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531.
Diana Leyva Elaine Reese Deborah Laible Elizabeth Schaughency Shika Das Amanda Clifford 《Journal of cognition and development》2020,21(1):23-45
ABSTRACTParents’ elaboration plays an important role in autobiographical memory and socioemotional development. Two types of coding approaches have been used to assess parents’ elaboration: a frequency-based coding (absolute frequencies of different types of elaborative utterances) and a scale-based coding (a 5-point scale based on relative frequencies of types of questions). We examined whether these two coding approaches were related and whether they were differentially associated with child autobiographical memory and socioemotional skills. Sixty-eight preschoolers (M = 50.32) reminisced about positive and negative past events, with their parents and with a researcher. Parents’ elaboration was assessed using the frequency- and scale-based coding approaches. Child autobiographical memory and emotion references were assessed in shared recall (parent–child conversations). Child autobiographical memory was also assessed in independent recall (researcher-child conversations). Child emotion regulation was assessed using the Challenging Situation task. The two coding approaches were moderately related. Parents’ elaboration was related to child autobiographical memory and emotion references in shared recall, regardless of the coding approach. Whereas the frequency-based coding was uniquely related to child memory in the independent recall, the scale-based coding was uniquely related to child emotion regulation. Implications of using diverse coding approaches to understand the role of parents in child development are discussed. 相似文献
532.
533.
Elaine Funnell 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1987,39(3):497-539
Morphological errors in oral reading have been used to support theories of lexical access in which root morphemes and affixes are independently represented in the orthographic lexicon. No support for such theories was found in this study, which examined the morphological errors made by two patients with different patterns of acquired dyslexia. Instead, it was shown that the probability of making a morphological error depended upon the absolute levels of imageability and word frequency of the affixed word and the relative levels of its root morpheme. These properties also affected the oral reading of words without affixes. It was concluded that so-called “morphological” errors reflect the properties of the reading system which influence lexical orthographic access for both affixed and unaffixed words and further reflect the functional level of the lexical pathways available to the patient. 相似文献
534.
Elaine Westerlund 《Psychology of women quarterly》1986,10(4):297-310
An historical review of the development and rejection of Freud's seduction theory is presented. Questions are raised regarding the relationship of self-analysis to Freud's repudiation. 相似文献
535.
Paul L. Harris Carl N. Johnson Deborah Hutton Giles Andrews Tim Cooke 《Cognition & emotion》2013,27(4):379-400
Abstract In three experiments, children aged 3 to 7 years were tested for their understanding of the impact of beliefs and desires on emotion. Children watched while animal characters were offered various types of container and then predicted their emotional reaction. In Experiment 1, the children (but not the characters) knew that the desirable contents of each container had been removed. The majority of 6-year-olds and a minority of 4-year-olds understood that the characters would be happy with the gift, given their mistaken belief about its contents. In Experiment 2, characters were given containers apparently containing an object they wanted but really containing an object they did not want, or vice versa. Predictions of emotion based on both the desire and the mistaken belief of the characters increased with age. In Experiment 3, characters were given closed containers that might or might not contain an item they wanted. Both 3-and 5-year-olds grasped that the characters' emotional reaction would depend on both their (unconfirmed) beliefs and desires about its content. The experiments show that preschool children deploy a theory-like conception of mind in predicting emotional reactions. They understand that the emotional impact of a situation depends not on its objective features but on the beliefs and desires that are brought to it. 相似文献
536.
Leona L. Eggert Elaine A. Thompson Jerald R. Herting Liela J. Nicholas 《Suicide & life-threatening behavior》1995,25(2):276-296
This study tested the efficacy of a school-based prevention program for reducing suicide potential among high-risk youth. A sample of 105 youth at suicide risk participated in a three-group, repeated-measures, intervention study. Participants in (1) an assessment plus 1-semester experimental program, (2) an assessment plus 2-semester experimental program, and (3) an assessment-only group were compared, using data from preintervention, 5-month, and 10-month follow-up assessments. All groups showed decreased suicide risk behaviors, depression, hopelessness, stress, and anger; all groups also reported increased self-esteem and network social support. Increased personal control was observed only in the experimental groups, and not in the assessment-only control group. The potential efficacy of the experimental school-based prevention program was demonstrated. The necessary and sufficient strategies for suicide prevention, however, need further study as the assessment-only group, who received limited prevention elements, showed improvements similar to those of the experimental groups. 相似文献