全文获取类型
收费全文 | 357篇 |
免费 | 16篇 |
专业分类
373篇 |
出版年
2023年 | 3篇 |
2022年 | 3篇 |
2021年 | 3篇 |
2020年 | 6篇 |
2019年 | 7篇 |
2018年 | 7篇 |
2017年 | 14篇 |
2016年 | 15篇 |
2015年 | 13篇 |
2014年 | 19篇 |
2013年 | 34篇 |
2012年 | 14篇 |
2011年 | 20篇 |
2010年 | 16篇 |
2009年 | 10篇 |
2008年 | 15篇 |
2007年 | 13篇 |
2006年 | 18篇 |
2005年 | 8篇 |
2004年 | 12篇 |
2003年 | 18篇 |
2002年 | 16篇 |
2000年 | 11篇 |
1999年 | 3篇 |
1998年 | 7篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 5篇 |
1994年 | 4篇 |
1993年 | 5篇 |
1992年 | 1篇 |
1991年 | 5篇 |
1989年 | 1篇 |
1988年 | 4篇 |
1987年 | 5篇 |
1986年 | 1篇 |
1985年 | 6篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 4篇 |
1981年 | 6篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1978年 | 1篇 |
1975年 | 1篇 |
1973年 | 2篇 |
排序方式: 共有373条查询结果,搜索用时 15 毫秒
301.
302.
Annette Holth Skogan Jens Egeland Pål Zeiner Kristin Romvig Øvergaard Beate Oerbeck Ted Reichborn-Kjennerud 《Child neuropsychology》2016,22(4):472-492
The preschool period is an important developmental period for the emergence of cognitive self-regulatory skills or executive functions (EF). To date, evidence regarding the structure of EF in preschool children has supported both unitary and multicomponent models. The aim of the present study was to test the factor structure of early EF as measured by the Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P). BRIEF-P consists of five subscales and three broader indexes, hypothesized to tap into different subcomponents of EF. Parent ratings of EF from a nonreferred sample of children recruited from the Norwegian Mother and Child Cohort Study (N = 1134; age range 37–47 months) were subjected to confirmatory factor analyses (CFA). Three theoretically derived models were assessed; the second-order three-factor model originally proposed by the BRIEF-P authors, a “true” first-order one-factor model and a second-order one-factor model. CFA fit statistics supported the original three-factor solution. However, the difference in fit was marginal between this model and the second-order one-factor model. A follow-up exploratory factor analysis (EFA) supported the existence of several factors underlying EF in early preschool years, with a considerable overlap with the five BRIEF-P subscales. Our results suggest that some differentiation in EF has taken place at age 3 years, which is reflected in behavior ratings. The internal consistency of the BRIEF-P five clinical subscales is supported. Subscale interrelations may, however, differ at this age from those observed in the preschool group as a whole. 相似文献
303.
304.
Two experiments investigated whether there is evidence for acquisition of rules in implicit artificial grammar learning (AGL). Two different methods were used in meeting this goal, multiple regression analysis and analysis of receiver-operating characteristics (ROCs). By means of multiple regression analysis, several types of knowledge were identified that were used in judgments of grammaticality, for example, about single letters and about larger stimulus fragments. There was no evidence for the contribution of rule knowledge. The ROCs were in accord with a similarity-based account of AGL and thus did not support the notion that rule knowledge is acquired in AGL either. Simulations with a connectionist model corroborated the conclusion that the results were in accord with a similarity-based, associative account. 相似文献
305.
Coercion theory provided the theoretical rationale for the present study. The hypothesis was that mothers' reports of child behavior problems and mothers' reports of external locus of control would be related to abuse potential. A total of 95 mother-child pairs were screened for child abuse potential during visits to a hospital-based pediatrie clinic. Following brief interviews, mothers completed three measures: Milner's Child Abuse Potential Inventory, Levenson's Locus of Control Scales, and the Revised Behavior Problem Checklist. Perceptions of control by powerful others and by chance were related to abuse potential for mothers of both sexes. Mothers' reports of their sons' anxiety-withdrawal and conduct-disorder behavior problems were related to abuse potential. There was a significant association among lie scores, internality, and abuse potential for mothers of female children. Mothers with high abuse potential reported significantly more behavior problems in their children. The findings were discussed in relation to coercion theory.Portions of this paper were presented at the biennial meeting of the Society for Research in Child Development, Detroit, April 1983. This research was conducted by the first author in partial fulfillment of the requirements for the Ph.D. at the University of Miami under the direction of Drs. Keith G. Scott and Annette M. La Greca. The first author wishes to thank the members of the committee, Drs. Herbert C. Quay, Simon B. Miranda, Daryl Greenfield, and Julia Rosenkrans, for their many contributions. Also, special thanks to the University of Miami Child Protection Team for their continuous support and guidance, and special appreciation to the mothers and children who participated in the study. 相似文献
306.
The problem of tax evasion and subsequent revenue loss is an important one for our nation. Noncompliance with tax laws causes multibillion dollar annual losses for the U.S. treasury. An investigation of psychological variables is suggested as the most promising route to increase tax compliance. Hence, a review of the legal, economic, sociological, and psychological literature concerning the motivation and causes of noncompliance with tax laws is presented. Theoretical models and empirical studies addressing the issue of tax evasion are reviewed. An individual's feelings of equity and sense of norm commitment may be the crucial factors in the decision to comply or evade legally mandated taxes, superseding the notion of sanctions as the most effective deterrent. A legal reasoning model is one suggested alternative in the search for a causal explanation of noncompliance. 相似文献
307.
Comprehension of nonverbal communication: A reexamination of the social competencies of learning-disabled children 总被引:1,自引:0,他引:1
This study was designed to determine whether learning-disabled (LD) children differed from nondisabled (NLD) children in their ability to comprehend nonverbal communication when potential attentional differences between the groups were controlled. In addition, the relationship between nonverbal comprehension and social competence was assessed. Thirty LD and 30 NLD boys between 9 and 12 years of age were administered a short form of the Profile of Nonverbal Sensitivity (PONS) to assess nonverbal comprehension; social competence measures included teachers' ratings of aggressive and withdrawn behaviors using the Behavior Problem Checklist, and blind judges' ratings of performance on a role-play of friendshipmaking skills. Under attention-incentive conditions, no performance differences between LD and NLD children were found on the PONS; however, LD children were judged to be more withdrawn and less socially skilled. While PONS scores were not related to other social competence measures, hey were associated with academic achievement and IQ. Results emphasize the importance of considering the presence of attentional problems in LD children that may interfere with an accurate assessment of their skills. 相似文献
308.
309.
If you want to get ahead,get a theory 总被引:1,自引:0,他引:1
Although Genevan research has provided a detailed analysis of cognitive structures, our knowledge of cognitive processes remains fragmentary. The focus is now not only on macro-development but also on changes occurring in children's spontaneous action sequences in micro-formation. A series of experiments designed to study goal-oriented behavior is in progress. This paper describes the action sequences of 67 subjects between 4;6 and 9;5 years in a block balancing task. It is not a study of children's understanding of a specific notion in physics, but an attempt to pave the way towards understanding the more general processes of cognitive behavior. The analysis focuses on the interplay between the child's action sequences and his implicit theories which the observer infers from the sequences rather than from his verbal comments. Emphasis is placed on the role of counterexamples and on shifts in attention from goal to means. The construction and overgeneralization of ‘theories-in-action’ appear to be dynamic and general processes which are not stage-linked. The results also suggest certain functional rather than structural analogies between the acquisition of physical knowledge and the acquisition of language. 相似文献
310.