首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   804篇
  免费   14篇
  国内免费   2篇
  820篇
  2024年   11篇
  2023年   16篇
  2022年   15篇
  2021年   13篇
  2020年   33篇
  2019年   23篇
  2018年   37篇
  2017年   39篇
  2016年   27篇
  2015年   20篇
  2014年   17篇
  2013年   79篇
  2012年   45篇
  2011年   59篇
  2010年   33篇
  2009年   29篇
  2008年   45篇
  2007年   37篇
  2006年   29篇
  2005年   43篇
  2004年   22篇
  2003年   17篇
  2002年   20篇
  2001年   7篇
  2000年   8篇
  1999年   16篇
  1998年   4篇
  1997年   7篇
  1996年   4篇
  1995年   11篇
  1994年   6篇
  1993年   7篇
  1992年   5篇
  1991年   6篇
  1990年   5篇
  1989年   6篇
  1988年   3篇
  1987年   3篇
  1986年   2篇
  1985年   1篇
  1984年   1篇
  1983年   1篇
  1982年   1篇
  1981年   1篇
  1980年   1篇
  1979年   1篇
  1978年   1篇
  1976年   1篇
  1975年   2篇
排序方式: 共有820条查询结果,搜索用时 0 毫秒
1.
2.
3.
4.
A developmental ‘lag’ is found in the Conservation of Quantity (Liquids) in a sample of 73 rural, schooled Baoulé children (Ivory Coast, West Africa) aged 7 to 14 years. This study was designed to investigate if this ‘lag’ could be reduced or bridged through training and whether it could be attributed to differences in ‘performance’ or in ‘competence’. A sub-sample of 28 children aged 7 to 9 years was divided into two matched groups, one being trained for Conservation of Liquids and the other for Class Inclusion (Lavallée and Dasen in press). Statistically significant training effects were observed, which generalized to other concrete operational concepts and remained stable over at least one month. Since no ‘actualization’ or very fast learning occurred, the ‘lag’ was attributed to differences in competence; the training was sufficient to bridge the developmental lag.  相似文献   
5.
6.
Animal Cognition - Overmarking remains an unstudied topic in juvenile mammals. We have previously documented a very high rate of overmarking by foals in four captive African equid species: mountain...  相似文献   
7.
8.
Background: Previous studies have reported that children score better in language tasks using sung rather than spoken stimuli. We examined word detection ease in sung and spoken sentences that were equated for phoneme duration and pitch variations in children aged 7 to 12 years with typical language development (TLD) as well as in children with specific language impairment (SLI ), and hypothesized that the facilitation effect would vary with language abilities. Method: In Experiment 1, 69 children with TLD (7–10 years old) detected words in sentences that were spoken, sung on pitches extracted from speech, and sung on original scores. In Experiment 2, we added a natural speech rate condition and tested 68 children with TLD (7–12 years old). In Experiment 3, 16 children with SLI and 16 age-matched children with TLD were tested in all four conditions. Results: In both TLD groups, older children scored better than the younger ones. The matched TLD group scored higher than the SLI group who scored at the level of the younger children with TLD . None of the experiments showed a facilitation effect of sung over spoken stimuli. Conclusions: Word detection abilities improved with age in both TLD and SLI groups. Our findings are compatible with the hypothesis of delayed language abilities in children with SLI , and are discussed in light of the role of durational prosodic cues in words detection.  相似文献   
9.
    
The current study investigates the role of teacher behaviors in toddlers' executive function development. Teachers' (N = 215) emotional and behavioral support and instructional support were observed through classroom observations when children were 2 years old. Selective attention, verbal short-term memory, and visuospatial working memory of children (N = 876, 48.4% female) were assessed at age 2 (Mage = 28.60 months, SD = 2.83) and 3 (Mage = 42.38 months, SD = 2.47). Teachers' instructional support positively predicted growth in selective attention, but not verbal short-term memory or visuospatial working memory. Teachers' emotional and behavioral support did not predict the growth in executive function measures. Findings have implications for understanding the role of teacher-child interactions in executive function development in toddlerhood.  相似文献   
10.
    
Abstract

The present study examined young group identification and young group motives (i.e., self-esteem, distinctiveness, belonging, meaning, efficacy, and continuity) as predictors of ambivalent ageism, stereotyping of older people, aging anxiety, and life satisfaction among Turkish university students. Participants (N?=?226) completed scales measuring age group identification, social identity motives, ambivalent ageism, stereotyping of older people, aging anxiety, and life satisfaction. Multiple hierarchical regression analyses showed that belonging to a young group was a significant predictor for ambivalent ageism. Young group identification and meaning were significant predictors for negative stereotyping of older people. Young group self-esteem was a significant predictor for aging anxiety. Young group identification, self-esteem, and meaning were significant predictors for life satisfaction. None of the independent variables was a significant predictor for positive stereotyping of older people.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号