全文获取类型
| 收费全文 | 3515篇 |
| 免费 | 339篇 |
| 国内免费 | 130篇 |
专业分类
| 3984篇 |
出版年
| 2025年 | 7篇 |
| 2024年 | 81篇 |
| 2023年 | 76篇 |
| 2022年 | 90篇 |
| 2021年 | 138篇 |
| 2020年 | 184篇 |
| 2019年 | 240篇 |
| 2018年 | 163篇 |
| 2017年 | 202篇 |
| 2016年 | 181篇 |
| 2015年 | 121篇 |
| 2014年 | 140篇 |
| 2013年 | 535篇 |
| 2012年 | 97篇 |
| 2011年 | 178篇 |
| 2010年 | 92篇 |
| 2009年 | 155篇 |
| 2008年 | 174篇 |
| 2007年 | 132篇 |
| 2006年 | 139篇 |
| 2005年 | 142篇 |
| 2004年 | 112篇 |
| 2003年 | 104篇 |
| 2002年 | 92篇 |
| 2001年 | 53篇 |
| 2000年 | 55篇 |
| 1999年 | 48篇 |
| 1998年 | 32篇 |
| 1997年 | 22篇 |
| 1996年 | 23篇 |
| 1995年 | 24篇 |
| 1994年 | 19篇 |
| 1993年 | 17篇 |
| 1992年 | 13篇 |
| 1991年 | 10篇 |
| 1990年 | 5篇 |
| 1989年 | 7篇 |
| 1988年 | 7篇 |
| 1987年 | 3篇 |
| 1985年 | 7篇 |
| 1984年 | 4篇 |
| 1983年 | 5篇 |
| 1982年 | 11篇 |
| 1981年 | 4篇 |
| 1980年 | 2篇 |
| 1979年 | 7篇 |
| 1978年 | 10篇 |
| 1977年 | 8篇 |
| 1976年 | 7篇 |
| 1975年 | 4篇 |
排序方式： 共有3984条查询结果，搜索用时 0 毫秒
911.
Pedro Moreno da Fonseca 《British Journal of Guidance & Counselling》2015,43(3):351-366
Guidance systems exist within learning, working and welfare cultures, which are upheld by prevailing institutions and stakeholders. Implementing a lifelong approach questions rooted codes and idiosyncrasies of the sectors across which guidance is distributed. To support individuals' careers, unlock their potential and increase their contribution to the economy i.e. support their process of becoming, lifelong guidance must strive for effective systems' integration across policy fields, cultures and organisations. This article departs from national experiences and discusses how cultures and institutional contexts generate resistance to change, but can also be the departure point for the successful development of lifelong support to people's careers. 相似文献
912.
Through cultural transmission, repeated learning by new individuals transforms cultural information, which tends to become increasingly compressible (Kirby, Cornish, & Smith, 2008 ; Smith, Tamariz, & Kirby, 2013 ). Existing diffusion chain studies include in their design two processes that could be responsible for this tendency: learning (storing patterns in memory) and reproducing (producing the patterns again). This paper manipulates the presence of learning in a simple iterated drawing design experiment. We find that learning seems to be the causal factor behind the increase in compressibility observed in the transmitted information, while reproducing is a source of random heritable innovations. Only a theory invoking these two aspects of cultural learning will be able to explain human culture's fundamental balance between stability and innovation. 相似文献
913.
A variety of mechanisms contribute to word learning. Learners can track co‐occurring words and referents across situations in a bottom‐up manner (cross‐situational word learning, CSWL). Equally, they can exploit sentential contexts, relying on top–down information such as verb–argument relations and world knowledge, offering immediate constraints on meaning (word learning based on sentence‐level constraints, SLCL). When combined, CSWL and SLCL potentially modulate each other's influence, revealing how word learners deal with multiple mechanisms simultaneously: Do they use all mechanisms? Prefer one? Is their strategy context dependent? Three experiments conducted with adult learners reveal that learners prioritize SLCL over CSWL. CSWL is applied in addition to SLCL only if SLCL is not perfectly disambiguating, thereby complementing or competing with it. These studies demonstrate the importance of investigating word‐learning mechanisms simultaneously, revealing important characteristics of their interaction in more naturalistic learning environments. 相似文献
914.
The effect of concurrent movement on incidental versus intentional statistical learning was examined in two experiments. In Experiment 1, participants learned the statistical regularities embedded within familiarization stimuli implicitly, whereas in Experiment 2 they were made aware of the embedded regularities and were instructed explicitly to learn these regularities. Experiment 1 demonstrated that while the control group were able to learn the statistical regularities, the resistance‐free cycling group and the exercise group did not demonstrate learning. This is in contrast with the findings of Experiment 2, where all three groups demonstrated significant levels of learning. The results suggest that the movement demands, rather than the physiological stress, interfered with statistical learning. We suggest movement activates the striatum, which is not only responsible for motor control but also plays a role in incidental learning. 相似文献
915.
Recent research has shown that reward influences visual perception and cognition in a way that is distinct from the well-documented goal-directed mechanisms. In the current study we explored how task-irrelevant stimulus-reward associations affect processing of stimuli when attention is constrained and reward no longer delivered. During a training phase, participants performed a choice game, exposing them to different reward schedules for different semantic categories of natural scene pictures. In a separate test session in which no additional reward was provided, the differentially rewarded scene categories were used as task-irrelevant non-targets in a rapid serial visual presentation (RSVP) task. Participants performed a detection task on a previously non-rewarded target category. Results show that participants' sensitivity index (d′) for target detection decreased as a function of whether the reward was coupled to the distractor category during training. The semantic category of natural scenes associated with high reward caused more interference in target detection than the semantic category associated with a low reward. The same was found when new, unseen distractor pictures of the same semantic categories were used. The present findings suggest that reward can be selectively associated with high level scene semantics. We argue that learned stimulus-reward associations persistently bias perceptual processing independently of spatial shifts in attention and the immediate prospect of reward. 相似文献
916.
Previous research on cross‐situational word learning has demonstrated that learners are able to reduce ambiguity in mapping words to referents by tracking co‐occurrence probabilities across learning events. In the current experiments, we examined whether learners are able to retain mappings over time. The results revealed that learners are able to retain mappings for up to 1 week later. However, there were interactions between the amount of retention and the different learning conditions. Interestingly, the strongest retention was associated with a learning condition that engendered retrieval dynamics that initially challenged the learner but eventually led to more successful retrieval toward the end of learning. The ease/difficulty of retrieval is a critical process underlying cross‐situational word learning and is a powerful example of how learning dynamics affect long‐term learning outcomes. 相似文献
917.
Children and adults may not realize how much they depend on external sources in understanding word meanings. Four experiments investigated the existence and developmental course of a “Misplaced Meaning” (MM) effect, wherein children and adults overestimate their knowledge about the meanings of various words by underestimating how much they rely on outside sources to determine precise reference. Studies 1 and 2 demonstrate that children and adults show a highly consistent MM effect, and that it is stronger in young children. Study 3 demonstrates that adults are explicitly aware of the availability of outside knowledge, and that this awareness may be related to the strength of the MM effect. Study 4 rules out general overconfidence effects by examining a metalinguistic task in which adults are well calibrated. 相似文献
918.
《Infant behavior & development》2014,37(2):235-247
Understanding the context for children's social learning and language acquisition requires consideration of caregivers’ multi-modal (speech, gesture) messages. Though young children can interpret both manual and head gestures, little research has examined the communicative input that children receive via parents’ head gestures. We longitudinally examined the frequency and communicative functions of mothers’ head nodding and head shaking gestures during laboratory play sessions for 32 mother–child dyads, when the children were 14, 20, and 30 months of age. The majority of mothers produced head nods more frequently than head shakes. Both gestures contributed to mothers’ verbal attempts at behavior regulation and dialog. Mothers’ head nods primarily conveyed agreement with, and attentiveness to, children's utterances, and accompanied affirmative statements and yes/no questions. Mothers’ head shakes primarily conveyed prohibitions and statements with negations. Changes over time appeared to reflect corresponding developmental changes in social and communicative dimensions of caregiver–child interaction. Directions for future research are discussed regarding the role of head gesture input in socialization and in supporting language development. 相似文献
919.
Sue Chantrell 《Journal of Child Psychotherapy》2013,39(2):157-174
This paper describes the once-weekly psychoanalytic psychotherapy of a girl, called Ellie, aged eight at the start of her treatment. Ellie had a learning disability and displayed difficult behaviour at school and at home. In her therapy, Ellie grew in emotional intelligence, more in touch with and able to express her feelings. Her behaviour improved and so did her capacity to learn. In the therapy there were certain limitations to progress and this is discussed in terms of how Ellie's disability affected the basic achievements of emotional development, including a mind with a solid ‘reality ego’, able to contain anxiety, and able to maintain depressive functioning. The importance of parallel parent work, to share observations and understanding of the child's functioning is discussed. Difficulties for both child and parents in dealing with the pain of difference and how this limits emotional intelligence are discussed. The author hopes that this paper will encourage the offering of psychoanalytic psychotherapy to children and young people with learning disabilities, who are significantly more likely to suffer from mental health problems than their peers. 相似文献
920.
When making decisions, humans can observe many kinds of information about others' activities, but their effects on performance are not well understood. We investigated social learning strategies using a simple problem‐solving task in which participants search a complex space, and each can view and imitate others' solutions. Results showed that participants combined multiple sources of information to guide learning, including payoffs of peers' solutions, popularity of solution elements among peers, similarity of peers' solutions to their own, and relative payoffs from individual exploration. Furthermore, performance was positively associated with imitation rates at both the individual and group levels. When peers' payoffs were hidden, popularity and similarity biases reversed, participants searched more broadly and randomly, and both quality and equity of exploration suffered. We conclude that when peers' solutions can be effectively compared, imitation does not simply permit scrounging, but it can also facilitate propagation of good solutions for further cumulative exploration. 相似文献