全文获取类型
收费全文 | 5313篇 |
免费 | 481篇 |
国内免费 | 142篇 |
专业分类
5936篇 |
出版年
2024年 | 12篇 |
2023年 | 68篇 |
2022年 | 91篇 |
2021年 | 154篇 |
2020年 | 227篇 |
2019年 | 241篇 |
2018年 | 237篇 |
2017年 | 310篇 |
2016年 | 267篇 |
2015年 | 264篇 |
2014年 | 267篇 |
2013年 | 799篇 |
2012年 | 135篇 |
2011年 | 283篇 |
2010年 | 190篇 |
2009年 | 303篇 |
2008年 | 333篇 |
2007年 | 359篇 |
2006年 | 211篇 |
2005年 | 150篇 |
2004年 | 99篇 |
2003年 | 97篇 |
2002年 | 82篇 |
2001年 | 42篇 |
2000年 | 45篇 |
1999年 | 37篇 |
1998年 | 37篇 |
1997年 | 19篇 |
1996年 | 18篇 |
1995年 | 21篇 |
1994年 | 22篇 |
1993年 | 18篇 |
1992年 | 8篇 |
1991年 | 9篇 |
1990年 | 7篇 |
1989年 | 7篇 |
1988年 | 4篇 |
1985年 | 26篇 |
1984年 | 48篇 |
1983年 | 31篇 |
1982年 | 54篇 |
1981年 | 35篇 |
1980年 | 48篇 |
1979年 | 32篇 |
1978年 | 40篇 |
1977年 | 40篇 |
1976年 | 28篇 |
1975年 | 25篇 |
1974年 | 24篇 |
1973年 | 26篇 |
排序方式: 共有5936条查询结果,搜索用时 0 毫秒
81.
Simultaneous observational recordings were made in vivo, via an observation mirror, and via closed circuit television. Three of nine observers had extensive experience recording behavior in vivo; three had extensive experience recording behavior via mirror; and three had extensive experience recording via television. Observers recorded nine categories of disruptive behavior for children in a special class setting. Frequencies of behavior recorded in vivo, via mirror, and via television differed significantly for only one category, vocalization. There were no significant main effects or interactions involving the observers' previous experience. Occurrence reliability coefficients computed within and between media demonstrated the similarity of observer agreement in all three media. Data collection procedures using an observational mirror or closed circuit television appear to be reasonable alternatives to in vivo observation in circumstances similar to those in the present study. 相似文献
82.
Carol L. Krumhansl 《Cognitive psychology》1979,11(3):346-374
In this series of experiments, evidence was found for a complex psychological representation of musical pitch. The results of a scaling study, in which subjects judged the similarities between pairs of tones presented in an explicitly tonal context, suggest that musical listeners extract a pattern of relationships among tones that is determined not only by pitch height and chroma, but also by membership in the major triad chord and the diatonic scale associated with the tonal system of the context. Multidimensional scaling of the similarity ratings gave a three-dimensional conical structure around which the tones were ordered according to pitch height. The major triad components formed a closely related cluster near the vertex of the cone; the remaining diatonic scale tones formed a less closely related subset farther from the vertex; and, the nondiatonic tones, still farther from the vertex, were widely dispersed. The results also suggest that, in the psychological representation, tones less closely related to the tonality are less stable than tones closely related to the tonality, and that the representation incorporates the tendency for unstable tones to move toward the more stable tones in time, reflecting the dynamic character of musical tones. In the similarity ratings of the scaling study, tones less related to the tonality were judged more similar to tones more related to the tonality than the reverse temporal order. Furthermore, in a delayed recognition task memory performance for nondiatonic tones was less accurate than for diatonic tones, and nondiatonic tones were more often confused with diatonic tones than diatonic tones were confused with nondiatonic tones. These results indicate the tonality-specific nature of the psychological representation and argue that the perception of music depends not only on psychoacoustic properties of the tones, but also on processes that relate the tones to one another through contact with a well-defined and complex psychological representation of musical pitch. 相似文献
83.
Richard Cowan 《Journal of experimental child psychology》1979,28(1):68-80
Previous studies of children's performance on quantitative identity and equivalence conservation problems in the number domain are suggested to be flawed because of the low numbers of items in the arrays. In Experiment 1, children were tested on three different number versions of identity and equivalence conservation tasks. Their performance varied with the number of items and no child was found to pass a large number version of an equivalence conservation task and fail the corresponding version of an identity conservation task. In Experiment 2 the notion that the contextual effect of asking two similar questions might underlie the difference in performance on the two tasks was tested and rejected. The results are discussed in relation to recent analyses of conservation problems. 相似文献
84.
Five event schedules (75:0, 75:25, 75:0:0, 72:25:0, 75:12.5:12.5) were examined in a size discrimination task with penny rewards and plastic token markers. The subjects were 100 fourth graders (mean age = 9.4 years) and 100 undergraduates of both sexes. Whether or not the event probabilities summed to unity proved to be a more important determiner of terminal performance than the number of response alternatives in the task (p < .01). Females maximized more than males (p < .001) and college students more than fourth graders (p < .001). Greater maximization was exhibited by fourth graders in the reward condition (p < .01). These reward effects appeared to be more consistent with a detrimental-effects-of-reward interpretation than either utility or expectancy interpretations. 相似文献
85.
86.
87.
How is semantic information from different modalities integrated and stored? If related ideas are encountered in French and English, or in pictures and sentences, is the result a single representation in memory, or two modality-dependent ones? Subjects were presented with items in different modalities, then were asked whether or not subsequently presented items were identical with the former ones. Subjects frequently accepted translations and items semantically consistent with those presented earlier as identical, although not as often as they accepted items actually seen previously. The same pattern of results was found when the items were French and English sentences, and when they were pictures and sentences. The results can be explained by the hypothesis that subjects integrate information across modalities into a single underlying semantic representation. A computer model, embodying this hypothesis, made predictions in close agreement with the data. 相似文献
88.
Experiment 1 examined short-term memory with a serial probe task in 20 younger (mean age: 6 years, 3 months) and 20 older (mean age: 8 years, 8 months) deaf children. Four sets of stimuli were used: familiar animals, unfamiliar nonsense forms, fingerspelled letters, and lower-case print. In contrast to earlier research with hearing children, strong primacy effects were found with all stimuli at both ages, with frequent gestural and/or oral labeling but little cumulative rehearsal evident. To determine whether results were uniquely tied to deafness, identical procedures were used in Experiment 2 with 20 younger (4 years, 9 months) and 20 older (5 years, 10 months) hearing children. Again, overt activity was common, with strong primacy effects on animals and nonsense forms in the older group and on animals in the younger group. Contrasts between present and earlier findings suggest the need to consider the degree to which stimulus labels are overlearned, the role of nonverbal mediators in rehearsal, and the effects of changing educational experiences. 相似文献
89.
George Butterworth 《Journal of experimental child psychology》1977,23(3):391-401
Piaget attributes perseverative error in infant manual search to the failure of the infant to conceive of objects as permanent entities which retain their identity when hidden at successive locations A and B. An experiment was performed to test this explanation in which search was compared under three conditions: when the object was hidden at A and B, when the object was covered but visible at A and B, and when the object was visible and uncovered at A and B. Errors occurred under all three conditions taking the form of a conflict in which infants searched persistently either at A or at B. The conflict was at a maximum when the object was hidden, but was evident even when the object was visible but covered. It is suggested that errors may reflect lack of coordination between egocentric and visual frames of reference in relation to which the object is located. 相似文献
90.