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51.
A common measure of number word understanding is the give‐N task. Traditionally, to receive credit for understanding a number, N, children must understand that N does not apply to other set sizes (e.g. a child who gives three when asked for ‘three’ but also when asked for ‘four’ would not be credited with knowing ‘three’). However, it is possible that children who correctly provide the set size directly above their knower level but also provide that number for other number words (‘N + 1 givers’) may be in a partial, transitional knowledge state. In an integrative analysis including 191 preschoolers, subset knowers who correctly gave N + 1 at pretest performed better at posttest than did those who did not correctly give N + 1. This performance was not reflective of ‘full’ knowledge of N + 1, as N + 1 givers performed worse than traditionally coded knowers of that set size on separate measures of number word understanding within a given timepoint. Results support the idea of graded representations (Munakata, Trends in Cognitive Sciences, 5, 309–315, 2001.) in number word development and suggest traditional approaches to coding the give‐N task may not completely capture children's knowledge. 相似文献
52.
Beckett C Maughan B Rutter M Castle J Colvert E Groothues C Hawkins A Kreppner J O'Connor TG Stevens S Sonuga-Barke EJ 《Journal of abnormal child psychology》2007,35(6):1063-1073
The relationship between severe early institutional deprivation and scholastic attainment at age 11 in 127 children (68 girls
and 59 boys) adopted from institutions in Romania was compared to the attainment of 49 children (17 girls and 32 boys) adopted
within the UK from a non-institutional background. Overall, children adopted from Romania had significantly lower attainment
scores than those adopted within the UK; the children within the Romanian sample who had spent 6 months or more in an institution
had significantly lower attainment scores than those who had spent less than 6 months in an institution, but there was no
additional risk of low attainment associated with longer institutional care after 6 months. The lower scholastic attainment
in the children adopted from Romanian institutions, as compared with domestic adoptees, was mediated by IQ, and to a lesser
degree, inattention/overactivity. When these factors were taken into account, only small between-group differences in attainment
remained. 相似文献
53.
Briannon C. O’Connor Gregory A. Fabiano Daniel A. Waschbusch Peter J. Belin Elizabeth M. Gnagy William E. Pelham Andrew R. Greiner James N. Roemmich 《Journal of abnormal child psychology》2014,42(6):1005-1017
Participation in youth sports can be very beneficial, but children with Attention Deficit Hyperactivity Disorder (ADHD) may participate less often and less successfully. The current study evaluated functional sports outcomes for children with ADHD who attended an intensive behavioral treatment program that included a sports training component, and it compared outcomes to children with ADHD who did not attend the program. Results suggest that treatment resulted in significant improvements in many aspects of children’s sports functioning, including knowledge of game rules, in vivo game performance, and fundamental skill tasks (motor proficiency, ability to trap a soccer ball appropriately, reduced handball penalties in soccer, and improved ability to catch a baseball). Parents also reported improved sports skills and good sportsmanship in the treatment group. No differences between groups were evident on additional skill tasks evaluating accurately kicking a soccer ball, throwing a baseball, or hitting a baseball off a tee. These results suggest intensive behavioral intervention that includes sports training can significantly improve functional sports outcomes for young children with ADHD. 相似文献
54.
55.
Edward J. DalyIII Polly M. Hess Mackenzie Sommerhalder Whitney Strong Mallory Johnsen Maureen A. O’Connor Nicholas D. Young 《Journal of Behavioral Education》2016,25(3):275-289
The current two-experiment study examined the effects of a regressive prompt-delay procedure on sight-word reading of four elementary school students. In contrast to traditional progressive prompt-delay procedures in which the latency of prompts is increased, the regressive prompt-delay latency is decreased over time. Data indicate that participants learned sight words quickly and maintained responding at high levels when instruction was withdrawn across both regressive and progressive prompt-delay conditions. Results are discussed in context of empirically supported prompting strategies and possible motivating operations that might be introduced when the learner is instructed to respond more quickly than the experimenter in regressive prompt delay (e.g., a game-like activity that potentially makes the activity educational, engaging, and enjoyable for students). 相似文献
56.
Connor M. Kerns Jeffrey J. Wood Philip C. Kendall Patricia Renno Erika A. Crawford Rogelio J. Mercado Cori Fujii Amanda Collier Alexandra Hoff Elana R. Kagan Brent J. Small Adam B. Lewin Eric A. Storch 《Journal of child and family studies》2016,25(6):1889-1902
This paper describes the rationale, design, and methods of the Treatment for Anxiety in Autism Spectrum Disorders study, a three-site randomized controlled trial investigating the relative efficacy of a modular CBT protocol for anxiety in ASD (Behavioral Interventions for Anxiety in Children with Autism) versus standard CBT for pediatric anxiety (the Coping Cat program) and a treatment-as-usual control. The trial is distinct in its scope, its direct comparison of active treatments for anxiety in ASD, and its comprehensive approach to assessing anxiety difficulties in youth with ASD. The trial will evaluate the relative benefits of CBT for children with ASD and investigate potential moderators (ASD severity, anxiety presentation, comorbidity) and mediators of treatment response, essential steps for future dissemination and implementation. 相似文献
57.
Stephanie L. King Simon J. Allen Richard C. Connor Kelly Jaakkola 《Animal cognition》2016,19(6):1227-1229
Two recent papers by Kuczaj et al. (Anim Cognit 18:543–550, 2015) and Eskelinen et al. (Anim Cognit 19:789–797, 2016) claim to have demonstrated that (i) bottlenose dolphins (Tursiops truncatus) cooperated to solve a novel task and (ii) vocal signals were important for coordinating these cooperative efforts. Although it is likely that bottlenose dolphins may share communicative signals in order to achieve a common goal, we suggest that this has not been demonstrated in the aforementioned studies. Here, we discuss the two main problems that preclude any definitive conclusions being drawn on cooperative task success and vocal communication from these studies. The first lies in the experimental design. The ‘cooperative task’, involving an apparatus that requires two dolphins to pull in opposite directions in order to achieve a food reward, is not conducive to cooperation, but could instead reflect a competitive ‘tug-of-war’. It is therefore of questionable use in distinguishing competitive from cooperative interactions. Second, the suggestion that the occurrence of burst-pulsed signals in this task was indicative of cooperation is disputable, as (i) this study could not determine which dolphins were actually producing the signals and (ii) this sound type is more commonly associated with aggressive signalling in dolphins. We commend the authors for investigating this exciting and topical area in animal communication and cognition, but the question of whether dolphins cooperate and communicate to solve a cooperative task remains as yet unanswered. 相似文献
58.
Carroll Annemaree Forrest Kylee Sanders-O’Connor Emma Flynn Libby Bower Julie M. Fynes-Clinton Samuel York Ashley Ziaei Maryam 《Social Psychology of Education》2022,25(2-3):441-469
Social Psychology of Education - Concerns regarding high rates of teacher stress and burnout are present globally. Yet there is limited current data regarding the severity of stress, or the role of... 相似文献
59.
Previous research into the potential ‘dark’ side of trait emotional intelligence (EI) has repeatedly demonstrated that trait EI is negatively associated with Machiavellianism. In this study, we reassess the potential dark side of trait EI, by testing whether Agreeableness mediates and/or moderates the relationship between trait EI and Machiavellianism. Hypothesized mediation and moderation effects were tested using a large sample of 884 workers who completed several self-report questionnaires. Results provide support for both hypotheses; Agreeableness was found to mediate and moderate the relationship between trait EI and Machiavellianism. Overall, results indicate that individuals high in trait EI tend to have low levels of Machiavellianism because they generally have a positive nature (i.e. are agreeable) and not because they are emotionally competent per se. Results also indicate that individuals high in ‘perceived emotional competence’ have the potential to be high in Machiavellianism, particularly when they are low in Agreeableness. 相似文献
60.
Barbara A. Barresi Marjorie Nicholas Lisa Tabor Connor Loraine K. Obler Martin L. Albert 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2013,20(3):169-178
This study investigated the impaired lexical access and semantic degradation hypotheses as two potential explanations of naming failures in normal aging. Naming responses on the Boston Naming Test (BNT) and Action Naming Test (ANT) were analyzed across three test sessions for 39 adults from three age groups (50s, 60s, and 70s). Failures to name before and after cues were classified as either impaired access if failures occurred at an earlier test session followed by successful naming at a later test session or semantic degradation if naming was successful at an earlier test session followed by failures at a later test session. The results indicated that on both the BNT and ANT all age groups produced more naming failures attributed to impaired access than to semantic degradation. However, for object naming, the failures showed significantly more semantic degradation for people in their 70s compared to the younger age groups. By contrast, for action naming, semantic degradation was negligible, possibly masked by a ceiling effect, and the only age-difference result that approached significance indicated that adults in their 70s produced more naming failures attributed to impaired access than adults in their 50s. 相似文献