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11.
Animal Cognition - A previous study demonstrated that horses can learn socially from observing humans, but could not draw any conclusions about the social learning mechanisms. Here we develop this...  相似文献   
12.
The effects of universal pre-K on cognitive development   总被引:2,自引:0,他引:2  
In this study of Oklahoma's universal pre-K program, the authors relied on a strict birthday eligibility criterion to compare "young" kindergarten children who just completed pre-K to "old" pre-K children just beginning pre-K. This regression-discontinuity design reduces the threat of selection bias. Their sample consisted of 1,567 pre-K children and 1,461 kindergarten children who had just completed pre-K. The authors estimated the impact of the pre-K treatment on Woodcock-Johnson Achievement test scores. The authors found test impacts of 3.00 points (0.79 of the standard deviation for the control group) for the Letter-Word Identification score, 1.86 points (0.64 of the standard deviation of the control group) for the Spelling score, and 1.94 points (0.38 of the standard deviation of the control group) for the Applied Problems score. Hispanic, Black, White, and Native American children all benefit from the program, as do children in diverse income brackets, as measured by school lunch eligibility status. The authors conclude that Oklahoma's universal pre-K program has succeeded in enhancing the school readiness of a diverse group of children.  相似文献   
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Factors that differentiate women and men who choose a science career from those who do not were investigated using longitudinal data from 1980 and 1990. The participants (N = 459) were ninth or twelfth graders at six midwestern high schools in 1980. Women in science compared to women in other careers were significantly more likely to value math and science for their future career goals, whereas men in science compared to men in other careers had significantly higher high school grade point averages in natural science and higher career aspirations. Not unexpectedly, both women and men in science careers compared to those in nonscience careers took more high school elective science courses because they wanted to, aspired to higher prestige careers as young adults, and attributed their math successes more to their ability. The male model accounted for more than twice the variance accounted for by the female model, and context variables were not predictive for either model. Suggestions for revising the model and improving the assessment of context influences are made. Implications for research and practice include designing and evaluating programs to increase the number of intellectually able girls valuing math and science as these relate to their future goals.  相似文献   
15.
We explore the role of schools in children's mental health services research. Recent literature has suggested that schools play an important role in delivering services to children and adolescents with emotional and behavioral problems. Research in services research, though, has taken a fairly narrow view of which dimensions of school environments are relevant for inclusion in studies. We suggest that a broader view of school environments is appropriate and potentially beneficial to the field. Using Bronfenbrenner's ecological model as a guide, we conceptualize schools as microsystems. Such an approach suggests that all aspects of school environments (treatment as well as non-treatment) are likely to influence many of the outcomes that children's mental health services research frequently targets (e.g., behavioral problems, problematic peer relationships, academic achievement, school attendance). We review literature from a variety of disciplines to suggest relevant features of schools, with particular attention to the role of peer dynamics within schools. We conclude with implications of this expanded conceptualization of schools for children's mental health services research.  相似文献   
16.
The current study explored newcomer turnover in a unique population: dirty workers. Based on social identity theory (SIT) and conservation of resources theory (COR), a set of individual level predictors theoretically relevant to dirty work turnover were identified. We examined whether differences in access to job information prior to hire, career commitment, belief in the value of the job, negative affectivity (NA), and maladaptive coping style were related to turnover of animal shelter employees with euthanasia responsibilities. Results supported the potential importance of all variables for understanding turnover amongst these dirty workers. Access to job information, NA, and maladaptive coping style were found to have the highest relative importance amongst the set of predictors.  相似文献   
17.
Very little research has focused on rates of trauma exposure for youth in treatment foster care (TFC). Available research has utilized record review for assessing exposure, which presents limitations for the range of trauma types examined, as records are predominantly focused on abuse and neglect. The current study examines exposure rates and association with emotional and behavioral outcomes for 229 youth in 46 TFC agencies. The youth in this study had exceptionally high rates of trauma exposure by foster parent report, similar to youth in traditional foster care, with nearly half of the sample exposed to four or more types of traumatic events. A composite child abuse and neglect exposure variable was associated with child and adolescent emotional and behavioral outcomes. Implications for services provided as part of TFC are discussed.  相似文献   
18.
Humour and laughter are universal to the human psychological experience and have serious developmental and evolutionary implications. Despite the early emergence of laughter in infancy, infants have been largely ignored in the humour research and humour has been largely ignored in the infant research. The present study describes the emergence of humour perception and creation in a sample of 20 parent–infant dyads who were followed from ages 3‐to‐ 6 months. The study examined how infants discover that absurd nonverbal behaviour, known as ‘clowning’, is amusing in the context of social engagement with caregivers. Results indicate that parents primarily use clowning when attempting to amuse their infants and pair these behavioural absurdities with affective cues like smiling and laughing. As they got older, infants were more likely to laugh and smile in response to clowning. Infants' ability to create humor via clowning also increased with age, starting with simple shrieks at 3 months to imitating absurd actions by 5 months. These increases are partly potentially explained by accompanying increases in parental smiling, laughing and clowning in response to infant clowning. Future research should employ more diverse samples and experimentally investigate the role of parental affect and social referencing in infants' interpretation of absurd behavior. Copyright © 2011 John Wiley & Sons, Ltd.  相似文献   
19.
The primary aim of this research was to investigate associations that depression severity and trait anxiety have with reactions to specific, identifiable thoughts experienced by persons with varying levels of personality disorder (PD) pathology as they went about their day-to-day lives. Ninety-eight psychotropic medication-free persons participated in an experience sampling assessment procedure over four consecutive days, during which participants recorded specific thoughts experienced moments before a page signal was received and corresponding ratings of thought discomfort. Thought discomfort, regarded as an emotional reaction to thoughts or their evaluation, was moderately associated with several forms of PD pathology, particularly Cluster C pathology. Once depression severity and trait anxiety were controlled, however, associations between PD pathology and thought discomfort were eliminated. Findings from this research generally support the mood-congruence of negatively valenced thoughts in relation to PD pathology.  相似文献   
20.
Social learning is said to meet the demands of complex environments in which individuals compete over resources and cooperate to share resources. Horses (Equus caballus) were thought to lack social learning skills because they feed on homogenously distributed resources with few reasons for conflict. However, the horse’s social environment is complex, which raises the possibility that its capacity for social transfer of feeding behaviour has been underestimated. We conducted a social learning experiment using 30 socially kept horses of different ages. Five horses, one from each group, were chosen as demonstrators, and the remaining 25 horses were designated observers. Observers from each group were allowed to watch their group demonstrator opening a feeding apparatus. We found that young, low-ranking and more exploratory horses learned by observing older members of their own group, and the older the horse, the more slowly it appeared to learn. Social learning may be an adaptive specialisation to the social environment. Older animals may avoid the potential costs of acquiring complex and potentially disadvantageous feeding behaviours from younger group members. We argue that horses show social learning in the context of their social ecology and that research procedures must take such contexts into account. Misconceptions about the horse’s sociality may have hampered earlier studies.  相似文献   
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