全文获取类型
收费全文 | 92篇 |
免费 | 4篇 |
专业分类
96篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 3篇 |
2020年 | 2篇 |
2019年 | 5篇 |
2018年 | 11篇 |
2017年 | 4篇 |
2016年 | 6篇 |
2015年 | 3篇 |
2014年 | 7篇 |
2013年 | 11篇 |
2012年 | 6篇 |
2011年 | 1篇 |
2010年 | 3篇 |
2009年 | 1篇 |
2008年 | 4篇 |
2007年 | 1篇 |
2006年 | 1篇 |
2005年 | 1篇 |
2004年 | 4篇 |
2003年 | 7篇 |
2002年 | 2篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1991年 | 1篇 |
1982年 | 1篇 |
排序方式: 共有96条查询结果,搜索用时 0 毫秒
81.
82.
This longitudinal study investigates whether the development in executive control and bilingual experience predicts change in language control in bilingual children. Children were tested twice over the course of 1 year, using the language‐switching paradigm and the Simon task. The participants were Japanese‐English bilingual “returnee” children (ages 7–13), who returned to their first language (L1) environment after spending some years in a second language (L2) dominant environment. Testing these children upon their return to the L1 environment allowed us to disentangle the effect of age from bilingual experience, as they experienced an increase in age but a decrease in L2 exposure over time. Children who had less L2 exposure showed smaller improvement in baseline performance when naming pictures in English (i.e., when English was relevant across all trials). Moreover, development in trials where children had to switch between languages were modulated by development in executive control. That is, children who increased their performance in the English mixed repetition trials also performed better on the executive control task over time. Thus, development in executive control modulated change in language control among bilingual children, suggesting a positive relationship between language control and executive control in children's development. 相似文献
83.
Barbara Treccani Efrosyni Argyri Antonella Sorace Sergio Della Sala 《Psychonomic bulletin & review》2009,16(2):320-327
Balanced bilinguals have been shown to have an enhanced ability to inhibit distracting information. In this study, we investigated
the hypothesis that the bilinguals’ efficiency in inhibitory control can be advantageous in some conditions, but disadvantageous
in others—for example, negative priming conditions, in which previously irrelevant information becomes relevant. Data collected
in a target-stimulus locating task from 29 early bilingual adults and 29 age-matched monolinguals showed that the bilinguals’
greater inhibition of irrelevant spatial information (i.e., the position of a distractor stimulus) resulted in a smaller effect
of the distractor presence (i.e., a smaller difference in error rates in trials with and without distractors) and a larger
negative priming effect (i.e., a larger difference between the error rates shown in trials wherein the target position corresponded
to the position of the previous-trial distractor and trials wherein the target was presented in a previously vacant position).
These findings support the hypothesis of specific nonlinguistic cognitive effects of bilingualism on inhibitory control functions,
which are not necessarily reflected in cognitive advantages. 相似文献
84.
This study focused on the daily activities and related quality of experience of two distinct groups of Italian high school students analyzed in 1986 and 2000. Altogether, 120 participants, aged between 15 and 18, were administered the experience sampling method, a procedure providing on-line repeated samplings of daily time budget and associated quality of experience. In particular, attention was paid to optimal experience, characterized by a balance between environmental challenges and personal skills, intrinsic motivation, involvement, and well-being. In spite of the time gap, no major differences in the daily activity distribution were detected. Adolescents in both groups spent most of their time studying at school and at home, interacting, watching TV, carrying out maintenance, and engaging in structured leisure activities. The use of new technologies (computers, internet, mobile phones) emerged in the data gathered in 2000. As concerns the quality of experience, each daily activity showed a specific experiential profile recurring in both groups. Studying at home and engaging in structured leisure activities were primarily associated with optimal experience, as was using new technologies in 2000. These results shed light on students' preferential engagement in specific domains and allowed us to explore the active role of adolescents in shaping their future. Findings also highlighted the importance of providing adolescents with meaningful activities in order to foster their personal growth, well-being, and social integration. 相似文献
85.
Antonella Delle Fave 《Infant and child development》2004,13(4):361-362
86.
Erik Carlquist Hilde E. Nafstad Rolv M. Blakar Pål Ulleberg Antonella Delle Fave Joshua M. Phelps 《The journal of positive psychology》2017,12(2):99-109
Well-being is a widely discussed topic in research, policy, and media. This study was aimed at examining usage patterns of core terminology related to well-being in Norwegian newspapers during the past two decades. Specifically, we investigated occurrence across time of 39 words describing well-being facets from four theoretical perspectives: affective approaches, cognitive or life satisfaction approaches, eudaimonic and humanistic approaches, and character strengths. Four major newspapers were selected in order to capture sociocultural and regional variation. Evidence of significant changes in usage frequency was detected for about half of the search terms. Affective words showed variable trends, while usage of words referring to satisfaction declined. The most notable magnitude of change concerned the increase in eudaimonic words related to mastery, motivation, and self-development. Findings suggest that core vocabulary of well-being belongs to a changeable field of linguistic practice. Implications for positive psychology are proposed. 相似文献
87.
88.
Anna Maria Nenci Giuseppe Carrus Pierluigi Caddeo Antonella Meloni 《Journal of community & applied social psychology》2008,18(5):505-511
A study tested an extended Theory of Planned Behaviour (TPB) model, inclusive of measures of ethnical identification and perceived ethnic group norms, in the ethnical food purchasing domain. One hundred and thirty‐five Jamaicans, living in the Brixton neighbourhood, London, were administered a self‐reported questionnaire measuring the classical TPB components (attitudes, subjective norms, perceived behavioural control, behavioural intentions) plus three additional components: identification with the Jamaican group, perceived norms of the Jamaican group and past behaviour. Results of hierarchical multiple regressions showed that past behaviour, ethnical identification and perceived group norms explain an additional proportion of variance in intentions, independently of attitudes, subjective norms and perceived control. A two‐way interaction, between ethnical identification and perceived group norms, was detected. A stronger relation between group norms and intentions emerged among high ethnical identifiers. Theoretical and practical implications are discussed. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
89.
90.
Damiano Menin Annalisa Guarini Consuelo Mameli Grace Skrzypiec Antonella Brighi 《International Journal of Clinical and Health Psychology》2021,21(2):100221
Background/Objective: Despite the great interest that bullying and cyberbullying have received during the last decades, the problem of defining these phenomena is still debated. Recently, this discussion has also been articulated in terms of how young people who are directly involved in bullying and cyberbullying understand these notions. This study aimed at investigating the operational definitions of both bullying and cyberbullying provided by adolescent victims and perpetrators, by inquiring the weight of traditional criteria (i.e., frequency, deliberateness, imbalance of power, and harm) as well as dominance in the perception of these phenomena. Method: A total of 899 students aged between 11 and 16 years filled out the Student Aggression and Victimisation Questionnaire. Results: Common traits and differences between the operational definition of bullying and cyberbullying and between the perspectives of victims and perpetrators of aggression were found. The most relevant criterion for the perception of both these phenomena was clearly the presence of dominance. By contrast, the imbalance of power showed no significant relationship with the perception of being bullied or bullying others both offline and online. Conclusions: Findings emphasise that young people conceptualise bullying with a clear reference to relational and group processes, rather than to individual differences. 相似文献