷和一般的学习与记忆问题。然而儿童所面临的语言文字特性会影响到阅读技能获得的难易和发展性阅读障碍的表现 相似文献
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语音回路与阅读理解关系的眼动研究 总被引:4,自引:0,他引:4
语音回路是工作记忆中的一个重要成分。由于工作记忆在言语理解中有重要作用,所以负责加工语音信息的语音回路可能也和阅读理解有密切关系。但是,迄今为止直接研究语音回路影响阅读理解的研究不是很多,而且得出的结论也不太一致。研究使用眼动分析方法探讨语音回路与汉语阅读理解的关系。研究采用抑制发音和错误干扰相结合的范式考查正常条件下和抑制发音条件下的阅读特点的差别性。结果表明:(1)在一般阅读难度情况下,语音回路会延缓阅读速度;(2)两种阅读条件下都出现了同音效应,即同音字的首次注视时间、总注视时间都比非同音字短;(3)语音在汉语阅读的早期就发挥了作用,而且同音字错误比非同音字错误更容易被恢复 相似文献
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产生效应指朗读的记忆成绩好于默读,然而目前还不清楚发音动作和声音在其中的作用。本研究采用fNIRS技术,考察大学生朗读、唇读、默读三种阅读方式时的记忆成绩和大脑激活模式。结果发现:(1)朗读和唇读的记忆成绩显著高于默读;(2)朗读和唇读时在初级运动皮层、布洛卡区和威尔尼克区的激活程度均显著大于默读时;(3)朗读时在威尔尼克区的激活程度显著大于唇读时。这表明,发音动作相对声音在产生效应中的作用更大。 相似文献
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为了在语篇的层面上从浅层的语词加工和深层的情境加工两个角度考察时间参照加工的特点,采用单因素4水平重复测量实验设计,使用EyelinkⅡ型眼动仪比较了时间参照与时间转换的眼动指标。结果显示,时间词区:远参照与短时转换的眼动指标接近,近参照与长时转换的指标接近;关键事件区:远参照与长时转换的指标接近,近参照与短时转换的指标接近。结果表明时间参照表现出类似时间转换的特点,其特点与能否维系语篇的因果连贯性相关。 相似文献
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The disambiguation of a syntactically ambiguous sentence in favor of a less preferred parse can lead to slower reading at the disambiguation point. This phenomenon, referred to as a garden-path effect, has motivated models in which readers initially maintain only a subset of the possible parses of the sentence, and subsequently require time-consuming reanalysis to reconstruct a discarded parse. A more recent proposal argues that the garden-path effect can be reduced to surprisal arising in a fully parallel parser: words consistent with the initially dispreferred but ultimately correct parse are simply less predictable than those consistent with the incorrect parse. Since predictability has pervasive effects in reading far beyond garden-path sentences, this account, which dispenses with reanalysis mechanisms, is more parsimonious. Crucially, it predicts a linear effect of surprisal: the garden-path effect is expected to be proportional to the difference in word surprisal between the ultimately correct and ultimately incorrect interpretations. To test this prediction, we used recurrent neural network language models to estimate word-by-word surprisal for three temporarily ambiguous constructions. We then estimated the slowdown attributed to each bit of surprisal from human self-paced reading times, and used that quantity to predict syntactic disambiguation difficulty. Surprisal successfully predicted the existence of garden-path effects, but drastically underpredicted their magnitude, and failed to predict their relative severity across constructions. We conclude that a full explanation of syntactic disambiguation difficulty may require recovery mechanisms beyond predictability. 相似文献
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Jakub Dotlačil 《Cognitive Science》2021,45(8):e13020
This paper develops a novel psycholinguistic parser and tests it against experimental and corpus reading data. The parser builds on the recent research into memory structures, which argues that memory retrieval is content-addressable and cue-based. It is shown that the theory of cue-based memory systems can be combined with transition-based parsing to produce a parser that, when combined with the cognitive architecture ACT-R, can model reading and predict online behavioral measures (reading times and regressions). The parser's modeling capacities are tested against self-paced reading experimental data (Grodner & Gibson, 2005), eye-tracking experimental data (Staub, 2011), and a self-paced reading corpus (Futrell et al., 2018). 相似文献
19.
Intraindividual variability is a fundamental behavioural characteristic of aging but has been examined to a very limited extent in driving. This study investigated intraindividual variability in driving simulator measures in healthy drivers of different ages using the coefficient of variation (COV) as a variability measure. Participants were healthy volunteers who were regular drivers, who were divided into a “young” group, a “middle-aged” group, and an “old” group. They drove in two environments (rural, 72 drivers; urban, 60 drivers), under conditions of moderate and high traffic load, without and with distraction (conversation). Significant differences in COV were observed in the rural condition for headway distance and lateral position as a function of traffic load, with high traffic (without and with distraction) resulting in increased COV of headway and decreased COV of lateral position. Significant differences in COV were observed in the urban condition for headway distance only, with high traffic (without and with distraction) resulting in increased COV of headway. No age effects were found for any of the driving conditions. The results indicate that traffic load affected headway distance and lateral position in opposite directions in all three age groups: high traffic resulted in increased variability of headway in both rural and urban conditions but in decreased variability of lateral position in the rural conditions compared to moderate traffic irrespective of distraction. The study indicates that driving conditions affect the intraindividual variability of driving measures in selective ways, which may be linked to the extent of automatization of the driving variables and to adaptive changes to traffic condition challenges. 相似文献
20.
Anna J. Cunningham Adrian P. Burgess Caroline Witton Joel B. Talcott Laura R. Shapiro 《Developmental science》2021,24(1)
We reconcile competing theories of the role of phonological memory in reading development, by uncovering their dynamic relationship during the first 5 years of school. Phonological memory, reading and phoneme awareness were assessed in 780 phonics‐educated children at age 4, 5, 6 and 9. Confirmatory factor analyses demonstrated that phonological memory loaded onto two factors: verbal short‐term memory (verbal STM; phonological tasks that loaded primarily on serial order memory) and nonword repetition. Using longitudinal structural equation models, we found that verbal STM directly predicted early word‐level reading from age 4 to 6, reflecting the importance of serial‐order memory for letter‐by‐letter decoding. In contrast, reading had no reciprocal influence on the development of verbal STM. The relationship between nonword repetition and reading was bidirectional across the 5 years of study: nonword repetition and reading predicted each other both directly and indirectly (via phoneme awareness). Indirect effects from nonword repetition (and verbal STM) to reading support the view that phonological memory stimulates phonemically detailed representations through repeated encoding of complex verbal stimuli. Similarly, the indirect influence of reading on nonword repetition suggests that improved reading ability promotes the phoneme‐level specificity of phonological representations. Finally, the direct influence from reading to nonword repetition suggests that better readers use orthographic cues to help them remember and repeat new words accurately. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=70LZfTR0BjE . 相似文献