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91.
In this article we describe a child affected by right parieto-occipital lesion due to head injury. The patient showed left hemianopia, but not unilateral spatial neglect on traditional paper-and-pencil tests and on "ecological" tests. However, his parents reported frequent collisions with obstacles on the left side. A specific test was set up: The patient had to kick down skittles put on both sides of a route traced on the floor. He kicked down 89% of skittles on the right, but only 38% on the left side. These findings are discussed in light of recent theories on unilateral neglect. 相似文献
92.
93.
Carl S. Helrich 《Zygon》1999,34(3):501-514
Thermodynamics is the foundation of many of the topics of interest in the religion-science dialogue. Here a nonmathematical outline of the principles of thermodynamics is presented, providing a historical and conceptually understandable development that can serve teachers from disciplines other than physics. The contributions of Gibbs to both classical and rational thermodynamics, emphasizing the importance of the ensemble in statistical mechanics, are discussed. The seminal ideas of Boltzmann on statistical mechanics are contrasted to those of Gibbs in a discussion of the microscopic interpretation of the second law. The role of information theory is discussed, and the modern ideas of Prigogine and nonequilibrium are outlined in some detail with further reference to the second law. Implications for our interaction with God are considered. 相似文献
94.
初中词汇理解能力量表的编制 总被引:4,自引:2,他引:2
应用项目反应理论为初中各年级编制了词汇理解能力的测验,其中包含了143个多项选择的词汇项目,经过反复预测和大规模的正式测试,证关了这三个测验的量表拟全于2PL模型,项目特征曲线拟合度良好的项目占全体项目数90%以上,能力的一维性也得以确认,经等值化后,各年级的区分度均值分别为0.61(初一),0.59(初二),0.55(初三)难度均值分别为-1.61,-1.30,-0.56。 相似文献
95.
Belva C. Collins Meada Hall Terri A. Branson Michael Holder 《Journal of Behavioral Education》1999,9(3-4):223-237
Two secondary students with moderate disabilities (one per classroom) attended Advanced English classes with peers without disabilities in a rural high school. In additional to conducting planned daily instruction, each English teacher also systematically presented three sets of information (two facts per set) to each student with disabilities during the course of the class using a parallel treatments design. Each set of information included a fact related to the English class (e.g., Begin each sentence with a capital letter.) and a fact not related to the English class (e.g., The governor of Kentucky is Paul Patton.). The special education teacher conducted daily probe sessions to document acquisition. Of the six facts presented to each student with disabilities, one student acquired two related facts and one unrelated fact, while the other student acquired two related and two unrelated facts. This investigation implies that students who are fully included can acquire information presented by the regular classroom teacher during the course of a typical class and that teachers can facilitate learning by planning to present such information in a systematic fashion. 相似文献
96.
Haruhiko Ogasawara 《The Japanese psychological research》1999,41(2):121-130
The asymptotic standard errors for the procrustes solutions are derived for orthogonal rotation, direct oblique rotation and indirect oblique rotation. The standard errors for the first two rotations are obtained using the augmented information matrices. For the indirect oblique solution, the standard errors of rotated parameters are derived from the information matrix of unrotated loadings using the chain rule for information matrices. For all three types of rotation, the standard errors of rotated parameters are presented for unstandardized and standardized manifest variables. Numerical examples show the similarity of theoretical and simulated values. 相似文献
97.
Every Finitely Reducible Logic has the Finite Model Property with Respect to the Class of ♦-Formulae
In this paper a unified framework for dealing with a broad family of propositional multimodal logics is developed. The key tools for presentation of the logics are the notions of closure relation operation and monotonous relation operation. The two classes of logics: FiRe-logics (finitely reducible logics) and LaFiRe-logics (FiRe-logics with local agreement of accessibility relations) are introduced within the proposed framework. Further classes of logics can be handled indirectly by means of suitable translations. It is shown that the logics from these classes have the finite model property with respect to the class of -formulae, i.e. each -formula has a -model iff it has a finite -model. Roughly speaking, a -formula is logically equivalent to a formula in negative normal form without occurrences of modal operators with necessity force. In the proof we introduce a substantial modification of Claudio Cerrato's filtration technique that has been originally designed for graded modal logics. The main core of the proof consists in building adequate restrictions of models while preserving the semantics of the operators used to build terms indexing the modal operators. 相似文献
98.
The Ability of Face Viewpoint Transformation Remains Immature at Age of 12: Evidence from Recognition of Faces with Different Familiarity in Children
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Children are immature in face recognition, particularly in face configural decoding. This study examines the developmental difference of face recognition in another mechanism: viewpoint transformation processing. Adults and sixth‐grade children were instructed to match a series of one‐tone black face silhouettes to their corresponding front‐view faces. This task involves sophisticated calculation in pictorial information, precise viewpoint transformation, and most probably a 3‐D face representation. The results showed that although the performances were well above chance level in the recognition of familiar faces, for children, they were at chance level in the recognition of unfamiliar faces. The results indicate that children, at least to the age of about 12 years, are still immature in the processing of face viewpoint transformation compared to adults. 相似文献
99.
Spatial scaling is an integral aspect of many spatial tasks that involve symbol-to-referent correspondences (e.g., map reading, drawing). In this study, we asked 3–6-year-olds and adults to locate objects in a two-dimensional spatial layout using information from a second spatial representation (map). We examined how scaling factor and reference features, such as the shape of the layout or the presence of landmarks, affect performance. Results showed that spatial scaling on this simple task undergoes considerable development, especially between 3 and 5 years of age. Furthermore, the youngest children showed large individual variability and profited from landmark information. Accuracy differed between scaled and un-scaled items, but not between items using different scaling factors (1:2 vs. 1:4), suggesting that participants encoded relative rather than absolute distances. 相似文献
100.