全文获取类型
收费全文 | 804篇 |
免费 | 14篇 |
国内免费 | 2篇 |
专业分类
820篇 |
出版年
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.
Pierre R. Dasen Margot Lavalle Jean Retschitzki 《International journal of psychology》1979,14(1-4):57-68
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.
Clément Planchou Sylvain Clément Renée Béland Nia Cason Jacques Motte Séverine Samson 《Advances in cognitive psychology / University of Finance and Management in Warsaw》2015,11(4):118-135
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.
Sümeyye Koşkulu-Sancar;Elma Blom;Eva van de Weijer-Bergsma;Elizabeth Grandfield;Josje Verhagen;Hanna Mulder; 《Infant and child development》2024,33(3):e2474
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.
Nagihan Taşdemir 《The Journal of genetic psychology》2020,181(5):375-390
AbstractThe 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