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141.
Amanda H. Waterman Amy L. Atkinson Sadia S. Aslam Joni Holmes Agnieszka Jaroslawska Richard J. Allen 《Memory & cognition》2017,45(6):877-890
The ability to encode, retain, and implement instructions within working memory is central to many behaviours, including classroom activities which underpin learning. The three experiments presented here explored how action—planned, enacted, and observed—impacted 6- to 10-year-old’s ability to follow instructions. Experiment 1 (N = 81) found enacted recall was superior to verbal recall, but self-enactment at encoding had a negative effect on enacted recall and verbal recall. In contrast, observation of other-enactment (demonstration) at encoding facilitated both types of recall (Experiment 2a: N = 81). Further, reducing task demands through a reduced set of possible actions (Experiment 2b; N = 64) led to a positive effect of self-enactment at encoding for later recall (both verbal and enacted). Expecting to enact at recall may lead to the creation of an imaginal spatial-motoric plan at encoding that boosts later recall. However, children’s ability to use the additional spatial-motoric codes generated via self-enactment at encoding depends on the demands the task places on central executive resources. Demonstration at encoding appears to reduce executive demands and enable use of these additional forms of coding. 相似文献
142.
Doneva Silviya P. Atkinson Mark A. Skarratt Paul A. Cole Geoff G. 《Psychological research》2017,81(1):43-54
Psychological Research - When two individuals alternate reaching responses to targets located in a visual display, reaction times are longer when responses are directed to where the co-actor just... 相似文献
143.
DONNA ELLISTON DR. PH JAMES McHALE PH.D. JEAN TALBOT PH.D. MEAGAN PARMLEY PH.D. REGINA KUERSTEN‐HOGAN PH.D. 《Family process》2008,47(4):481-499
This study examines early withdrawal in the coparenting system, and the utility of a brief problem‐solving discussion about coparenting responsibilities as a means for evaluating such withdrawal. One hundred and fifteen couples were evaluated both prenatally and at 3 months postpartum. During prenatal assessments, parents rated their personalities and completed marital assessments. After the baby arrived, they completed a negotiation task in which they discussed disputes about parenting roles and responsibilities, and interacted together with the baby in a triadic play assessment. Fathers' but not mothers' withdrawal during coparenting negotiations was associated with greater disengagement and less warmth during triadic play and with fathers' feelings that mothers did not respect their parenting. Fathers' but not mothers' withdrawal during coparenting negotiations was also forecast by low ego resilience and by an increase in depressive symptomatology during the postpartum. As the negotiation task appeared to be an effective provocateur of withdrawal when confronting coparenting disagreement, it may prove useful for eliciting this aspect of coparental process in work with couples. 相似文献
144.
Opponents of cosmopolitanism often dismiss the position on the grounds that cosmopolitan proposals are completely unrealistic
and that they fly in the face of our human nature. We have deep psychological needs that are satisfied by national identification
and so all cosmopolitan projects are doomed, or so it is argued. In this essay we examine the psychological grounds claimed
to support the importance of nationalism to our wellbeing. We argue that the alleged human needs that nationalism is said
to satisfy are: (i) either more complex than initially one might think or (ii) do not necessarily provide very strong grounds
for the theses advocated by nationalists or (iii) can be well met in alternate ways than through national identification.
Moreover, commitment to cosmopolitanism is not antithetical to meeting these needs: rather, more cosmopolitan worldviews can
do quite well in meeting the needs of interest. Moreover, we argue that since nationalism is a fluid and socially constructed
phenomenon, quite open to the influence of other factors, the current evidence suggests that central aspects of cosmopolitanism
are quite feasible and realistic.
相似文献
Gillian BrockEmail: |
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The study used critical discourse analysis (CDA) to elucidate normative structures of ethical behavior in university research
administration which may be useful for knowledge transference to future studies of research integrity. Research administration
appears to support integrity in the research environment through four very strong normative domains: (1) respect for authority
structures; (2) respect for institutional boundaries; (3) professionalism; and (4) a strong sense of virtue. The strong norm
structure of research administration, however, appears to be threatened by the fifth domain, (5) political power, which is
inhabited by prestigious faculty with tenure, top-down authority misalignment, and the power for some institutional members
to circumvent the system. The strong normative structure also appears threatened by the overall consequentiality of the regulatory
environment, and shifting contexts that threaten personal virtue. In the end, the normative structure is fluid, politically
acquiescent to power, and ambiguous. Although the professional core of the norm structure is strong, the strengths and weaknesses
in the overall system can be connected to poorly constructed elements of the institutional environment. 相似文献
147.
Synthese - The original article has been corrected. Erroneously, a comma and a space were added in line 164 to 500, 500, and the authors would like readers to know that this should instead read... 相似文献
148.
Representation of spatial categories was assessed in 4‐ to 7‐year‐olds. Across nine spatial categories (In, On, Under, In Front, Behind, Above, Below, Left, and Right), children were asked to pick the odd‐one‐out from four images, three of which displayed the same spatial relationship between two objects, and one which showed a different spatial relationship. Results support our proposed model of spatial category representation. Children progressed through three levels of understanding: from rigid (level 1), to abstract (level 2) to broad (including non‐prototypical category exemplars) (level 3) understanding of spatial category membership. This developmental pattern was common to all spatial categories, and the ages at which children reached each level varied across categories, in line with the order in which category representations emerge in infancy. 相似文献
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