全文获取类型
收费全文 | 338篇 |
免费 | 77篇 |
国内免费 | 24篇 |
专业分类
439篇 |
出版年
2024年 | 8篇 |
2023年 | 14篇 |
2022年 | 10篇 |
2021年 | 11篇 |
2020年 | 19篇 |
2019年 | 25篇 |
2018年 | 47篇 |
2017年 | 21篇 |
2016年 | 24篇 |
2015年 | 14篇 |
2014年 | 21篇 |
2013年 | 42篇 |
2012年 | 14篇 |
2011年 | 13篇 |
2010年 | 14篇 |
2009年 | 12篇 |
2008年 | 15篇 |
2007年 | 10篇 |
2006年 | 6篇 |
2005年 | 11篇 |
2004年 | 18篇 |
2003年 | 10篇 |
2002年 | 10篇 |
2001年 | 8篇 |
2000年 | 7篇 |
1999年 | 5篇 |
1998年 | 10篇 |
1997年 | 2篇 |
1996年 | 4篇 |
1995年 | 5篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1977年 | 1篇 |
排序方式: 共有439条查询结果,搜索用时 15 毫秒
91.
Many studies have observed phonetic and phonological differences between function words and content words. However, as many of the most commonly cited function words are also very high in frequency, it is unclear whether these differences are the result of syntactic category or word frequency. This study attempts to determine whether syntactically defined function words are indeed phonologically and phonetically reduced or assimilated when word frequency is balanced. Three experiments were designed to distinguish the relative contributions of the factors of category and frequency on phonetic and phonological reduction and assimilation. Overall results suggest that syntactic category and word frequency interact with phonetic and phonological processes in a more complex way than previously believed. Experiment 1 measured final t/d dropping, a reduction process, using electropalatography (EPG). Experiment 2 examined vowel reduction using acoustic measures. In Experiment 3, palatalization, an assimilation process, was examined using EPG. Results showed that t/d dropping responds to the factor of syntactic category, whereas palatalization is affected by word frequency; vowel reduction responded to both factors, with a dominant syntactic category effect and a secondary within-category frequency effect. The implications of these findings for models of lexical representation and theories of language acquisition are discussed. 相似文献
92.
Thomas Hörberg;Murathan Kurfalı;Maria Larsson;Erika J. Laukka;Pawel Herman;Jonas K. Olofsson; 《Cognitive Science》2024,48(10):e70003
Naming common odors is a surprisingly difficult task: Odors are frequently misnamed. Little is known about the linguistic properties of odor misnamings. We test whether odor misnamings of old adults carry information about olfactory perception and its connection to lexical-semantic processing. We analyze the olfactory–semantic content of odor source naming failures in a large sample of older adults in Sweden (n = 2479; age 58–100 years). We investigate whether linguistic factors and semantic proximity to the target odor name predict how odors are misnamed, and how these factors relate to overall odor identification performance. We also explore the primary semantic dimensions along which misnamings are distributed. We find that odor misnamings consist of surprisingly many vague and unspecific terms, such as category names (e.g., fruit) or abstract or evaluative terms (e.g., sweet). Odor misnamings are often strongly associated with the correct name, capturing properties such as its category or other abstract features. People are also biased toward misnaming odors with high-frequency terms that are associated with olfaction or gustation. Linguistic properties of odor misnamings and their semantic proximity to the target odor name predict odor identification performance, suggesting that linguistic processing facilitates odor identification. Further, odor misnamings constitute an olfactory–semantic space that is similar to the olfactory vocabulary of English. This space is primarily differentiated along pleasantness, edibility, and concreteness dimensions. Odor naming failures thus contain plenty of information about semantic odor knowledge. 相似文献
93.
Although strong claims have been made about museums being ideal word learning environments, these are yet to be empirically supported. In the current study, 152 four- to five-year-olds children (81-M, 71-F) from minority backgrounds were taught six vocabulary items either in a museum, in their classroom with museum resources, or in their classroom with classroom resources. At test, children taught in their classroom with museum resources produced significantly more correct responses than children taught in the museum or in their classroom with classroom resources. Children were also significantly better at retaining the target vocabulary items than recalling them. These data demonstrate how context can impact word learning and point to the benefits of a collaborative relationship between schools and museums to support children's language development. 相似文献
94.
Social anxiety disorder (SAD) is associated with heightened sensitivity to threat cues, typically represented by emotional facial expressions. To examine if this bias can be transferred to a general hypersensitivity or whether it is specific to disorder relevant cues, we investigated electrophysiological correlates of emotional word processing (alpha activity and event-related potentials) in 20 healthy participants and 20 participants with SAD. The experimental task was a silent reading of neutral, positive, physically threatening and socially threatening words (the latter were abusive swear words) while responding to a randomly presented dot. Subsequently, all participants were asked to recall as many words as possible during an unexpected recall test. Participants with SAD showed blunted sensory processing followed by a rapid processing of emotional words during early stages (early posterior negativity – EPN). At later stages, all participants showed enhanced processing of negative (physically and socially threatening) compared to neutral and positive words (N400). Moreover, at later processing stages alpha activity was increased specifically for negative words in participants with SAD but not in healthy controls. Recall of emotional words for all subjects was best for socially threatening words, followed by negative and positive words irrespective of social anxiety. The present findings indicate that SAD is associated with abnormalities in emotional word processing characterised by early hypervigilance to emotional cues followed by cognitive avoidance at later processing stages. Most importantly, the specificity of these attentional biases seems to change as a function of time with a general emotional bias at early and a more specific bias at later processing stages. 相似文献
95.
Mirjam Ernestus Anne Cutler 《Quarterly journal of experimental psychology (2006)》2015,68(8):1469-1488
In an auditory lexical decision experiment, 5541 spoken content words and pseudowords were presented to 20 native speakers of Dutch. The words vary in phonological make-up and in number of syllables and stress pattern, and are further representative of the native Dutch vocabulary in that most are morphologically complex, comprising two stems or one stem plus derivational and inflectional suffixes, with inflections representing both regular and irregular paradigms; the pseudowords were matched in these respects to the real words. The BALDEY (“biggest auditory lexical decision experiment yet”) data file includes response times and accuracy rates, with for each item morphological information plus phonological and acoustic information derived from automatic phonemic segmentation of the stimuli. Two initial analyses illustrate how this data set can be used. First, we discuss several measures of the point at which a word has no further neighbours and compare the degree to which each measure predicts our lexical decision response outcomes. Second, we investigate how well four different measures of frequency of occurrence (from written corpora, spoken corpora, subtitles, and frequency ratings by 75 participants) predict the same outcomes. These analyses motivate general conclusions about the auditory lexical decision task. The (publicly available) BALDEY database lends itself to many further analyses. 相似文献
96.
Manuel Perea Cristina Gil-López Victoria Beléndez Manuel Carreiras 《Quarterly journal of experimental psychology (2006)》2016,69(8):1631-1647
An examination of how the word recognition system is able to process handwritten words is fundamental to formulate a comprehensive model of visual word recognition. Previous research has revealed that the magnitude of lexical effects (e.g., the word-frequency effect) is greater with handwritten words than with printed words. In the present lexical decision experiments, we examined whether the quality of handwritten words moderates the recruitment of top-down feedback, as reflected in word-frequency effects. Results showed a reading cost for difficult-to-read and easy-to-read handwritten words relative to printed words. But the critical finding was that difficult-to-read handwritten words, but not easy-to-read handwritten words, showed a greater word-frequency effect than printed words. Therefore, the inherent physical variability of handwritten words does not necessarily boost the magnitude of lexical effects. 相似文献
97.
The goal of this study was to evaluate movement-based principles for understanding early speech output patterns. Consonant repetition patterns within children's actual productions of word forms were analyzed using spontaneous speech data from 10 typically developing American-English learning children between 12 and 36 months of age. Place of articulation, word level patterns, and developmental trends in CVC and CVCV repeated word forms were evaluated. Labial and coronal place repetitions dominated. Regressive repetition (e.g., [gag] for “dog”) occurred frequently in CVC but not in CVCV word forms. Consonant repetition decreased over time. However, the children produced sound types available reported as being within young children's production system capabilities in consonant repetitions in all time periods. Findings suggest that a movement-based approach can provide a framework for comprehensively characterizing consonant place repetition patterns in early speech development. 相似文献
98.
Pilar Ferré Isabel Fraga Montserrat Comesaña Rosa Sánchez-Casas 《Cognition & emotion》2013,27(8):1401-1410
Emotional stimuli have been repeatedly demonstrated to be better remembered than neutral ones. The aim of the present study was to test whether this advantage in memory is mainly produced by the affective content of the stimuli or it can be rather accounted for by factors such as semantic relatedness or type of encoding task. The valence of the stimuli (positive, negative and neutral words that could be either semantically related or unrelated) as well as the type of encoding task (focused on either familiarity or emotionality) was manipulated. The results revealed an advantage in memory for emotional words (either positive or negative) regardless of semantic relatedness. Importantly, this advantage was modulated by the encoding task, as it was reliable only in the task which focused on emotionality. These findings suggest that congruity with the dimension attended at encoding might contribute to the superiority in memory for emotional words, thus offering us a more complex picture of the underlying mechanisms behind the advantage for emotional information in memory. 相似文献
99.
AMT(Autobiographical Memory Test)主要用于测量自传体记忆的概括性和具体性特征,已经被诸多研究者所采用,然而关于测验方法的具体问题鲜有研究,其中测验的关键部分线索词的选择和匹配更没有设计较严谨的量化研究。目的:分析与自传体记忆相关的线索词的多种维度,并通过统计指标的计算选取多种维度上最为匹配的线索词,形成中文版的AMT测验材料。方法:采用专家评定法,选取差异系数(cv)作为线索词的计算指标,并设计了差异系数的函数公式,把维度作为参数来计算情绪词的多维参数的函数值,最终作为线索词选择的依据。结果:依据每个词汇的差异系数函数值选择了三个维度上最为匹配的词汇,得到了以15个中文线索词为测验材料的AMT测验工具。 相似文献
100.
In this study we examined whether the temporal distribution of autobiographical memory changes when different types of cue words are used to elicit the memories, and how the type of cue word affects the phenomenal characteristics of the memories. A total of 76 participants, ranging in age from 21 to 69 years, were presented with 22 cue words (emotional, emotion-provoking, and neutral). They were asked to recall a personal event and to complete the Autobiographical Memory Questionnaire (Rubin, Schrauf, & Greenberg, 2003, 2004) for each cue word. Results showed that the phenomenological properties of autobiographical memories which were cued with emotional and emotion-provoking words were rated higher than those of memories which were cued with neutral words, and that the peak in the temporal distributions of the autobiographical memories that were cued with emotional or emotion-provoking words were located later than the peak of the distribution of the memories that were cued with neutral words. 相似文献