全文获取类型
收费全文 | 704篇 |
免费 | 34篇 |
出版年
2023年 | 9篇 |
2022年 | 6篇 |
2021年 | 6篇 |
2020年 | 13篇 |
2019年 | 16篇 |
2018年 | 28篇 |
2017年 | 20篇 |
2016年 | 30篇 |
2015年 | 20篇 |
2014年 | 14篇 |
2013年 | 77篇 |
2012年 | 28篇 |
2011年 | 35篇 |
2010年 | 18篇 |
2009年 | 27篇 |
2008年 | 33篇 |
2007年 | 26篇 |
2006年 | 25篇 |
2005年 | 18篇 |
2004年 | 23篇 |
2003年 | 12篇 |
2002年 | 14篇 |
2001年 | 15篇 |
2000年 | 14篇 |
1999年 | 12篇 |
1998年 | 7篇 |
1997年 | 9篇 |
1996年 | 6篇 |
1994年 | 5篇 |
1993年 | 4篇 |
1992年 | 14篇 |
1991年 | 9篇 |
1990年 | 4篇 |
1989年 | 15篇 |
1988年 | 9篇 |
1987年 | 6篇 |
1986年 | 7篇 |
1985年 | 13篇 |
1984年 | 8篇 |
1983年 | 4篇 |
1981年 | 6篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1977年 | 3篇 |
1975年 | 7篇 |
1974年 | 7篇 |
1972年 | 4篇 |
1970年 | 3篇 |
1968年 | 9篇 |
1967年 | 9篇 |
排序方式: 共有738条查询结果,搜索用时 15 毫秒
151.
Self-perpetuating development of encoding biases 总被引:3,自引:0,他引:3
The process of encoding new information involves the imposition of preexisting interpretive categories on newly encountered stimuli, even if the categories do not match perfectly those stimuli. We hypothesized that such encoding of stimuli as supportive of preexisting encoding dispositions may become a source of a perceiver's subjective experiences that support these dispositions. Through this nonconsciously operating mechanism, encoding rules may gradually develop in a self-perpetuating manner, even in the absence of any objectively supportive evidence. Results demonstrated this self-perpetuating process in three studies involving different stimulus materials and experimental tasks (matrix-scanning paradigm and two "intuitive judgment" tasks). The self-perpetuating development of encoding biases is discussed as one of the elementary mechanisms involved in the development of interpretive categories and other individually differentiated cognitive dispositions. 相似文献
152.
The Mental Health Locus of Control (MHLC) Scale is an area-specific measure of locus of control expectancies designed to predict mental health related behaviors, particularly those occurring in treatment situations. The discriminant validity of the MHLC, in contrast with Rotter's 1-E measure of generalized expectancies, was demonstrated with two mental health related variables: beliefs concerning etiology of psychopathology, and information about abnormal psychology. Beliefs about etiology were measured by the Mental Health Locus of Origin (MHLO) Scale. The primary hypothesis, that individuals with 'endogenous' beliefs about etiology tend to have 'external' expectations for the client's role in treatment, was supported by a statistically significant (p < .001) correlation between the MHLC and MHLO Scales. 相似文献
153.
If perceived velocity were to be a function of phenomenal extent traversed per unit time, speed constancy would be derivable from size constancy. Experiments were performed to test this possibility in which visible frames of reference were eliminated. With cues to distance, judgments ofspeed approached constancy; without such cues, judgments of speed were in terms of rate ofimage displacement. 相似文献
154.
155.
156.
157.
158.
159.
Emma Sumner Hayley C. Leonard Elisabeth L. Hill 《Journal of abnormal child psychology》2018,46(8):1717-1729
Difficulties with social interaction have been reported in both children with an autism spectrum disorder (ASD) and children with developmental coordination disorder (DCD), although these disorders have very different diagnostic characteristics. To date, assessment of social skills in a DCD population has been limited to paper-based assessment or parent report. The present study employed eye tracking methodology to examine how children attend to socially-relevant stimuli, comparing 28 children with DCD, 28 children with ASD and 26 typically-developing (TD) age-matched controls (aged 7–10). Eye movements were recorded while children viewed 30 images, half of which were classed as ‘Individual’ (one person in the scene, direct gaze) and the other half were ‘Social’ (more naturalistic scenes showing an interaction). Children with ASD spent significantly less time looking at the face/eye regions in the images than TD children, but children with DCD performed between the ASD and TD groups in this respect. Children with DCD demonstrated a reduced tendency to follow gaze, in comparison to the ASD group. Our findings confirm that social atypicalities are present in both ASD and to a lesser extent DCD, but follow a different pattern. Future research would benefit from considering the developmental nature of the observed findings and their implications for support. 相似文献
160.
Erin K. Holmes Hayley M. Holladay E. Jeffrey Hill Jeremy B. Yorgason 《Journal of child and family studies》2018,27(6):1881-1898
This study investigates a moderated mediational model whereby maternal involvement in schooling mediates the association between maternal work-to-family conflict and children’s academic achievement in early adolescence, and socioeconomic contexts interact with maternal work status to moderate this association. Participants reflect a subsample of 725 fifth graders (and their employed mothers and teachers) from the Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD). Of the children in this subsample, 49.4% were female and 79.7% were White, non-hispanic. On average mothers completed 14.7 years of education (SD?=?2.4), with 75.4% of mothers completing more than a high school education. Multi-group analyses in SEM using Mplus 7.4 tested whether maternal work status would interact with core socioeconomic contexts (e.g., maternal education, child race, marital status, poverty status, work schedule, and number of children in the home) to moderate the relationship between maternal work-to-family conflict, maternal involvement in school, and academic outcomes. Results revealed partial mediation between maternal work-to-family conflict and achievement through maternal involvement in school. Our hypothesis that maternal work status would interact with other core socioeconomic contexts to moderate the relationship between maternal work-to-family conflict, maternal involvement in school, and academic outcomes was supported. We conclude that mothers’ involvement in school may be an important way in which negative outcomes of work-to-family conflict may be minimized. We also highlight the importance of situating maternal employment in a larger familial and socioeconomic context. 相似文献