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781.
Jeremy Grabbe 《The Journal of general psychology》2017,144(3):218-229
The effects of letter substitutions have been linked to their position within a word (letter position effects). The current study expanded upon previous research by examining letter-position effects for letter substitutions using forward- and reverse-spelled word primes. Often substituting a letter on one side of a word will have a stronger impact on performance than substituting a letter on the other side of a word. In three experiments it was revealed that the letter-position effects of substitutions changed places when words were spelled backwards. This occurred when both the target and prime were spelled backwards. This was evidence of a congruency effect of letter-position priming. The ramifications of these results for word recognition and transfer are discussed. However, the need for future research should focus on the possibility of an inversion process/mechanism. 相似文献
782.
Jennifer S. Burt Sophie Duncum 《Quarterly journal of experimental psychology (2006)》2017,70(1):127-141
University students made lexical decisions to targets preceded by masked primes. In Experiment 1, transposed-letter primes were used also in the sandwich priming paradigm, in which the target is briefly pre-presented prior to the prime. The priming effects in the masked paradigm, but not in the sandwich paradigm, were moderated by the density of the letter-order-free neighbourhood of the target. In Experiment 2, letter-order-free neighbour prime words produced a priming cost in masked priming. These results are consistent with the idea that sandwich priming attenuates letter-order-free neighbour competition in target identification. Unexpectedly, no priming cost was produced by conventional (letter-position-preserving) word neighbour primes. Order-free neighbours may produce facilitation of target processing less, and more variably, than conventional neighbours. 相似文献
783.
Björn B. de Koning Stephanie I. Wassenburg Lisanne T. Bos Menno van der Schoot 《Journal of Cognitive Psychology》2017,29(4):420-432
In the sentence–picture verification (SPV) task, people read sentences implying the shape/size/colour/orientation of objects. They then verify whether pictured objects, which either match or mismatch the implied visual information mentioned in the sentence. Faster verification times on matching trials (match advantage) are considered supportive to the notion that readers perform mental simulations during sentence comprehension. This study advances this work by applying a within-subjects design to the SPV-task, enabling us to directly address the strength of and correlation between the match advantages for the properties shape, size, colour, and orientation. Results showed varying match advantages with colour showing the strongest effect, and no match advantage for orientation. Shape, size, and colour were significantly correlated, whereas there were no significant correlations with orientation. These findings suggest that interpretations of match advantages could benefit from a re-evaluation of mental simulation accountsby distinguishing between intrinsic (shape, size, and colour) and extrinsic (orientation) object properties. 相似文献
784.
785.
绕口令效应指无论朗读还是默读,绕口令的阅读时间都长于正常句子的阅读时间。本研究采用Eyelink 2000型眼动仪,通过两个实验考察汉语阅读中的绕口令效应及其对知觉广度的影响。实验1结果表明:与阅读非绕口令相比,绕口令的阅读时间和注视次数均显著增加而阅读速度和平均眼跳幅度均显著下降。实验2结果表明:绕口令的知觉广度为注视点右侧1~2个汉字,控制句的知觉广度为注视点右侧2~3个汉字。结果说明汉语中存在绕口令效应,使读者知觉广度变小,阅读效率下降。。 相似文献
786.
The Impact of Tutoring on Early Reading Achievement for Children With and Without Attention Problems
Rabiner DL Malone PS;Conduct Problems Prevention Research Group 《Journal of abnormal child psychology》2004,32(3):273-284
This study examined whether the benefits of reading tutoring in first grade were moderated by children's level of attention problems. Participants were 581 children from the intervention and control samples of Fast Track, a longitudinal multisite investigation of the development and prevention of conduct problems. Standardized reading achievement measures were administered after kindergarten and 1st grade, and teacher ratings of attention problems were obtained during 1st grade. During 1st grade, intervention participants received three 30-min tutoring sessions per week to promote the development of initial reading skills. Results replicated prior findings that attention problems predict reduced 1st grade reading achievement, even after controlling for IQ and earlier reading ability. Intervention was associated with modest reading achievement benefits for inattentive children without early reading difficulties, and substantial benefits for children with early reading difficulties who were not inattentive. It had no discernible impact, however, for children who were both inattentive and poor early readers. Results underscore the need to develop effective academic interventions for inattentive children, particularly for those with co-occurring reading difficulties. 相似文献
787.
Bonfiglio CM Daly EJ Martens BK Lin LH Corsaut S 《Journal of applied behavior analysis》2004,37(1):111-114
This study examined the generalized effects of three treatment conditions (performance based, skill based, and a combination of the two) on oral reading fluency by an elementary school student. Results indicated equal effectiveness of all treatments, maintenance, and possible evidence of generalization across passages. 相似文献
788.
In order to examine the relationships among various phonological skills and reading comprehension, Latvian children were followed from grade 1 to grade 2 and were tested with a battery of phonological, word reading, and reading comprehension tasks. A principal component analysis of the phonological tasks revealed three salient factors: a phonemic awareness factor, a rapid naming factor, and a short-term memory factor. In order to analyze the relationship between various phonological skills and reading comprehension, a structural modeling analysis was performed. Phonemic awareness and rapid naming explained approximately the same amount of unique variance in reading comprehension, but phonemic awareness had most predictive power indirectly via word decoding. Only rapid naming had a significant direct impact on reading comprehension. 相似文献
789.
Understanding print: early reading development and the contributions of home literacy experiences 总被引:2,自引:0,他引:2
Levy BA Gong Z Hessels S Evans MA Jared D 《Journal of experimental child psychology》2006,93(1):63-93
This study explored the development of children's early understanding of visual and orthographic aspects of print and how this is related to early reading acquisition. A total of 474 children, ages 48 to 83 months, completed standardized measures of phonological awareness and early reading skills. They also completed experimental tasks that tapped their understanding of what constitutes "readable" print. The parents of participants completed a questionnaire regarding their children's home literacy experiences. The data showed systematic development in children's understanding of print conventions and English orthography and spelling. Regression analyses indicated that print knowledge was related to early reading skill, even after accounting for variance due to age and phonological awareness. Furthermore, parents' ratings of the extent of their children's involvement in activities that led to practice in reading and writing most consistently predicted the development of emerging literacy skills, including understanding of the conventions of the English writing system. Little relation between print knowledge and the frequency of storybook reading by adults was observed. 相似文献
790.
Italian dyslexic children are characterized by a pervasive reading speed deficit, with relatively preserved accuracy. This pattern has been associated with predominant use of the nonlexical reading procedure. However, there is no evidence of a deficit in the lexical route of Italian dyslexics. We investigated both lexical and nonlexical reading procedures in dyslexic children through two marker effects, namely, the word frequency effect and the effect of contextual grapheme-to-phoneme conversion rules. Although dyslexics were slower and less accurate than controls, they were affected by word frequency, grapheme contextuality, and their interaction in a similar manner as average readers. These results show the use of lexical reading in Italian dyslexics, and refute the claim of a deficit in whole-word processing with consequent over-reliance on the nonlexical route. 相似文献