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551.
Teacher organization is a crucial part of classroom functioning; however, its relation to student achievement has not been investigated as extensively as that of instruction. In this study, organization is defined as the amount of time teachers spend explaining the purpose and procedures of learning activities and daily routines. Data from first-grade classrooms (N = 44) observed three times during the school year (fall, winter, and spring) are analyzed, along with students' (N = 108) literacy skills at fall and spring. Hierarchical Linear Modeling reveals that, controlling for students' fall word reading and vocabulary skills, as well as amount of language arts instruction they receive, both amount and change in amount over time in classroom organization significantly predicts spring word reading skills. Specifically, children in classrooms observed in higher amounts of classroom time in organization at the beginning of the school year, followed by sharp decreases over the school year, demonstrated stronger letter and word reading skills by spring, and this was a main effect (p < .05). Practical and research implications are discussed. 相似文献
552.
Claire I. Tsai Joshua Klayman Reid Hastie 《Organizational behavior and human decision processes》2008
When a person evaluates his or her confidence in a judgment, what is the effect of receiving more judgment-relevant information? We report three studies that show when judges receive more information, their confidence increases more than their accuracy, producing substantial confidence–accuracy discrepancies. Our results suggest that judges do not adjust for the cognitive limitations that reduce their ability to use additional information effectively. We place these findings in a more general framework of understanding the cues to confidence that judges use and how those cues relate to accuracy and calibration. 相似文献
553.
Constantine Sedikides Claire M. Hart David De Cremer 《Social and Personality Psychology Compass》2008,2(6):2107-2124
Procedural fairness (whether the organizational decision‐making process is perceived as fair) has profound psychological effects on organizational members. A vital reason for these effects is that organizational procedures communicate information which is relevant to the self. Specifically, this information is relevant to different types of self (individual, collective, relational) and, more importantly, to different motives within each type of self. As such, procedures satisfy the motives of uncertainty reduction and self‐enhancement (individual self), the motives of reputation and status (collective self), and the motives of belongingness and respect (relational self). We provide illustrative evidence in support of our conceptual map, discuss complexities, and offer suggestions for future research. 相似文献
554.
Kira S. Birditt Karen L. Fingerman Eva S. Lefkowitz Claire M. Kamp Dush 《Journal of Adult Development》2008,15(1):1-12
Filial maturity refers to the adult offspring’s perception of parents as individuals with past histories and limitations.
Three studies were conducted to measure filial maturity and its relational and developmental correlates. Study 1 included
adults aged 18–59 to empirically assess filial maturity and its correlates across adulthood. Study 2 examined associations
between filial maturity and constructs indicative of emerging adulthood (e.g., emotional autonomy), among people aged 18–24.
Study 3 included young and middle-aged adults (N = 158; ages: 22–49) and their parents to assess associations between parents’ reports of relationship quality and offspring’s
filial maturity. Offspring reported greater filial maturity with mothers and with parents with whom they reported greater
relationship quality, closeness, and autonomy. Parents who reported greater relationship quality had offspring who reported
greater filial maturity. Findings suggest that filial maturity is a dyadic phenomenon that influences parent child relationship
quality across the lifespan. 相似文献
555.
Rosie Ensor Martha Hart Lorna Jacobs Claire Hughes 《The British journal of developmental psychology》2011,29(2):176-187
Disruptive behaviour disorders are much more common in boys than girls ( Office of National Statistics, 1999 ); in contrast, gender differences in normative problem behaviours are poorly understood. To address this issue, 228 6‐year‐olds (134 boys, 94 girls) were each observed playing a board game with a same‐gender friend. Ratings of aggression, disruption, arousal and negativity were used to index problem behaviours. Multiple‐groups confirmatory factor analyses demonstrated that the latent factor had the same metric for boys and girls, but a mean that was approximately half a standard deviation higher for boys than girls. In addition, the association between the latent factor and teachers’ ratings of total difficulties was significantly stronger for boys than girls. 相似文献
556.
Vitale Agata Barnes-Holmes Yvonne Barnes-Holmes Dermot Campbell Claire 《The Psychological record》2008,58(3):365-390
The Psychological Record - The current article examines patterns of adult responding to different types of more-than and less-than relations, as well as procedures for facilitating responding in... 相似文献
557.
Kirby Deater‐Deckard Alison Pike Stephen A. Petrill Alexandra L. Cutting Claire Hughes Thomas G. OConnor 《Developmental science》2001,4(2):F1-F6
Differences in mothers’ parenting behaviors toward their identical twin preschoolers were examined to identify nonshared environmental processes in social‐emotional development. The study included 62 pairs of 3½‐year‐old same‐sex identical twins. Indicators of each child’s social‐emotional development (temperament, prosocial behavior, behavior problems and noncompliance) and parenting environment (warmth and negativity, positive and negative control, responsiveness) were assessed using observers’, interviewers’, and parents’ ratings. Mothers treated their identical twins differently, and this differential treatment covaried in expected ways with identical twin differences in social‐emotional adjustment. The twin who received more supportive and less punitive forms of parenting was also higher in positive mood and prosocial behaviors and lower in negative mood and behavior problems when compared to her or his twin. 相似文献
558.
Claire D. Peebles 《Infant mental health journal》1997,18(2):221-230
The Infant and Preschool Psychiatry Clinic is an outpatient, subspecialty clinic that serves young children with significant emotional and behavioral problems, in addition to disorders of learning and language. The clinic provides for the psychiatric needs of young children, birth to 5 years of age, and their families. The mission of the clinic is to (1) provide comprehensive diagnostic evaluation, treatment, and advocacy services by an interdisciplinary team; (2) use systematic data collection for empirical research; and (3) provide training in infant psychiatry. The clinic's evaluation process and wide-ranging treatment services are described in detail, along with two clinical case examples that help to illustrate the integration of varied services. Additionally, a critique of the clinic's strengths and weaknesses is presented. © 1997 Michigan Association for Infant Mental Health 相似文献
559.
Catherine L. Williams Claire C. St. Peter 《Journal of the experimental analysis of behavior》2020,113(1):232-250
Resurgence is often discussed in relation to the relapse of undesirable behavior. However, resurgence may also describe the recurrence of socially appropriate behavior, including academic responding. The recurrence of academic responses following periods of extinction may aid in the solution of novel problems. The aims of this study were to evaluate the resurgence of complex, desirable behavior related to college-level instruction and to explore problem form as an aspect of environmental context. Each participant was taught 2 response chains to solve quadratic equations across experimental phases, followed by a phase in which neither chain resulted in the correct solution (extinction). During Experiment 1, the equations presented during extinction resembled those presented during reinforcement of the alternative response. Of the 8 participants in Experiment 1, 4 attempted to use the first-taught chain to solve an equation in the extinction phase. During Experiment 2, the equations presented during extinction resembled those presented during reinforcement of the target response. Of the 8 participants in Experiment 2, 6 attempted to use the first-taught chain to solve an equation in the extinction phase. Results demonstrate the resurgence of academic responses and suggest that the form of the problem may constitute a context that affects resurgence. 相似文献
560.