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241.
242.
In this study adults performed numerical and physical size judgments on a symbolic (Arabic numerals) and non-symbolic (groups
of dots) size congruity task. The outcomes would reveal whether a size congruity effect (SCE) can be obtained irrespective
of notation. Subsequently, 5-year-old children performed a physical size judgment on both tasks. The outcomes will give a
better insight in the ability of 5-year-olds to automatically process symbolic and non-symbolic numerosities. Adult performance
on the symbolic and non-symbolic size congruity tasks revealed a SCE for numerical and physical size judgments, indicating
that the non-symbolic size congruity task is a valid indicator for automatic processing of non-symbolic numerosities. Physical
size judgments on both tasks by children revealed a SCE only for non-symbolic notation, indicating that the lack of a symbolic
SCE is not related to the mathematical or cognitive abilities required for the task but instead to an immature association
between the number symbol and its meaning. 相似文献
243.
本研究通过三个实验对Lillard的Moe假装任务进行了重复与改进,旨在探讨儿童对假装行为中知识状态作用的理解,进而讨论儿童对假装的心理本质的理解。实验一表明,“是否”问题使得5岁儿童在该任务上表现出肯定回答倾向;实验二表明.当改变提问方式,在问题中提供选择项目后,5岁儿童在该任务上的通过率有显著提高.肯定回答倾向明显减弱;实验三表明,当减少指导语中相互矛盾的信息、明确指出主人公知道某物而不知道另一物以及减弱对未知状态和知道状态的强调的情况下.5岁儿童能根据主人公所知道的事物来推断出其行为是在假装成该事物,能理解到知识状态在假装行为中的作用。这一结果表明5岁儿童能够理解到假装中所隐含的心理表征,Lillard所提出的Moe任务范式低估了儿童对假装的心理本质的理解能力。 相似文献
244.
245.
选取条件概率(P(Q|P))由低到高的四个命题作为四卡问题中的检验规则,探讨了大学生被试对四张卡片的逻辑证明作用的推断能力及其对解决四卡问题的影响。结果发现:(1)不同条件概率的命题之间正确选择P-Q的人数百分比不存在显著差异,命题的条件概率因素对四卡问题的正确解决没有影响。(2)逻辑分析过程对四卡问题的正确解决产生了一定的抑制作用,这可能是因为被试不能从整体上思考四张卡片在命题检验中的逻辑作用的缘故。(3)一些被试即使在逻辑分析过程中表现出知道-Q卡片的证伪作用,仍然倾向于选择卡片Q而非-Q,这一现象再次证实了人类思维的非形式逻辑的一面。 相似文献
246.
采用任务转换范式考察了108名中小学生的注意转换能力。反应—线索间距和线索—目标间距都分为200ms和2000ms两种水平。结果发现:(1)一般转换条件下,小5学生、初2学生和高2学生的定势选择速度相同,小5学生的定势选择正确性比初2学生和高2学生低;特定转换条件下,短时CTI下小5学生的定势转换速度比初2学生和高2学生慢,长时CTI下小5学生的定势转换速度比初2学生和高2学生快,初2学生的定势转换正确性比高2学生低;(2)一般转换条件下,任务定势重组在任务转换中作用不大,任务定势惯性在任务转换中起作用;特定转换条件下,任务定势重组和任务定势惯性在任务转换中的作用都不大。 相似文献
247.
For various domains in proportional reasoning cognitive development is characterized as a progression through a series of
increasingly complex rules. A multiplicative relationship between two task features, such as weight and distance information
of blocks placed at both sides of the fulcrum of a balance scale, appears difficult to discover. During development, children
change their beliefs about the balance scale several times: from a focus on the weight dimension (Rule I) to occasionally
considering the distance dimension (Rule II), guessing (Rule III), and applying multiplication (Rule IV; Siegler, 1981). Because
of the detailed empirical findings the balance scale task has become a benchmark task for computational models of proportional
reasoning.
In this article, we present a large empirical study (N = 420) of which the findings provide a challenge for computational models. The effect of feedback and the effect of individually
adapted training items on rule transition were tested for children using Rule I or Rule II. Presenting adapted training items
initiates belief revision for Rule I but not for Rule II. The experience of making mistakes (by providing feedback) induces
a change for both Rule I and Rule II. However, a delayed posttest shows that these changes are preserved after 2 weeks only
for children using Rule I. We conclude that the transition from Rule I to Rule II differs from the transition from Rule II
to a more complex rule. Concerning these empirical findings, we will review performance of computational models and the implications
for a future belief revision model.
It is one Thing, to show a Man that he is in an Error, and another, to put him in possession of Truth. John Locke相似文献
248.
Edwards MC Gardner ES Chelonis JJ Schulz EG Flake RA Diaz PF 《Journal of abnormal child psychology》2007,35(3):393-404
This study evaluated the validity and classification utility of the Conners' Continuous Performance Test (CCPT) in the assessment of inattentive and hyperactive-impulsive behaviors in children. Significant, positive correlations between the CCPT parameters and behavioral ratings of ADHD behaviors were hypothesized. In addition, it was hypothesized that the CCPT parameters would perform better than a random test (chance) and show fair to moderate utility of classification across the different indices. Participants were 104 children between 6 and 12 years of age who were referred for evaluation of attention problems. The first hypothesis was not supported. There were no significant, positive correlations between the CCPT parameters and parent and teacher ratings of inattentive and hyperactive-impulsive behaviors. The second hypothesis was only partially supported. The CCPT Overall Index and the Omission Errors (84th percentile cutoff) performed better than a random test; however, the utility of the CCPT Overall Index only ranged from poor to slight. Receiver operating characteristic analyses showed the accuracy of the CCPT to be low. The implications and limitations of this study and future research directions are discussed. 相似文献
249.
The basal ganglia and cortico-striato-thalamo-cortical connections are known to play a critical role in sequence skill learning and increasing automaticity over practice. The current paper reviews four studies comparing the sequence skill learning and the transition to automaticity of persons who stutter (PWS) and fluent speakers (PNS) over practice. Studies One and Two found PWS to have poor finger tap sequencing skill and nonsense syllable sequencing skill after practice, and on retention and transfer tests relative to PNS. Studies Three and Four found PWS to be significantly less accurate and/or significantly slower after practice on dual tasks requiring concurrent sequencing and colour recognition over practice relative to PNS. Evidence of PWS’ deficits in sequence skill learning and automaticity development support the hypothesis that dysfunction in cortico-striato-thalamo-cortical connections may be one etiological component in the development and maintenance of stuttering.
Educational objectives: As a result of this activity, the reader will: (1) be able to articulate the research regarding the basal ganglia system relating to sequence skill learning; (2) be able to summarize the research on stuttering with indications of sequence skill learning deficits; and (3) be able to discuss basal ganglia mechanisms with relevance for theory of stuttering. 相似文献
250.
采用半视野速示术将标准刺激在中间视野呈现,比较刺激以不同偏心视角(3.5°,5°和6.5°)在左或右视野同时呈现,以检查不同偏心视角引起比较刺激知觉辨认难度的改变对汉字大写数字奇-偶概念同/异判断任务在大脑两半球间分布式加工的影响。结果显示:随偏心视角的增大正确反应时和错误百分数均显著提高;三种视角条件下左右手的正确反应时均有明显的右视野(左半球)优势;3.5°视角右视野(左半球)呈现时右手反应明显快于左手,5°视角右视野(左半球)与左视野(右半球)呈现时均为右手反应明显快于左手,6.5°视角右视野(左半球)与左视野(右半球)呈现时均为左手反应明显快于右手。这些结果提示:本研究条件下只有比较刺激在6.5°偏心视角呈现时刺激和反应可能出现大脑两半球间分布式加工,3.5°和5°视角呈现时可能为左半球单独加工。6.5°视角刺激呈现的分布加工明显由于大视角呈现时比较刺激辨认难度与注意要求的提高所致。 相似文献