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131.
Huynh Huynh 《Psychometrika》1980,45(1):107-120
This paper describes an asymptotic inferential procedure for the estimates of the false positive and false negative error rates. Formulas and tables are described for the computations of the standard errors. A simulation study indicates that the asymptotic standard errors may be used even with samples of 25 cases as long as the Kuder-Richardson Formula 21 reliability is reasonably large. Otherwise, a large sample would be required.This work was performed pursuant to Grant No NIE-G-78-0087 with the National Institute of Education, Department of Health, Education and Welfare, Huynh Huynh, Principal Investigator. Points of view or opinions stated do not necessarily reflect NIE position or policy and no official endorsement should be inferred. The editorial assistance of Joseph C. Saunders is gratefully acknowledged. 相似文献
132.
133.
在分数学习中,分数数量表征是非常重要的方面。本研究利用数字线估计任务对四到八年级学生分数数量表征的情况进行探索。研究结果表明:随着年级升高,被试分数数量表征的准确性也随之提高;被试对单位分数和非单位分数表征的准确性存在显著差异,表现为对单位分数表征的准确性显著高于对非单位分数的表征,这种差异在低年级显著,随着年级的增长,差异逐渐消失;四到八年级学生在0~3数字线上,对分数数量的表征表现为线性形式而非对数形式,且这种线性表征形式是在六年级开始出现并随着年龄增长逐渐发展起来的。中西方儿童在分数数量表征的准确性和形式上有相似的发展路径,但是在表征准确性上中国儿童更高、线性形式出现年级上中国儿童可能更早。 相似文献
134.
135.
数字线估计任务的大量研究以纯数字为研究对象而忽视了赋义数字。本研究以Siegler等的数字线估计任务为原型,探讨在对数字时间赋义条件下小学二、四和六年级儿童的数字表征形式是否发生变化。结果表明,小学二年级是0-1000范围内数字表征从对数形式转换为线性形式的转折点,对数字赋予时间含义后,三个年级均出现了赋义效应。在线性模型和对数模型中时间赋义的作用相反,时间赋义表现出抑线升对(抑制线性模型提升对数模型解释力)的效果。 相似文献
136.
《Quarterly journal of experimental psychology (2006)》2013,66(6):1044-1051
While research on the spatial representation of number has provided substantial evidence for a horizontally oriented mental number line, recent studies suggest vertical organization as well. Directly comparing the relative strength of horizontal and vertical organization, however, we found no evidence of spontaneous vertical orientation (upward or downward), and horizontal trumped vertical when pitted against each other (Experiment 1). Only when numbers were conceptualized as magnitudes (as opposed to nonmagnitude ordinal sequences) did reliable vertical organization emerge, with upward orientation preferred (Experiment 2). Altogether, these findings suggest that horizontal representations predominate, and that vertical representations, when elicited, may be relatively inflexible. Implications for spatial organization beyond number, and its ontogenetic basis, are discussed. 相似文献
137.
《Quarterly journal of experimental psychology (2006)》2013,66(5):1007-1025
We tested the misperception hypothesis of drawing errors, which states that drawing accuracy is strongly influenced by the perceptual encoding of a to-be-drawn stimulus. We used a highly controlled experimental paradigm in which nonartist participants made perceptual judgements and drawings of angles under identical stimulus exposure conditions. Experiment 1 examined the isosceles/scalene triangle angle illusion; congruent patterns of bias in the perception and drawing tasks were found for 40 and 60° angles, but not for 20 or 80° angles, providing mixed support for the misperception hypothesis. Experiment 2 examined shape constancy effects with respect to reproductions of single acute or obtuse angles; congruent patterns of bias in the perception and drawing tasks were found across a range of angles from 29 to 151°, providing strong support for the misperception hypothesis. In both experiments, perceptual and drawing biases were positively correlated. These results are largely consistent with the misperception hypothesis, suggesting that inaccurate perceptual encoding of angles is an important reason that nonartists err in drawing angles from observation. 相似文献
138.
Both the speed and accuracy of responding are important measures of performance. A well-known interpretive difficulty is that
participants may differ in their strategy, trading speed for accuracy, with no change in underlying competence. Another difficulty
arises when participants respond slowly and inaccurately (rather than quickly but inaccurately), e.g., due to a lapse of attention.
We introduce an approach that combines response time and accuracy information and addresses both situations. The modeling
framework assumes two latent competing processes. The first, the error-free process, always produces correct responses. The
second, the guessing process, results in all observed errors and some of the correct responses (but does so via non-specific
processes, e.g., guessing in compliance with instructions to respond on each trial). Inferential summaries of the speed of
the error-free process provide a principled assessment of cognitive performance reducing the influences of both fast and slow
guesses. Likelihood analysis is discussed for the basic model and extensions. The approach is applied to a data set on response
times in a working memory test.
The authors wish to thank Roger Ratcliff, Christopher Chabris, and three anonymous referees for their helpful comments, and
Aureliu Lavric for providing the data analyzed in this paper. 相似文献
139.
In this paper, we apply sequential one-sided confidence interval estimation procedures with β-protection to adaptive mastery
testing. The procedures of fixed-width and fixed proportional accuracy confidence interval estimation can be viewed as extensions
of one-sided confidence interval procedures. It can be shown that the adaptive mastery testing procedure based on a one-sided
confidence interval with β-protection is more efficient in terms of test length than a testing procedure based on a two-sided/fixed-width
confidence interval. Some simulation studies applying the one-sided confidence interval procedure and its extensions mentioned
above to adaptive mastery testing are conducted. For the purpose of comparison, we also have a numerical study of adaptive
mastery testing based on Wald's sequential probability ratio test. The comparison of their performances is based on the correct
classification probability, averages of test length, as well as the width of the “indifference regions.” From these empirical
results, we found that applying the one-sided confidence interval procedure to adaptive mastery testing is very promising. 相似文献
140.
Clinical interviews administered to third- to sixth-graders explored children's conceptualizations of rational number and of certain extensive physical quantities. We found within child consistency in reasoning about diverse aspects of rational number. Children's spontaneous acknowledgement of the existence of numbers between 0 and 1 was strongly related to their induction that numbers are infinitely divisible in the sense that they can be repeatedly divided without ever getting to zero. Their conceptualizing number as infinitely divisible was strongly related to their having a model of fraction notation based on division and to their successful judgment of the relative magnitudes of fractions and decimals. In addition, their understanding number as infinitely divisible was strongly related to their understanding physical quantities as infinitely divisible. These results support a conceptual change account of knowledge acquisition, involving two-way mappings between the domains of number and physical quantity. 相似文献