全文获取类型
收费全文 | 1255篇 |
免费 | 165篇 |
国内免费 | 150篇 |
出版年
2024年 | 4篇 |
2023年 | 62篇 |
2022年 | 14篇 |
2021年 | 39篇 |
2020年 | 86篇 |
2019年 | 84篇 |
2018年 | 54篇 |
2017年 | 78篇 |
2016年 | 88篇 |
2015年 | 44篇 |
2014年 | 59篇 |
2013年 | 160篇 |
2012年 | 50篇 |
2011年 | 51篇 |
2010年 | 40篇 |
2009年 | 65篇 |
2008年 | 66篇 |
2007年 | 61篇 |
2006年 | 47篇 |
2005年 | 49篇 |
2004年 | 44篇 |
2003年 | 50篇 |
2002年 | 41篇 |
2001年 | 37篇 |
2000年 | 22篇 |
1999年 | 16篇 |
1998年 | 13篇 |
1997年 | 9篇 |
1996年 | 19篇 |
1995年 | 12篇 |
1994年 | 10篇 |
1993年 | 8篇 |
1992年 | 14篇 |
1991年 | 2篇 |
1990年 | 8篇 |
1989年 | 6篇 |
1988年 | 4篇 |
1987年 | 2篇 |
1986年 | 6篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1983年 | 6篇 |
1982年 | 3篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 6篇 |
1977年 | 7篇 |
1976年 | 2篇 |
1975年 | 2篇 |
排序方式: 共有1570条查询结果,搜索用时 31 毫秒
951.
Herold DS Nygaard LC Chicos KA Namy LL 《Journal of experimental child psychology》2011,108(2):229-241
This study examined whether children use prosodic correlates to word meaning when interpreting novel words. For example, do children infer that a word spoken in a deep, slow, loud voice refers to something larger than a word spoken in a high, fast, quiet voice? Participants were 4- and 5-year-olds who viewed picture pairs that varied along a single dimension (e.g., big vs. small flower) and heard a recorded voice asking them, for example, “Can you get the blicket one?” spoken with either meaningful or neutral prosody. The 4-year-olds failed to map prosodic cues to their corresponding meaning, whereas the 5-year-olds succeeded (Experiment 1). However, 4-year-olds successfully mapped prosodic cues to word meaning following a training phase that reinforced children’s attention to prosodic information (Experiment 2). These studies constitute the first empirical demonstration that young children are able to use prosody-to-meaning correlates as a cue to novel word interpretation. 相似文献
952.
This work investigates how we process and represent event duration in on-line language comprehension. Specifically, it examines how events of different duration are processed and what type of knowledge underlies their representations. Studies 1–4 examined verbs and phrases in different contexts. They showed that durative events took longer to process than non-durative events and that the duration attributed to the stimulus events correlated with on-line processing times. Studies 5 and 6 indicated that durative events occur in semantically more diverse contexts and elicit semantically more diverse associations than non-durative events. Semantic and contextual diversity also correlated with attributed durations and processing times. Results indicate that (a) event-specific durations are computed on-line from multiple unfolding cues, (b) processing cost and duration representations emerge from semantic and contextual diversity reflecting our experience, and (c) key components of duration representations may be situation-specific knowledge of causal and contingency relations between events. 相似文献
953.
WOLFGANG SKRANDIES 《The Japanese psychological research》2011,53(1):65-76
According to the “Semantic Differential” the connotative meaning of words can be quantified in statistically defined dimensions where every word is uniquely located on the dimensions Evaluation (E), Potency (P), and Activity (A). We studied 249 children between 9 and 18 years of age who rated 72 German nouns on 12 bipolar adjective scales. Three age groups were compared: 9–11, 12–14, and 15–18 years. Varimax‐rotated factor analysis yielded the classical EPA dimensions that were independent of age. This indicates that the basic structure and dimensionality of the semantic space is stable. On the other hand, the connotative meaning of individual words changed with age, and it was also affected by gender. In about half of the cases boys differed in their ratings from girls. Our data confirm that the EPA structure is stable, and is not affected by age. Development of connotative meaning or emotion is reflected, however, by systematic changes of the factor scores of individual words over the 10 years span studied. 相似文献
954.
955.
第二语言句子加工的ERP研究 总被引:2,自引:0,他引:2
研究者对第一语言句子加工的事件相关电位(ERP)进行研究,提出了句子加工三阶段模型及对应的ERP成分。第二语言(L2)句子加工的ERP研究结果很不一致。首先,从句子加工的ERP反应模式上来看,大多数研究发现L2学习者的ERP反应模式和母语者有质的差异,少数研究发现L2学习者加工L2句子的ERP模式类似母语者,但其反应的时间进程、波幅或分布与母语者有显著差异。被试的学习年龄、熟练程度以及学习者的两种语言的相似性程度可能是影响第二语言句子加工ERP反应的主要因素。 相似文献
956.
Three 14-year-old boys with diagnoses of autism learned to mand for the delivery or removal of tokens by presenting nonsense syllables (A(1-5), respectively). A match-to-sample procedure was used to establish conditional discriminations between the 5 A stimuli and 5 B stimuli and between the B stimuli and 5 C stimuli. Subsequently, each participant was able to use the C stimuli to mand, illustrating a transfer of function, although 1 participant first required multiple-exemplar training. 相似文献
957.
This paper describes recent studies that have evaluated the functional independence of verbal operants. Procedures that facilitate the emergence of untrained verbal operants and important areas of future research to increase efficiency of language programs for children diagnosed with developmental disabilities are discussed. 相似文献
958.
Him Cheung Wing Yan Mak Xueying Luo Wen Xiao 《Journal of experimental child psychology》2010,107(2):188-194
In this study, we examined whether sociolinguistic awareness and false belief were uniquely related in 3- and 4-year-old Cantonese-speaking children learning English as a second language. The English-use background of these children varied so that they possessed sociolinguistic awareness to different degrees. Results indicated that sociolinguistic awareness predicted false belief uniquely after controlling for age, nonverbal intelligence, English vocabulary, and family income for both the second language learners and the more balanced bilinguals. The group difference in false belief was adequately explained by the corresponding difference in sociolinguistic awareness over and above the other variables. Such findings provide evidence for the claim that false belief understanding is critically related to sociolinguistic awareness, which in turn is influenced by how a second language is learned. 相似文献
959.
Lesaux NK Crosson AC Kieffer MJ Pierce M 《Journal of applied developmental psychology》2010,31(6):701-483
English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed average word reading skills and below average comprehension skills, influenced by low oral language skills. Structural equation modeling confirmed that L2 oral language skills had a large, significant effect on L2 reading comprehension, whereas students' word-level reading skills, whether in L1 or L2, were not significantly related to English reading comprehension in three of four models fitted. The results converge with findings from studies with monolinguals demonstrating the influence of oral language on reading comprehension outcomes, and extend these findings by showing that, for language minority learners, L2 oral language exerts a stronger influence than word reading in models of L2 reading. 相似文献
960.
We explore whether children's willingness to produce unfamiliar sequences of words reflects their experience with similar lexical patterns. We asked children to repeat unfamiliar sequences that were identical to familiar phrases (e.g., A piece of toast) but for one word (e.g., a novel instantiation of A piece of X, like A piece of brick). We explore two predictions-motivated by findings in the statistical learning literature-that children are likely to have detected an opportunity to substitute alternative words into the final position of a four-word sequence if (a) it is difficult to predict the fourth word given the first three words and (b) the words observed in the final position are distributionally similar. Twenty-eight 2-year-olds and thirty-one 3-year-olds were significantly more likely to correctly repeat unfamiliar variants of patterns for which these properties held. The results illustrate how children's developing language is shaped by linguistic experience. 相似文献