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221.
Much social science research entails interpreting the meaning of utterances, that is, phrases spoken, written or gestured. But how should researchers interpret the meaning of such utterances? A recent surge of research, informed by dialogism, emphasizes the contextual, social and unfinished nature of meaning. The present article operationalizes dialogism theory into six ‘sensitizing questions’ which can guide analysis. The questions are: (1) What is the context? (2) What is the speaker doing? (3) Who is being addressed? (4) Who is doing the talking? (5) What future is constituted? (6) What are the responses? Each question (and 16 sub-questions) is illustrated by analyzing the potential meanings of a single utterance. The article is a contribution to the development of new forms of ‘method’ for interpretative qualitative research. These methods aid the ‘human instrument’ to become a sensitive, theoretically-informed, and accountable analyst. 相似文献
222.
223.
David Matsumoto Theodora Consolacion Hiroshi Yamada Ryuta Suzuki Brenda Franklin Sunita Paul 《Cognition & emotion》2013,27(6):721-747
Although research has generated a wealth of information on cultural influences on emotion judgements, the information we have to date is limited in several ways. This study extends this literature in two ways, first by obtaining judgements from people in two cultures of expressions portrayed at different intensity levels, and second by incorporating individual level measures of culture to examine their contribution to observed differences. When judging emotion categories in low intensity expressions, American and Japanese judges see the emotion intended at above-chance rates, albeit lower than when judging high intensity faces. Also, American and Japanese intensity ratings of external displays and internal experiences differ dramatically for low intensity expressions compared to high intensity faces. Finally, the two cultural dimensions measured in this study—individualism versus collectivism (IC) and status differentiation (SD)—accounted for almost all of the variance in the observed differences. These findings are discussed in terms of their underlying possible mechanisms, and future research possibilities. 相似文献
224.
Expository Text Comprehension: Helping Primary-Grade Teachers Use Expository Texts to Full Advantage
This study investigated the effectiveness of an instructional program designed to teach expository text comprehension during guided reading. Participants included 72 second graders in six classrooms, organized into four guided reading groups in each class (n = 24). The six classes were randomly assigned to one of three groups: Text Structure, Content, and No Instruction. The Text Structure group focused on text structure awareness. The Content group focused on background knowledge and vocabulary. The No Instruction group carried out their regular instruction. Findings suggest that text structure is an effective strategy for promoting expository text comprehension and that young children benefit from well-structured texts. 相似文献
225.
The encoding of temporal order information improves with practice (Zacks, Hasher, Alba, Sanft, & Rose, 1984), but this improvement may be a result of task performance factors and may have little or nothing to do with encoding phenomena. In the present study, a forced-choice recency discrimination procedure was used to obviate the use of retrieval/performance strategies on the temporal order test. No improvement in temporal order judgments was observed. 相似文献
226.
Suggestions are offered for distinguishing those instances in which a disturbed Rorschach may indicate a need for psychotherapy from those in which psychotherapy is not indicated. Two contrasting cases are presented. The difference lies not so much in the quality of the Rorschach per se as in the quality of supporting and supplementary test results. The Kinetic Family Drawing, the Lowenfeld Mosaic, the level and balance of verbal and performance IQ scores, and the nature of visual and perceptual problems are used. 相似文献
227.
The graphemic representations that underlie spelling performance must encode not only the identities of the letters in a word, but also the positions of the letters. This study investigates how letter position information is represented. We present evidence from two dysgraphic individuals, CM and LSS, who perseverate letters when spelling: that is, letters from previous spelling responses intrude into subsequent responses. The perseverated letters appear more often than expected by chance in the same position in the previous and subsequent responses. We used these errors to address the question of how letter position is represented in spelling. In a series of analyses we determined how often the perseveration errors produced maintain position as defined by a number of alternative theories of letter position encoding proposed in the literature. The analyses provide strong evidence that the grapheme representations used in spelling encode letter position such that position is represented in a graded manner based on distance from both-edges of the word. 相似文献
228.
Deepthi Kamawar Jo-Anne LeFevre Jeffrey Bisanz Lisa Fast Sheri-Lynn Skwarchuk Brenda Smith-Chant Marcie Penner-Wilger 《Journal of experimental child psychology》2010,105(1-2):138-145
Most children who are older than 6 years of age apply essential counting principles when they enumerate a set of objects. Essential principles include (a) one-to-one correspondence between items and count words, (b) stable order of the count words, and (c) cardinality—that the last number refers to numerosity. We found that the acquisition of a fourth principle, that the order in which items are counted is irrelevant, follows a different trajectory. The majority of 5- to 11-year-olds indicated that the order in which objects were counted was relevant, favoring a left-to-right, top-to-bottom order of counting. Only some 10- and 11-year-olds applied the principle of order irrelevance, and this knowledge was unrelated to their numeration skill. We conclude that the order irrelevance principle might not play an important role in the development of children’s conceptual knowledge of counting. 相似文献
229.
A growing body of research has demonstrated the importance of intergroup contact in reducing fear, threat and anxiety in intergroup domains. Here we focus on the regulatory benefits of intergroup contact. We hypothesized that past intergroup contact would facilitate recovery from a stressful intergroup evaluation. White and Black participants completed a stressful evaluative task in the presence of two White or two Black interviewers while autonomic nervous system and hormonal responses were assessed. When examining how participants recovered after the stressful task, intergroup contact predicted faster physiological recovery for both autonomic and neuroendocrine reactivity. The importance of recovery from stress for physiological resilience in diverse contexts is discussed. 相似文献
230.
Brenda Hannon Gregorio Lozano Sarah Frias Sandra Picallo‐Hernandez Robert Fuhrman 《Applied cognitive psychology》2010,24(9):1222-1244
For many students concepts like fluid and crystallized intelligence are difficult to learn because they have highly‐similar definitions that are easy to confuse. The challenge of learning these highly‐similar, yet often confused concepts is further complicated by the fact that students are tested on exams about differences between the concepts. In this theoretically‐motivated research we test a new strategy for learning highly‐similar pairs of concepts, called differential‐associative processing. The results revealed that performance on multiple‐choice questions was higher when students learned highly‐similar concepts using differential‐associative processing rather than a strategy of their own choice, text‐based elaboration, or identifying similarities and differences. The results also revealed that students spontaneously transferred differential‐associative processing to a neutral control condition. Taken as a whole, the present study supports differential‐associative processing as a useful strategy for learning similar concepts. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献