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501.
502.
采用类别一致性判断任务考察汉语儿童义符一致性意识的发展特征。结果表明:(1)儿童的义符一致性意识随着年级增长而提高。三年级儿童尚未获得一致性意识, 四年级儿童初步具备义符一致性意识, 五年级儿童的义符一致性意识获得了长足的发展, 六年级儿童获得了完善的义符一致性意识。(2)义符一致性意识与认知发展水平、已有知识及加工策略有密切关系。应该有意识地培养儿童的义符一致性意识。 相似文献
503.
This study evaluated the effectiveness of awareness training for the reduction of three nervous habits that manifest during public speaking: filled pauses, tongue clicks, and inappropriate use of the word “like.” Four university students delivered short speeches during baseline and assessment sessions. Awareness training resulted in meaningful reductions in target behaviors for all participants. Booster awareness training sessions were necessary for all participants to achieve further reductions in target behaviors. Generality probes conducted in front of a small audience indicated that treatment effects generally maintained. Social validity scores indicated that the treatment was acceptable, and participants indicated not only decreased use of verbal fillers, but also improved overall public speaking ability posttreatment. 相似文献
504.
In this review essay of Michelle Montague’s The Given we focus on the central thesis in the book: the awareness of awareness thesis. On that thesis, a state of awareness constitutively involves an awareness of itself. In Section 2, we discuss what the awareness of awareness thesis amounts to, how it contrasts with the transparency of experience, and how it might be motivated. In Section 3, we discuss one of Montague’s two theoretical arguments for the awareness of awareness thesis. A view that accepts the awareness of awareness thesis, Montague argues, is to be preferred over competing views because it outperforms them in accounting for the property attributions one makes in perceptual experience. We suggest that it is not clear that this argument for the awareness of awareness thesis is successful. Finally, in Section 4 we consider the relation between Montague’s view of color experience and what she calls Strawson’s datum, arguing that Montague may not be able to explain this datum as straightforwardly as she supposes. This, we suggest, threatens Montague’s second theoretical argument for the awareness of awareness thesis. 相似文献
505.
Levels of phonological awareness in three cultures 总被引:12,自引:0,他引:12
McBride-Chang C Bialystok E Chong KK Li Y 《Journal of experimental child psychology》2004,89(2):93-111
This study focused on syllable phoneme onset levels of phonological awareness in relation to reading of Chinese and English in kindergarten and first-grade children from Xian (China), Hong Kong, and Toronto, cultures that differ substantially in approaches to reading instruction. English syllable awareness among native Chinese speakers was as good as or better than that among English speakers, indicating that the Chinese language may promote syllable-level awareness in children. Hong Kong children recognized significantly more words in both English and Chinese but were significantly poorer than the Xian children in both syllable and phoneme onset deletion tasks, suggesting that Pinyin training (given in Xian only) may promote phonological awareness even at the syllable level. In both Xian and Hong Kong, measures of syllable awareness consistently predicted Chinese character recognition better than did phoneme onset awareness. In contrast, English word recognition was predicted differently by syllable and phoneme onset awareness across cultures. These results underscore the roles of both language and writing system in understanding levels of phonological awareness. 相似文献
506.
In order to examine the relationships among various phonological skills and reading comprehension, Latvian children were followed from grade 1 to grade 2 and were tested with a battery of phonological, word reading, and reading comprehension tasks. A principal component analysis of the phonological tasks revealed three salient factors: a phonemic awareness factor, a rapid naming factor, and a short-term memory factor. In order to analyze the relationship between various phonological skills and reading comprehension, a structural modeling analysis was performed. Phonemic awareness and rapid naming explained approximately the same amount of unique variance in reading comprehension, but phonemic awareness had most predictive power indirectly via word decoding. Only rapid naming had a significant direct impact on reading comprehension. 相似文献
507.
This study explored developmental differences in children's segmentation skills of VC and CV syllables (e.g., /af/ and /fa/) in relation to their early reading abilities. To this end, we followed a subgroup of Dutch speaking prereaders who participated in, and replicated the segmentation task in first grade, at the outset of phonics reading instruction. Reading abilities were assessed after 6 and 9 months. First, we confirmed that VCs offer an easier context to isolate phonemes than CVs. Second, matching analyses showed that this development from VC to CV segmentation posed comparatively increasing difficulties for poor segmenters. Third, this qualitatively different development was reflected in early reading performance. Our data emphasize the importance of phonetic factors and instruction-based experiences in phonological development. 相似文献
508.
Aftereffects induced by invisible stimuli constitute a powerful tool to investigate what type of neural information processing can occur in the absence of visual awareness. This approach has been successfully used to demonstrate that awareness of oriented gratings or translating stimuli is not necessary to obtain a robust orientation-specific or motion-specific aftereffect. We exploit motion-induced blindness (MIB, Bonneh, Cooperman, & Sagi, 2001) to investigate the related question of the influence of visual awareness on the formation of negative afterimages. Our results show that MIB does not affect the persistence and intensity of afterimages. Thus, there is no significant contribution to the formation of afterimages beyond the sites mediating MIB. 相似文献
509.
Humans use memory awareness to determine whether relevant knowledge is available before acting, as when we determine whether we know a phone number before dialing. Such metacognition, or thinking about thinking, can improve selection of appropriate behavior. We investigated whether rhesus monkeys (Macaca mulatta) are capable of a simple form of metacognitive access to the contents of short-term memory. Monkeys chose among four opaque tubes, one of which concealed food. The tube containing the reward varied randomly from trial to trial. On half the trials the monkeys observed the experimenter baiting the tube, whereas on the remaining trials their view of the baiting was blocked. On each trial, monkeys were allowed a single chance to select the tube containing the reward. During the choice period the monkeys had the opportunity to look down the length of each tube, to determine if it contained food. When they knew the location of the reward, most monkeys chose without looking. In contrast, when ignorant, monkeys often made the effort required to look, thereby learning the location of the reward before choosing. Looking improved accuracy on trials on which monkeys had not observed the baiting. The difference in looking behavior between trials on which the monkeys knew, and trials on which they were ignorant, suggests that rhesus monkeys discriminate between knowing and not knowing. This result extends similar observations made of children and apes to a species of Old World monkey, suggesting that the underlying cognitive capacities may be widely distributed among primates. 相似文献
510.
本研究采用Oddball与Stroop相结合的范式,对导致Merikle与Daza等研究结果之间的矛盾进行了考察。研究发现,在启动刺激与目标刺激之问的SOA为300毫秒的即时掩蔽条件下,启动刺激“红”和“绿”对随后的目标刺激的判断产生了不同的影响。前者表现出典型的Stroop效应,后者表现出反转的Stroop效应;主观觉知阈限测验显示,启动刺激“红”是在阈下状态被知觉的,而启动刺激“绿”是在阈上状态被知觉的。结果表明.阈下知觉启动具有一定的时问延续性。并不局限在某一特定时问点上,启动刺激的知觉状态受多种因素影响。 相似文献