全文获取类型
收费全文 | 552篇 |
免费 | 34篇 |
专业分类
586篇 |
出版年
2023年 | 3篇 |
2022年 | 2篇 |
2021年 | 6篇 |
2020年 | 8篇 |
2019年 | 16篇 |
2018年 | 21篇 |
2017年 | 24篇 |
2016年 | 18篇 |
2015年 | 25篇 |
2014年 | 20篇 |
2013年 | 78篇 |
2012年 | 32篇 |
2011年 | 27篇 |
2010年 | 22篇 |
2009年 | 24篇 |
2008年 | 31篇 |
2007年 | 28篇 |
2006年 | 23篇 |
2005年 | 20篇 |
2004年 | 20篇 |
2003年 | 18篇 |
2002年 | 13篇 |
2001年 | 11篇 |
2000年 | 6篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 3篇 |
1996年 | 4篇 |
1995年 | 6篇 |
1994年 | 6篇 |
1993年 | 2篇 |
1992年 | 4篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1985年 | 3篇 |
1984年 | 7篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1970年 | 3篇 |
1968年 | 3篇 |
1967年 | 2篇 |
1966年 | 1篇 |
1965年 | 1篇 |
1962年 | 1篇 |
排序方式: 共有586条查询结果,搜索用时 15 毫秒
61.
62.
Richard H. Dana Secretary 《Journal of personality assessment》2013,95(3):297-298
Zubin, J., Eron, L. D. and Schumer, Florence. An Experimental Approach to Projective Techniques. New York Wiley and Sons, 1965. Reviewed by A. I. Rabin 相似文献
63.
Researchers have long questioned relationships among self-conceptions, “mental illness,” and stigma. This article looks at these issues through the lens of Obsessive-Compulsive Disorder (OCD), as minimal research has focused on the lived experience of OCD. We examine the impact of OCD on constructions of identity and the management/resistance of stigma. We do this through in-depth interviews with an untraditional Internet-based sample. We find respondents experience a crisis of self that leads them to a variety of strategies to deal with self-stigma, experienced stigma, and anticipated stigma. 相似文献
64.
Although several different reading fluency intervention approaches appear promising for adolescents who are struggling readers, few studies have directly compared various approaches. The purpose of this study was twofold: 1) to determine the relative effects of word-oriented, fluency-oriented, comprehension-oriented, and multi-component interventions on the reading fluency performance of fifth and sixth grade struggling readers; and 2) to examine the concomitant effects of each intervention approach on comprehension. A within participant design, where all 29 participants received all interventions, was used. Outcomes were measured using instructional and transfer materials. The results provide support for a fluency-oriented and multi-component approach. 相似文献
65.
Dana G. Thames Carolyn Reeves Richard Kazelskis Kathleen York Charlotte Boling Kavatus Newell 《Reading Psychology》2013,34(1):86-115
This study examined the effects of individualized, integrated language arts as a reading approach on struggling readers' comprehension scores obtained from oral narrative, silent narrative, and silent expository passages at three levels: below-grade, on-grade, and above-grade levels. Students (N = 93) in grades four through eight, who were reading below grade level, participated in the study. Treatment group students (n = 51) received individualized, integrated language arts as a reading approach once a week in place of basal reading instruction. Comparison group students (n = 42) received basal reading instruction for the duration of the study. Multivariate analysis of covariance was used to analyze posttest Analytical Reading Inventory (ARI) comprehension scores. Several statistically significant (p < .001) differences in comprehension performance were found for on-grade-level scores and for above-grade-level scores, but few differences were found between treatment and comparison groups on below-grade-level scores. All statistically significant differences favored students in the treatment group. The findings of the study strongly suggest that the use of individualized, integrated language arts as a method for teaching reading is an effective approach for improving the reading comprehension performance of struggling readers. 相似文献
66.
67.
68.
Dana L. Chesney Nicole M. McNeil James R. Brockmole Ken Kelley 《Memory & cognition》2013,41(7):1079-1095
Prior knowledge in the domain of mathematics can sometimes interfere with learning and performance in that domain. One of the best examples of this phenomenon is in students’ difficulties solving equations with operations on both sides of the equal sign. Elementary school children in the U.S. typically acquire incorrect, operational schemata rather than correct, relational schemata for interpreting equations. Researchers have argued that these operational schemata are never unlearned and can continue to affect performance for years to come, even after relational schemata are learned. In the present study, we investigated whether and how operational schemata negatively affect undergraduates’ performance on equations. We monitored the eye movements of 64 undergraduate students while they solved a set of equations that are typically used to assess children’s adherence to operational schemata (e.g., 3 + 4 + 5 = 3 + __). Participants did not perform at ceiling on these equations, particularly when under time pressure. Converging evidence from performance and eye movements showed that operational schemata are sometimes activated instead of relational schemata. Eye movement patterns reflective of the activation of relational schemata were specifically lacking when participants solved equations by adding up all the numbers or adding the numbers before the equal sign, but not when they used other types of incorrect strategies. These findings demonstrate that the negative effects of acquiring operational schemata extend far beyond elementary school. 相似文献
69.
Alexandria Meyer Greg Hajcak Dana C. Torpey Autumn Kujawa Jiyon Kim Sara Bufferd Gabrielle Carlson Daniel N. Klein 《Journal of abnormal child psychology》2013,41(8):1257-1266
Anxiety disorders are the most frequently diagnosed form of psychopathology in children and often result in chronic impairment that persists into adulthood. Identifying neurobehavioral correlates of anxiety that appear relatively early in life would inform etiological models of development and allow intervention and prevention strategies to be implemented more effectively. The error-related negativity (ERN), a negative deflection in the event-related potential at fronto-central sites approximately 50 ms following the commission of errors, has been consistently found to be larger among anxious adults. The current study sought to extend these findings to even younger individuals: the ERN was elicited by a Go/NoGo task in 48 six year-old children with a clinical anxiety disorder assessed by diagnostic interview and 48 age-matched controls. In addition to child anxiety disorder, the ERN was examined in relation to maternal history of anxiety disorder, which was previously related to a smaller ERN. Anxious children were characterized by a larger (i.e., more negative) ERN and maternal history of anxiety disorder was associated with a smaller ERN. Thus, the relationship between an increased ERN and clinical anxiety is evident by age 6, and this effect appears independent from an opposing influence of maternal anxiety history on the ERN. These findings support the ERN as a promising neurobehavioral marker of anxiety, and implications are discussed. 相似文献
70.
Dana Charles McCoy Amanda L. Roy Gabriel M. Sirkman 《American journal of community psychology》2013,52(1-2):128-140
Past research has found negative relationships between neighborhood structural disadvantage and students’ academic outcomes. Comparatively little work has evaluated the associations between characteristics of neighborhoods and schools themselves. This study explored the longitudinal, reciprocal relationships between neighborhood crime and school-level academic achievement within 500 urban schools. Results revealed that higher neighborhood crime (and particularly violent crime) predicted decreases in school academic achievement across time. School climate emerged as one possible mechanism within this relationship, with higher neighborhood crime predicting decreases in socioemotional learning and safety, but not academic rigor. All three dimensions of school climate were predictive of changes in academic achievement. Although this research supports a primarily unidirectional hypothesis of neighborhoods’ impacts on embedded settings, additional work is needed to understand these relationships using additional conceptualizations of neighborhood climate. 相似文献