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881.
Winskel H 《Journal of psycholinguistic research》2004,33(4):333-355
The acquisition of temporal event referencing, encoded by the temporal connectives: then, before, after, when, while, together, until, and since in English, Thai and Lisu was investigated using two acting-out comprehension tasks, a Marble task and a Toy task. Forty children aged 3.6-7.6 years from each language participated. The Marble and Toy tasks differed in their cognitive complexity: in the Marble task the child had to act out only one clause, whereas in the Toy task the child had to act out both clauses. This task manipulation affected performance in Lisu children only. Language-general effects were found, namely "then" and "together" were relatively early and "since" was relatively late in acquisition. Language-specific effects were found for Thai and Lisu. Results confirm that characteristics of task and test sentences affect children's comprehension of sentences expressing temporal relations and can partially account for the disparity in acquisition order found in previous studies. 相似文献
882.
Three experiments are reported that examined whether stem complexity plays a role in inflecting polymorphemic words in language production. Experiment 1 showed that preparation effects for words with polymorphemic stems are larger when they are produced among words with constant inflectional structures compared to words with variable inflectional structures and simple stems. This replicates earlier findings for words with monomorphemic stems (Janssen et al., 2002). Experiments 2 and 3 showed that when inflectional structure is held constant, the preparation effects are equally large with simple and compound stems, and with compound and complex adjectival stems. These results indicate that inflectional encoding is blind to the complexity of the stem, which suggests that specific inflectional rather than generic morphological frames guide the generation of inflected forms in speaking words. 相似文献
883.
Penke M 《Brain and language》2001,77(3):351-363
In both language acquisition research and the study of language impairments in Broca's aphasia there is an ongoing debate whether or not phrase-structure representations contain the Complementizer Phrase (CP) layer. To shed some light on this debate, I will provide data on German child language and on German agrammatic Broca's aphasia. Analyses of subordinate clauses, wh-questions, and verb placement indicate that early child grammars do not generate the CP layer yet, whereas the ability to project the CP layer is retained in agrammatism. 相似文献
884.
Rhythm perception seems to be crucial to language development. Many studies have shown that children with developmental dyslexia and developmental language disorder have difficulties in processing rhythmic structures. In this study, we investigated the relationships between prosody and musical processing in Italian children with typical and atypical development. The tasks aimed to reproduce linguistic prosodic structures through musical sequences, offering a direct comparison between the two domains without violating the specificities of each one. About 16 Typically Developing children, 16 children with a diagnosis of Developmental Dyslexia, and 16 with a diagnosis of developmental language disorder (age 10–13 years) participated in the experimental study. Three tasks were administered: an association task between a sentence and its humming version, a stress discrimination task (between couples of sounds reproducing the intonation of Italian trisyllabic words), and an association task between trisyllabic nonwords with different stress position and three‐notes musical sequences with different musical stress. Children with developmental language disorder perform significantly lower than Typically Developing children on the humming test. By contrast, children with developmental dyslexia are significantly slower than TD in associating nonwords with musical sequences. Accuracy and speed in the experimental tests correlate with metaphonological, language, and word reading scores. Theoretical and clinical implications are discussed within a multidimensional model of neurodevelopmental disorders including prosodic and rhythmic skills at word and sentence level. 相似文献
885.
Young children can exploit the syntactic context of a novel word to narrow down its probable meaning. But how do they learn which contexts are linked to which semantic features in the first place? We investigate if 3‐ to 4‐year‐old children (n = 60) can learn about a syntactic context from tracking its use with only a few familiar words. After watching a 5‐min training video in which a novel function word (i.e., ‘ko’) replaced either personal pronouns or articles, children were able to infer semantic properties for novel words co‐occurring with the newly learned function word (i.e., objects vs. actions). These findings implicate a mechanism by which a distributional analysis, associated with a small vocabulary of known words, could be sufficient to identify some properties associated with specific syntactic contexts. 相似文献
886.
887.
Vera Kempe Nicolas Gauvrit Nikolay Panayotov Sheila Cunningham Monica Tamariz 《Cognitive Science》2021,45(11):e13057
Iterated language learning experiments that explore the emergence of linguistic structure in the laboratory vary considerably in methodological implementation, limiting the generalizability of findings. Most studies also restrict themselves to exploring the emergence of combinatorial and compositional structure in isolation. Here, we use a novel signal space comprising binary auditory and visual sequences and manipulate the amount of learning and temporal stability of these signals. Participants had to learn signals for meanings differing in size, shape, and brightness; their productions in the test phase were transmitted to the next participant. Across transmission chains of 10 generations each, Experiment 1 varied how much learning of auditory signals took place, and Experiment 2 varied temporal stability of visual signals. We found that combinatorial structure emerged only for auditory signals, and iconicity emerged when the amount of learning was reduced, as an opportunity for rote-memorization hampers the exploration of the iconic affordances of the signal space. In addition, compositionality followed an inverted u-shaped trajectory raising across several generations before declining again toward the end of the transmission chains. This suggests that detection of systematic form-meaning linkages requires stable combinatorial units that can guide learners toward the structural properties of signals, but these combinatorial units had not yet emerged in these unfamiliar systems. Our findings underscore the importance of systematically manipulating training conditions and signal characteristics in iterated language learning experiments to study the interactions between the emergence of iconicity, combinatorial and compositional structure in novel signaling systems. 相似文献
888.
Graham Pluck Marco A. Córdova Christine Bock Izan Chalen Ana F. Trueba 《The British journal of developmental psychology》2021,39(1):19-38
Socio-economic status (SES) is linked to the development of cognitive abilities, particularly language and executive processes. It is unclear whether these represent a single or independent correlates. We studied 110 Ecuadorian youths aged 12–17 with measures of SES, language, executive function, and theory of mind (ToM), a.k.a. mentalizing. A subsample gave hair samples to estimate recent cortisol levels. Restricting analyses to reliable measures, SES was highly associated with language skill, and to a lesser extent with executive function and ToM performance. However, those latter associations were attenuated and non-significant when language ability was controlled for statistically. Systemic cortisol levels were not associated with SES, but were significantly and negatively correlated with ToM, independent of variation in language skills. We conclude that language development underlies most of the impact of SES on executive function and ToM ability of adolescents, but that stress-related cortisol may have an independent, direct effect on mentalizing. 相似文献
889.
PurposeBilingual(s) who stutter (BWS) provide an opportunity to explore the link between stuttering and language. Unlike in monolinguals, stuttering in bilinguals could be influenced by both speaker-related language (e.gs. dominance & proficiency) and linguistic typology-related factors (e.g., structure of languages). However, the available literature is largely inconclusive on these factors. In this context, we systematically reviewed the literature to compile evidence on the influence of such factors on BWS.MethodWe followed the conventional systematic review process that included five databases. Further, the quality of the included articles was assessed using Newcastle-Ottawa Scale (NOS) for quality rating.ResultThirteen articles passed the selection criteria. Review of these articles revealed that language proficiency and dominance are the important factors that affect stuttering frequency in BWS. Though the linguistic typology is portrayed as a factor on the differential manifestation of dysfluencies in both languages of the BWS, the literature does not provide substantiating data for this. Further, the lack of uniformity in assessing and reporting language dominance and proficiency are the major drawbacks in the existing literature on stuttering in BWS.ConclusionThis review identifies proficiency and dominance as the major factors that influence the stuttering frequency in BWS. Currently, the evidence for the influence of typological differences between languages of the BWS on stuttering largely remains whimsical. Future research shall employ the recommended tasks and metrics while assessing the dysfluencies in BWS so that findings across centres become comparable, which in turn, could yield valid inferences. 相似文献
890.