全文获取类型
收费全文 | 157篇 |
免费 | 32篇 |
国内免费 | 28篇 |
出版年
2024年 | 1篇 |
2023年 | 5篇 |
2022年 | 7篇 |
2021年 | 8篇 |
2020年 | 13篇 |
2019年 | 14篇 |
2018年 | 8篇 |
2017年 | 7篇 |
2016年 | 7篇 |
2015年 | 3篇 |
2014年 | 10篇 |
2013年 | 25篇 |
2012年 | 7篇 |
2011年 | 13篇 |
2010年 | 11篇 |
2009年 | 8篇 |
2008年 | 8篇 |
2007年 | 8篇 |
2006年 | 7篇 |
2005年 | 10篇 |
2004年 | 10篇 |
2003年 | 5篇 |
2002年 | 3篇 |
2001年 | 4篇 |
2000年 | 4篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1992年 | 3篇 |
1989年 | 1篇 |
排序方式: 共有217条查询结果,搜索用时 15 毫秒
101.
Frazier L Clifton C Rayner K Deevy P Koh S Bader M 《Journal of psycholinguistic research》2005,34(3):201-231
Five experiments investigated the interpretation of quantified noun phrases in relation to discourse structure. They demonstrated, using questionnaire and on-line reading techniques, that readers in English prefer to give a quantified noun phrase in (VP-external) subject position a presuppositional interpretation, in which the noun phrase limits or restricts the interpretation of an already available set, rather than giving it a nonpresuppositional or existential interpretation, in which it introduces completely new entities into the discourse. Experiment 1 showed that readers prefer a presuppositional interpretation of three ships over the existential interpretation in Five ships appeared on the horizon. Three ships sank. Experiment 2 showed longer reading times in sentences that are disambiguated toward the existential interpretation than in sentences that permit the presuppositional interpretation. Experiment 3 suggested that the presuppositional preference is greater when the phrase three ships occurs outside the verb phrase than when it occurs inside the verb phrase. Experiment 4 showed that Korean subjects marked with a topic marker received more presuppositional interpretations than subjects marked with a nominative marker. Experiment 5 showed that German subjects in VP-external (but nontopic) position received more presuppositional interpretations than VP-internal subjects. The results suggest the syntactic position of a phrase is one determinant of its interpretation, as expected according to the mapping hypothesis of Diesing (1992).This research was supported in part by grants HD-18708 and HD-17246 to the University of Massachusetts. Rayner was also supported by a Research Scientist Award (MH01255). 相似文献
102.
Boulet C Lemay M Bédard MA Chouinard MJ Chouinard S Richer F 《Brain and cognition》2005,57(3):236-243
This study examined the effect of transformed visual feedback on movement control in Huntington's disease (HD). Patients in the early stages of HD and controls performed aiming movements towards peripheral targets on a digitizing tablet and emphasizing precision. In a baseline condition, HD patients were slower but showed few precision problems in aiming. When visual feedback was inverted in both vertical and horizontal axes, patients showed problems in initial and terminal phases of movement where feedback is most critical. When visual feedback was inverted along a single axis as in a mirror-inversion, HD patients showed large deviations and over-corrections before adaptation. Adaptation was similar in both groups. These results suggest that HD impairs on-line error correction in novel movements. 相似文献
103.
This paper deals with two issues in the field of reasoning by analogy in the law. The one issue is whether there exists such
a thing as analogous rule application, or whether there is only the ‘normal’ application of a broadened rule. It is argued
that if rules, as the entities made by a legislator, are distinguished from generalised solutions for cases, the idea of analogous
application of rules makes sense. It is also shown how the so-called ‘reason-based model of rule application’, in contrast
to the traditional modus ponens or subsumption model, makes it easy to give a logical account of analogous rule application.
The other issue is how to argue logically about whether two cases are sufficiently similar to adopt the outcome of the one
case for the other case. Section 3 provides a general logical model to establish this. The model is based on the comparison
of the reasons for and against a particular solution in the two cases. 相似文献
104.
Peter?KutnickEmail author Peter?Blatchford Ed?Baines 《Social Psychology of Education》2005,8(4):349-374
Pupil groupings within classrooms are a constant social pedagogic factor which effect participation and learning. The grouping
of pupils provides a dynamic relationship between learning tasks and the classroom context within which learning takes place.
This paper explores types of pupil groupings found in secondary school classrooms related to themes of group size and composition,
learning task, group interaction and teacher presence. The paper questions how classroom groupings may be related to the circumstances
that promote or inhibit school learning. Previous studies concerning classroom grouping in secondary schools have been dominated
by ability or attainment level of the child. The approach and review presented in this study advances a new and more extensive
understanding of social pedagogic activity within classrooms. Empirically, a novel classroom “mapping” method with follow-up
questions for teachers was used to identify within-class grouping characteristics of children aged 12 and 15 years (in school
Years 7 and 10), across curriculum subjects (English, mathematics, science and humanities) in secondary schools. Maps were
drawn for 250 classrooms and explained by teachers from 47 schools in England. Results identified that a variety of groupings
were found in most classes. Use of particular groupings related to phase of lesson and, to some extent, curriculum. The results
showed: little pedagogic association with learning task or interaction; teacher presence associated with control of knowledge;
and group composition dominated by stereotypical adolescent friendships. Discussion considers the social pedagogic potential
of grouping (with regard to relational capital), control of knowledge and social structure of the classroom attributed to
the teacher, and patterns of grouping that may be associated with polarisation in the classroom.
*Research reported was part of the GRIS (The Nature and Use of Within Class Groupings in Secondary Schools) project funded
by the ESRC, grant number R000238172. 相似文献
105.
Detecting that two images are different is faster for highly dissimilar images than for highly similar images. Paradoxically, we showed that the reverse occurs when people are asked to describe how two images differ--that is, to state a difference between two images. Following structure-mapping theory, we propose that this disassociation arises from the multistage nature of the comparison process. Detecting that two images are different can be done in the initial (local-matching) stage, but only for pairs with low overlap; thus, "different" responses are faster for low-similarity than for high-similarity pairs. In contrast, identifying a specific difference generally requires a full structural alignment of the two images, and this alignment process is faster for high-similarity pairs. We described four experiments that demonstrate this dissociation and show that the results can be simulated using the Structure-Mapping Engine. These results pose a significant challenge for nonstructural accounts of similarity comparison and suggest that structural alignment processes play a significant role in visual comparison. 相似文献
106.
认知诊断是一种新的测量范式,有助于人们更好地了解人类内部心理活动规律及其加工机制,实现对个体认知强项和弱项的诊断评估,该研究采用HO-DINA对4~8年级学生的几何类比推理能力进行诊断评估。结果表明:1)4~8年级的学生对几何类比推理问题的掌握情况比较良好,其中对属性A1和A4掌握的比较理想,对属性A2掌握的比较差。同时七个认知属性存在年级差异,六年级是学生几何类比推理能力发展的最快时期;2)学生所犯的认知错误主要以"0000000"、"1111011"、"0001000"、"1011111"和"1001110"五种认知错误为主,占总认知错误的44.55%,而这些错误与属性A2和A5有关。 相似文献
107.
108.
该研究随机抽取180名3~11岁儿童,采用几何图形、关系图形、词语、数字、故事五种材料,考察儿童类比推理发展的年龄特点和规律。结果发现:(1)4~5岁儿童开始能够进行类比推理,类比推理随年龄的增长逐渐发展,呈上升趋势;(2)儿童类比推理的发展表现出阶段性的特点;(3)儿童类比推理的发展不受材料影响,具有一定稳定性;(4)小学高年级儿童类比推理发展水平较高,学前儿童水平较低。 相似文献
109.
Britta Lorey Tim Naumann Sebastian Pilgramm Carmen Petermann Matthias Bischoff Karen Zentgraf Rudolf Stark Dieter Vaitl Jörn Munzert 《Brain and cognition》2013
Jeannerod (2001) hypothesized that action execution, imagery, and observation are functionally equivalent. This led to the major prediction that these motor states are based on the same action-specific and even effector-specific motor representations. The present study examined whether hand and foot movements are represented in a somatotopic manner during action execution, imagery, and action observation. 相似文献
110.
Terminal target-pointing error on the 1st trial of exposure to optical displacement is usually less than that expected from the optical displacement magnitude. Such 1st trial adaptation was confirmed in 2 experiments (N = 48 students in each) comparing pointing toward optically displaced targets and toward equivalent physically displaced targets (no optical displacement), with visual feedback delayed until movement completion. First-trial performance could not be explained by ordinary target undershoot, online correction, or reverse optic flow information about true target position and was unrelated to realignment aftereffects. Such adaptation might be an artifact of the asymmetry of the structured visual field produced by optical displacement, which induces a felt head rotation opposite to the direction of the displacement, thereby reducing the effective optical displacement. 相似文献