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11.
Constructing inferences during narrative text comprehension. 总被引:1,自引:0,他引:1
Describes a constructionist theory that accounts for the knowledge-based inferences that are constructed when readers comprehend narrative text. Readers potentially generate a rich variety of inferences when they construct a referential situation model of what the text is about. The proposed constructionist theory specifies that some, but not all, of this information is constructed under most conditions of comprehension. The distinctive assumptions of the constructionist theory embrace a principle of search (or effort) after meaning. According to this principle, readers attempt to construct a meaning representation that addresses the reader's goals, that is coherent at both local and global levels, and that explains why actions, events, and states are mentioned in the text. This study reviews empirical evidence that addresses this theory and contrasts it with alternative theoretical frameworks. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
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A dual read-out model of context effects in letter perception is described that predicts forced-choice accuracy in the Reicher paradigm and its relation to word reportability. It is hypothesized that a correct choice to a letter in a word context is made when either the correct letter representation or a word representation containing the correct letter in the correct position reaches a response threshold (a criterion level of activation). This hypothesis was implemented using the basic architecture of the interactive activation model (J. L. McClelland & D. E. Rumelhart, 1981) in its semistochastic variant (A. M. Jacobs & J. Grainger, 1992). The model successfully captures the data of J. C. Johnston (1978), otherwise thought to be critically damaging for this type of model, and accurately predicts performance in a series of new experiments using the Reicher paradigm. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
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Comments on L. T. Hoshmand and D. E. Polkinghorne's (see record 1992-21300-001) article on redefining the science–practice relationship. Contrary to Hoshmand and Polkinghorne's position, it is suggested that the common-sense language of practice needs to be connected to the systematic language of the relevant basic science. Important activities in psychology are currently separated because the connections have not yet been established, not because they are incommensurate. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
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Mou Weimin; Biocca Frank; Owen Charles B.; Tang Arthur; Xiao Fan; Lim Lynette 《Canadian Metallurgical Quarterly》2004,10(4):238
In 3 experiments, the authors investigated spatial updating in augmented reality environments. Participants learned locations of virtual objects on the physical floor. They were turned to appropriate facing directions while blindfolded before making pointing judgments (e.g., "Imagine you are facing X. Point to Y"). Experiments manipulated the angular difference between the learning heading and the imagined heading and between the actual heading and the imagined heading. The effect of actual-imagined on pointing latency was observed for naive users but not for users with brief training or instructions concerning the fact that objects can move with body movements. The results indicated that naive users used an environment-stabilized reference frame to access information arrays, but with experience and instruction the nature of the representation changed from an environment stabilized to a body stabilized reference frame. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
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Levent Onal Sophie Cozien‐Cazuc I. Arthur Jones Christopher D. Rudd 《应用聚合物科学杂志》2008,107(6):3750-3755
The moisture uptake of polymers and composites has increasing significance where these materials are specified for invasive, long‐term medical applications. Here we analyze mass gain and the ensuing degradation mechanisms in phosphate glass fiber reinforced poly‐?‐caprolactone laminates. Specimens were manufactured using in situ polymerization of ?‐caprolactone around a bed of phosphate glass fibers. The latter were sized with 3‐aminopropyltriethoxysilane to control the rate of modulus degradation. Fiber content was the main variable in the study, and it was found that the moisture diffusion coefficient increased significantly with increasing fiber volume fraction. Diffusion, plasticization, and leaching of constituents appear to be the dominant aspects of the process over these short‐term tests. © 2007 Wiley Periodicals, Inc. J Appl Polym Sci 2008 相似文献
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Reduction of optical proximity effects (OPE), at deep uv wavelength of 248nm, caused by the variation of stepper lens operating conditions is investigated. It is shown that many of these effects, which increase as the Rayleigh limit is approached, can be minimised, and in many cases eliminated, by suitable choice of lens numerical aperture (NA) and partial coherence (sigma, σ).
Application of these results should enable the user of advanced wafer steppers to carry out high resolution lithography with a minimum of time consuming optical proximity correction (OPC). 相似文献
20.
A structural model of science achievement and attitude: An extension to high school. 总被引:1,自引:0,他引:1
A previous structural model of Walberg's theory of educational productivity (A. J. Reynolds and H. J. Walberg, 1991) was tested with a national probability sample of 2,535 10th graders for science achievement and attitude. Using data from the Longitudinal Study of American Youth, a 3-wave design incorporated information from students, teachers, and parents. Results indicate that a revised mediated-effects model fit the data best and accounted for substantial variance in Grade 11 science achievement (56%) and attitude (44%). The variables prior achievement, home environment, exposure to mass media through reading, and instructional time had the greatest total effects on science achievement. Prior attitude, home environment, motivation, and prior achievement made the greatest total contributions to science attitude. Although there were different weightings of the factors between the present study and Reynolds and Walberg (1991), both studies support a mediated-effects model of educational productivity. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献