全文获取类型
收费全文 | 453篇 |
免费 | 42篇 |
国内免费 | 55篇 |
出版年
2024年 | 1篇 |
2023年 | 24篇 |
2022年 | 4篇 |
2021年 | 13篇 |
2020年 | 25篇 |
2019年 | 27篇 |
2018年 | 20篇 |
2017年 | 31篇 |
2016年 | 22篇 |
2015年 | 19篇 |
2014年 | 14篇 |
2013年 | 39篇 |
2012年 | 11篇 |
2011年 | 20篇 |
2010年 | 12篇 |
2009年 | 21篇 |
2008年 | 24篇 |
2007年 | 25篇 |
2006年 | 21篇 |
2005年 | 18篇 |
2004年 | 24篇 |
2003年 | 23篇 |
2002年 | 20篇 |
2001年 | 19篇 |
2000年 | 4篇 |
1999年 | 5篇 |
1998年 | 7篇 |
1997年 | 3篇 |
1996年 | 7篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 7篇 |
1991年 | 3篇 |
1990年 | 4篇 |
1989年 | 7篇 |
1988年 | 6篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1976年 | 2篇 |
1975年 | 2篇 |
排序方式: 共有550条查询结果,搜索用时 15 毫秒
261.
ABSTRACT. The authors investigated the retention of implicit sequence learning in 14 persons with Parkinson's disease (PPD), 14 persons who stutter (PWS), and 14 control participants. Participants completed a nonsense syllable serial reaction time task in a 120-min session. Participants named aloud 4 syllables in response to 4 visual stimuli. The syllables formed a repeating 8-item sequence not made known to participants. After 1 week, participants completed a 60-min retention session that included an explicit learning questionnaire and a sequence generation task. PPD showed retention of general learning equivalent to controls but PWS's reaction times were significantly slower on early trials of the retention test relative to other groups. Controls showed implicit learning during the initial session that was retained on the retention test. In contrast, PPD and PWS did not demonstrate significant implicit learning until the retention test suggesting intact, but delayed, learning and retention of implicit sequencing skills. All groups demonstrated similar limited explicit sequence knowledge. Performance differences between PWS and PPD relative to controls during the initial session and on early retention trials indicated possible dysfunction of the cortico-striato-thalamo-cortical loop. The etiological implications for stuttering, and clinical implications for both populations, of this dysfunction are discussed. 相似文献
262.
《Journal of Religion, Spirituality & Aging》2013,25(3-4):147-160
SUMMARY Pastoral care depends on the ability to communicate, most commonly through the medium of speech. The aged person who has suffered illness or accident that has adversely affected their speech, is in great need of pastoral care. Yet chaplains and pastoral carers can feel helpless in the face of such a significant deficit and may not know what to do. At Tregenza Avenue Aged Care Service, the Chaplaincy service has developed helpful individual programs for non-speech based pastoral care. Using visual and tactile symbols, pictures, touch, and music, we have been able to minister to people with a variety of speech problems, with promising results. 相似文献
263.
Speech disfluencies, such as filled pauses (ummm, uhhh), are increasingly recognized as an informative element of the speech stream. Here, we examined whether 2‐ and 3‐year‐olds expected that the presence of filled pause would signal reference to objects that are new to a discourse. Children viewed pairs of familiar objects on a screen and heard a speaker refer to one of the objects twice in succession. Next, children heard a critical utterance and were asked to look and point at either the discourse‐given (i.e., previously mentioned) or discourse‐new (i.e., previously unmentioned) object using a fluent (‘Look at the ball!’) or disfluent (‘Look at thee uh ball!’) expression. The results indicated that 3‐year‐old children, but not 2‐year‐old children, initially expected the speaker to continue to refer to given information in the critical utterance. Upon hearing a filled pause, however, both 2‐ and 3‐year‐old children's looking patterns reflected increased looks to discourse‐new objects, although the timing of the effect differed between the age groups. Together, these findings demonstrate that young children have an emerging understanding of the role of filled pauses in speech. 相似文献
264.
Inner speech, that little voice that people often hear inside their heads while thinking, is a form of mental imagery. The properties of inner speech errors can be used to investigate the nature of inner speech, just as overt slips are informative about overt speech production. Overt slips tend to create words (lexical bias) and involve similar exchanging phonemes (phonemic similarity effect). We examined these effects in inner and overt speech via a tongue-twister recitation task. While lexical bias was present in both inner and overt speech errors, the phonemic similarity effect was evident only for overt errors, producing a significant overtness by similarity interaction. We propose that inner speech is impoverished at lower (featural) levels, but robust at higher (phonemic) levels. 相似文献
265.
Previous research has shown that infants match vowel sounds to facial displays of vowel articulation [Kuhl, P. K., & Meltzoff, A. N. (1982). The bimodal perception of speech in infancy. Science, 218, 1138–1141; Patterson, M. L., & Werker, J. F. (1999). Matching phonetic information in lips and voice is robust in 4.5-month-old infants. Infant Behaviour & Development, 22, 237–247], and integrate seen and heard speech sounds [Rosenblum, L. D., Schmuckler, M. A., & Johnson, J. A. (1997). The McGurk effect in infants. Perception & Psychophysics, 59, 347–357; Burnham, D., & Dodd, B. (2004). Auditory-visual speech integration by prelinguistic infants: Perception of an emergent consonant in the McGurk effect. Developmental Psychobiology, 45, 204–220]. However, the role of visual speech in language development remains unknown. Our aim was to determine whether seen articulations enhance phoneme discrimination, thereby playing a role in phonetic category learning. We exposed 6-month-old infants to speech sounds from a restricted range of a continuum between /ba/ and /da/, following a unimodal frequency distribution. Synchronously with these speech sounds, one group of infants (the two-category group) saw a visual articulation of a canonical /ba/ or /da/, with the two alternative visual articulations, /ba/ and /da/, being presented according to whether the auditory token was on the /ba/ or /da/ side of the midpoint of the continuum. Infants in a second (one-category) group were presented with the same unimodal distribution of speech sounds, but every token for any particular infant was always paired with the same syllable, either a visual /ba/ or a visual /da/. A stimulus-alternation preference procedure following the exposure revealed that infants in the former, and not in the latter, group discriminated the /ba/–/da/ contrast. These results not only show that visual information about speech articulation enhances phoneme discrimination, but also that it may contribute to the learning of phoneme boundaries in infancy. 相似文献
266.
Learning word order is one of the earliest feats infants accomplish during language acquisition [Brown, R. (1973). A first language: The early stages, Cambridge, MA: Harvard University Press.]. Two theories have been proposed to account for this fact. Constructivist/lexicalist theories [Tomasello, M. (2000). Do young children have adult syntactic competence? Cognition, 74(3), 209-253.] argue that word order is learned separately for each lexical item or construction. Generativist theories [Chomsky, N. (1995). The Minimalist Program. Cambridge, MA: MIT Press.], on the other hand, claim that word order is an abstract and general property, determined from the input independently of individual words. Here, we show that eight-month-old Japanese and Italian infants have opposite order preferences in an artificial grammar experiment, mirroring the opposite word orders of their respective native languages. This suggests that infants possess some representation of word order prelexically, arguing for the generativist view. We propose a frequency-based bootstrapping mechanism to account for our results, arguing that infants might build this representation by tracking the order of functors and content words, identified through their different frequency distributions. We investigate frequency and word order patterns in infant-directed Japanese and Italian corpora to support this claim. 相似文献
267.
Current theories of consciousness assume a qualitative dissociation between conscious and unconscious processing: while subliminal stimuli only elicit a transient activity, supraliminal stimuli have long-lasting influences. Nevertheless, the existence of this qualitative distinction remains controversial, as past studies confounded awareness and stimulus strength (energy, duration). Here, we used a masked speech priming method in conjunction with a submillisecond interaural delay manipulation to contrast subliminal and supraliminal processing at constant prime, mask and target strength. This delay induced a perceptual streaming effect, with the prime popping out in the supraliminal condition. By manipulating the prime-target interval (ISI), we show a qualitatively distinct profile of priming longevity as a function of prime awareness. While subliminal priming disappeared after half a second, supraliminal priming was independent of ISI. This shows that the distinction between conscious and unconscious processing depends on high-level perceptual streaming factors rather than low-level features (energy, duration). 相似文献
268.
269.
反馈一直是学习研究领域中非常重要的主题之一。随着学习理论的发展,人们对反馈的研究逐渐深化与综合化。一方面从自我调节学习的过程模型出发,考察了反馈的不同因素对自我调节学习过程和结果的作用;另一方面以自我调节学习的社会认知理论为框架,探讨了情绪、学业成绩等个体因素以及目标定向、任务难度等情境因素对反馈作用的交互影响。未来研究需要进一步探讨内部反馈信息以及学习者元认知监控的调节作用,结合个体和情境因素揭示反馈对自我调节学习的整体动态过程的影响,并设计出促进学习和教学实践的反馈方案。 相似文献
270.
Specific Language Impairments in Children 总被引:2,自引:0,他引:2
Marc F. Joanisse 《Current directions in psychological science》2004,13(4):156-160