全文获取类型
收费全文 | 220篇 |
免费 | 14篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 2篇 |
2020年 | 9篇 |
2019年 | 5篇 |
2018年 | 7篇 |
2017年 | 15篇 |
2016年 | 11篇 |
2015年 | 7篇 |
2014年 | 7篇 |
2013年 | 37篇 |
2012年 | 9篇 |
2011年 | 14篇 |
2010年 | 7篇 |
2009年 | 6篇 |
2008年 | 12篇 |
2007年 | 14篇 |
2006年 | 8篇 |
2005年 | 6篇 |
2004年 | 7篇 |
2003年 | 3篇 |
2002年 | 10篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1999年 | 7篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 5篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1981年 | 1篇 |
1976年 | 1篇 |
1926年 | 1篇 |
排序方式: 共有234条查询结果,搜索用时 15 毫秒
71.
Annie Lang Ashley Sanders-Jackson Zheng Wang Bridget Rubenking 《Motivation and emotion》2013,37(3):508-517
This paper investigates differences in overtime processing of television messages with three types of emotional trajectories—those which begin neutral and become negative, begin neutral and become positive and begin neutral and become equally positive and negative. The limited capacity model of motivated mediated message processing is used to predict how the type of emotional content influences real-time activation of the appetitive and aversive motivational systems which then alter concurrent and subsequent message processing. Results show that during the first time period, when motivational activation is low, more resources are allocated to coactive and positive compared to negative messages supporting the positivity offset hypothesis. In the middle time period, when activation is moderate, more resources are allocated to negative than to positive messages, supporting the negativity bias hypothesis. Further, the different patterns of motivational activation do result in different patterns of messages processing. During positive messages, encoding increases and storage decreases over time. During negative messages, encoding decreases and storage increases overtime. During coactive messages initial encoding and storage are high though both decrease slightly over time. 相似文献
72.
73.
74.
Annie T. Ginty Nicole A. Masters Eliza B. Nelson Karen T. Kaye 《Anxiety, stress, and coping》2017,30(2):155-162
Background and objectives: Extreme cardiovascular reactions to psychological stress have been associated with traumatic life experiences. Previous studies have focused on the occurrence or frequency of abuse rather than type of abuse. We examined how occurrence, frequency, and the type of abuse history are related to cardiovascular reactivity (CVR) to acute psychological stress. Design: The study consisted of between group and continuous analyses to examine the association between occurrence, type, and frequency of abuse with cardiovascular reactions to acute psychological stress. Methods: Data from 64 participants were collected. Heart rate, systolic blood pressure, and diastolic blood pressure were measured at baseline and during a standard mental arithmetic stress task. Results: Individuals who experienced abuse showed diminished CVR to acute psychological stress; this was driven specifically by the history of sexual abuse. Frequency of abuse did not relate to stress reactions. Conclusions: These findings accord with previous work suggesting a relationship between traumatic life experience and hypoarousal in physiological reactivity and extend previous findings by suggesting the relationship may be driven by sexual abuse. 相似文献
75.
Although emerging evidence suggests that parental behavior is related to the development of child executive functioning (EF), the mechanisms through which parenting affects child EF have yet to be investigated. The goal of this study was to examine the potential mediating role of child language in the prospective relation between maternal autonomy support and child EF. A total of 53 mother–infant dyads took part in three home visits at 15 months, 2 years, and 3 years, allowing for the assessment of maternal autonomy support (T1), child expressive vocabulary (T2), and child EF (T3). The results suggested that child language played a mediating role in the relation between maternal autonomy support and child performance on EF tasks entailing a strong impulse control component above and beyond child previous EF and family socioeconomic status (SES). In contrast, no such mediating role of language was found with EF tasks tapping mostly into working memory and set shifting. Thus, this study highlights one pathway through which parenting can affect child executive control. 相似文献
76.
Pellegrini AD Van Ryzin MJ Roseth C Bohn-Gettler C Dupuis D Hickey M Peshkam A 《Aggressive behavior》2011,37(3):248-257
This longitudinal, naturalistic study addressed behavioral and social cognitive processes implicated in preschool children's social dominance. In the first objective, we examined the degree to which peer aggression, affiliation, and postaggression reconciliation predicted social dominance across a school year. Consistent with predictions, all three predicted dominance early in the year while only affiliation predicted dominance later in the year, suggesting that aggression, affiliation, and reconciliation were used to establish social dominance where affiliation was used to maintain it. In the second, exploratory, objective we tested the relative importance of social dominance and reconciliation (the Machiavellian and Vygotskian intelligence hypotheses, respectively) in predicting theory of mind/false belief. Results indicated that social dominance accounted for significant variance, beyond that related to reconciliation and affiliation, in predicting theory of mind/false belief status. Results are discussed in terms of specific behavioral and social cognitive processes employed in establishing and maintaining social dominance. 相似文献
77.
Children acquiring languages with noun classes (grammatical gender) have ample statistical information available that characterizes the distribution of nouns into these classes, but their use of this information to classify novel nouns differs from the predictions made by an optimal Bayesian classifier. We use rational analysis to investigate the hypothesis that children are classifying nouns optimally with respect to a distribution that does not match the surface distribution of statistical features in their input. We propose three ways in which children's apparent statistical insensitivity might arise, and find that all three provide ways to account for the difference between children's behavior and the optimal classifier. A fourth model combines two of these proposals and finds that children's insensitivity is best modeled as a bias to ignore certain features during classification, rather than an inability to encode those features during learning. These results provide insight into children's developing knowledge of noun classes and highlight the complex ways in which statistical information from the input interacts with children's learning processes. 相似文献
78.
Annie A. Garner Janice C. Marceaux Sylvie Mrug Cryshelle Patterson Bart Hodgens 《Journal of abnormal child psychology》2010,38(8):1097-1107
The present study examined Sluggish Cognitive Tempo (SCT) in relation to ADHD symptoms, clinical diagnosis, and multiple aspects
of adjustment in a clinical sample. Parent and teacher reports were gathered for 322 children and adolescents evaluated for
behavioral, emotional, and/or learning problems at a university clinic. Confirmatory factor analyses (CFA) supported the presence
of three separate, but correlated factors (SCT, inattention, and hyperactivity/impulsivity) in both parent and teacher ratings.
As expected, SCT symptoms were greatest in youth with ADHD Inattentive type, but were also found in non-ADHD clinical groups.
SCT symptoms were related to inattention, internalizing, and social problems across both parent and teacher informants; for
parent reports, SCT was also related to more externalizing problems. Findings support the statistical validity of the SCT
construct, but its clinical utility is still unclear. 相似文献
79.
Annie Renouf Mara Brendgen Jean R. Séguin Frank Vitaro Michel Boivin Ginette Dionne Richard E. Tremblay 《Journal of abnormal child psychology》2010,38(8):1109-1123
This study investigated the relation between theory of mind and reactive and proactive aggression, respectively, as well as
the moderating role of peer victimization in this context. The 574 participants were drawn from a longitudinal study of twins.
Theory of mind was assessed before school entry, when participants were 5 years old. Reactive and proactive aggression as
well as peer victimization were assessed a year later in kindergarten. Results from multilevel regression analyses revealed
that low theory of mind was related to a high level of reactive aggression, but only in children who experienced average to
high levels of peer victimization. In contrast, a high theory of mind was related to a high level of proactive aggression.
Again, this relation was especially pronounced in children who experienced high levels of peer victimization. These findings
challenge the social skills deficit view of aggression and provide support for a multidimensional perspective of aggressive
behavior. 相似文献
80.
This article examines the impact of class size on literacy skills and on literacy interest in beginning readers from zones with specific educational needs in France. The data came from an experiment involving first graders in which teachers and pupils were randomly assigned to the different class types (small classes of 10-12 pupils vs. regular classes of 20-25 pupils).Globally, the findings reveal that class size has a (small) impact on the two basic literacy skills, reading (word recognition task) and spelling (word production task). Children with high literacy interest made more progress than children with low literacy interest. The analysis also explores the effect of four factors - early schooling, age, first language and socio-economic status - on the same type of literacy skills as above. Smaller classes most specifically improved performances in two types of population: children whose first language is French and children from intermediate and average socio-economic brackets. This means, in contrast, that neither the children from the most disadvantaged backgrounds nor the children whose first language was not French benefited from the use of smaller first grade classes. Data in this experiment are examined in the light of studies on the connections between class size, classroom procedures and pupils' engagement. 相似文献