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31.
32.
Preschool children (3–4 years old) were trained to perform two actions to gain different outcomes, in the form of video clips
from different cartoons, before one of these outcomes was devalued by noncontingent exposure. The effect of outcome devaluation
was subsequently assessed in an extinction test by giving children the opportunity to perform both actions in the absence
of any outcomes. When the two actions were trained concurrently, performance during the test was modulated by outcome value
and children showed a preference for the action trained with the currently valued outcome. By contrast, when each action was
trained separately on different trials, test performance was insensitive to outcome devaluation. These effects of the training
schedules are interpreted in terms of dual-process theories of action control. 相似文献
33.
Anthony A. Wright Robert G. Cook Jacquelyne J. Rivera Stephen F. Sands Juan D. Delius 《Learning & behavior》1988,16(4):436-444
Pigeons were trained to match-to-sample with several new methodologies: a large number of stimuli, computer-drawn color picture stimuli, responses monitored by a computer touch screen, stimuli presented horizontally from the floor, and grain reinforcement delivered onto the picture stimuli. Following acquisition, matching-to-sample concept learning was assessed by transfer to novel stimuli on the first exposure to pairs of novel stimuli. One group (trial-unique), trained with 152 different pictures presented once daily, showed excellent transfer (80% correct). Transfer and baseline performances were equivalent, indicating that the matching-to-sample concept had been learned. A second group (2-stimulus), trained with only two different pictures, showed no evidence of transfer. These results are discussed in terms of the effect of numbers of exemplars on previous failures to find concept learning in pigeons, and the implications of the positive finding from this experiment on abstract concept learning and evolutionary cognitive development. 相似文献
34.
The person-centred review (PCR) is a model for the review of a student’s special educational needs (SEN) which places the young person and their family at the centre of the process. This mixed-methods, exploratory study investigated the views of 16 students with SEN aged between 10–11 years (Year 6) and 13–14 years (Year 9), and their parents/carers on their PCRs (which were mostly held at transition). Attention was paid to potential changes in the young people’s locus of control and feelings towards school. Findings indicated that the PCR is a collaborative, constructive and reassuring process for families where a wealth of information is shared openly and honestly within a relaxed, yet structured, meeting. The young people were generally positive about the process, although many felt daunted beforehand. Some parents felt the meeting was too long and not entirely accessible to children. The study did not conclude that the young people’s locus of control or feelings towards their education changed following the PCR. Implications for good practice are discussed, particularly for educational psychologists and in the context of the SEN and Disability Code of Practice. 相似文献
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The role of incentive learning in instrumental performance following a shift in the degree of water deprivation was analyzed in three experiments. In Experiments 1A and IB, rats trained to perform an instrumental action reinforced with either sucrose or maltodextrin solutions when in a high-deprivation state were subsequently shifted to a low-deprivation state and tested in extinction. This within-state shift in water deprivation reduced instrumental performance only when the animals had been exposed to the reinforcer in the low-deprivation state prior to instrumental training. In Experiment 2, a concurrent training procedure was used to assess whether the change in the value of the reinforcer brought about by preexposurewas mediated by the contingency between the instrumental action and the reinforcer. Preexposure to the reinforcer under the low-deprivation state produced a selective reduction of the performance of the action upon which it was contingent during training when testing was conducted in extinction following a shift from the high- to the low-deprivation state. These experiments provide evidence that animals have to learn about the incentive value of a reinforcer in a particular motivational state through exposure to the reinforcer in that state. 相似文献
38.
Two rhesus monkeys learned the auditory abstract concept ofsame/different. They were trained with 38 different environmental and natural sounds, which were arranged in different combinations as training progressed. Upon transfer to 138 different novel stimuli, they performed as well (78.8% correct) on the first exposure to the novel stimuli as they did (77.3%) with their training stimuli. The comparatively large set of training sounds, contact with the sound source, and a special fading procedure are thought to have contributed to the monkeys’ being able to learn this concept. Implications for species’ similarities/differences in cognitive processing are discussed. 相似文献
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In two experiments, participants inspected and drank a series of drinks, half of which contained sugar and half unpalatable
Tween20 (tween). Each sugar and tween drink had a particular flavor and color. Following this training, the flavors of the
sugar drinks were assigned higher hedonic evaluations than were those of the tween drinks, even though the participants did
not reliably report which flavors had been present in the sugar and tween drinks during training. Moreover, the evaluative
conditioning of the flavors was unaffected by whether or not the colors alone had been pretrained to predict the presence
of sugar or tween in the drinks. In accord with Baeyens, Eelen, van den Bergh, and Crombez (1990), we conclude that flavor-evaluative
conditioning is not mediated by contingency learning. 相似文献