首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   3615篇
  免费   37篇
  国内免费   1篇
  3653篇
  2024年   27篇
  2023年   36篇
  2022年   34篇
  2021年   53篇
  2020年   85篇
  2019年   108篇
  2018年   124篇
  2017年   135篇
  2016年   188篇
  2015年   86篇
  2014年   92篇
  2013年   372篇
  2012年   187篇
  2011年   220篇
  2010年   128篇
  2009年   117篇
  2008年   167篇
  2007年   154篇
  2006年   150篇
  2005年   112篇
  2004年   118篇
  2003年   118篇
  2002年   104篇
  2001年   51篇
  2000年   46篇
  1999年   43篇
  1998年   38篇
  1997年   30篇
  1996年   41篇
  1995年   40篇
  1994年   37篇
  1993年   19篇
  1992年   23篇
  1991年   24篇
  1990年   14篇
  1989年   14篇
  1988年   16篇
  1987年   16篇
  1985年   25篇
  1984年   19篇
  1983年   18篇
  1982年   26篇
  1981年   19篇
  1980年   16篇
  1979年   20篇
  1977年   18篇
  1976年   14篇
  1975年   16篇
  1974年   14篇
  1973年   12篇
排序方式: 共有3653条查询结果,搜索用时 0 毫秒
81.
This study examined the differential effects of aging on consolidation processes that strengthen newly acquired memory traces in veridical form (memory stabilization) versus consolidation processes that are responsible for integrating these memory traces into an existing body of knowledge (item integration). Older adults learned 13 nonwords and were tested on their memory for the nonwords, and on whether these nonwords impacted upon processing of similar-sounding English words immediately and 24 hours later. Participants accurately recognized the nonwords immediately, but showed significant decreases in delayed recognition and recall. In comparison, the nonwords impacted upon processing of similar-sounding words only in the delayed test. Together, these findings suggest that memory consolidation processes may be more evident in item integration than memory stabilization processes for new declarative memories in older adults.  相似文献   
82.
World famous actor-comedian Charlie Chaplin once said that “A day without laughter is a day wasted”. But try applying the same quote in our work place, with fluctuating markets, unending competition and impossible deadlines; we may find more wasted days than the rest. All of us know what it feels to experience humour, but most of us think twice before having a hearty laugh at our workplace. What is the barrier which stops us from sharing humour at work? This paper attempts to answer this question and aims to understand the concept of humour at workplace and its importance in today’s context. It aims to review existing literature in this field and present the application of Workplace humour in an organizational context to achieve favourable work-related outcomes. In addition to this, the paper also enumerates the different workplace practices that are directly or indirectly related to humour and provide suggestions to organizations on how to use this powerful tool to bring about organizational effectiveness.  相似文献   
83.
84.
This paper reviews research which discusses the risk and protective functions that families and other caregivers provide in influencing the development of aggressive behavior in youth. Currently, there is an emphasis on providing violence prevention programs in the school environment, typically with little parental or caregiver involvement. By enhancing the role of families and caregivers in youth violence prevention programs, we assert that an unique opportunity exists to both address specific risk factors for violence while enhancing the protective features of the family. Relatedly, the risk literature on youth violence indicates that the most influential risk factors (i.e., the family, community, and peers) have their principle impact on youth aggression outside the school. We suggest a shift in the focus of violence prevention programming that is more inclusive of families as both a risk and protective agent. In support of this position, relevant theory and reviews of exemplary family-involved programs are offered. Challenges to involving youth caregivers are identified and recommendations for overcoming those challenges suggested. Last, recommendations for future research and public policy in the prevention of youth violence are offered.  相似文献   
85.
Parents of preterm, very low birthweight (VLBW <1,500 grams) babies are often uncertain about the relative merits (versus risks) of preschool experience for their infant. To examine this issue, the academic and social functioning at age seven, of 74 VLBW infants who had attended an informal preschool setting was compared to that of 42 VLBW nonattenders of equivalent neonatal medical severity and family milieu, as well as to that of 154 normal birthweight children (NBW >2,500 grams) of similar background. VLBW attenders scored significantly higher than VLBW nonattenders on the cognitive measures of Mean School Performance, Works Hard, and Learns a Lot (Teacher Report Form—Achenbach, 1991), and also on Cognitive Competence (Teacher's Rating Scale—Harter & Pike, 1984). In the case of girls, but not boys, attenders also had lower social nonparticipation scores than nonattenders on the Selective Classmate Evaluation Procedure (Hoy, Sykes, Bill, Halliday, McClure, & McReid, 1992) completed by classmates. While attenders still scored less optimally than the NBW group, their better scores suggest the need to examine prospectively whether exposing VLBW toddlers to child‐paced preschool experience prior to more formal teaching may encourage their openness to new experience and learning. © 2000 Michigan Association for Infant Mental Health.  相似文献   
86.
87.
88.
    
In this paper, we take a process perspective to inductively theorize how shifting sources of adversity and subjective experiences of team relationship quality influence team resilience across time. Building on the literature, we characterize team resilience as a set of team-level processes—anticipation, coping, and learning—which can support teams to work interdependently to return to, or beyond, pre-adversity levels of performance. Despite the rising interest, existing research has tended to be theoretical or exploratory in relation to sources of everyday team adversity. To further understand team resilience, we examine how the characteristics of team resilience unfold across time between a crew of sailors during a challenging multi-day yacht race and competitive demands. Using video observations and interview data, we explore in real-time how team resilience processes are (i) shaped by dynamism in the sources of external (environmental) adversity and internal team adversity encountered and (ii) influenced by shifts in the subjective experience of team relationship quality across time. We make two contributions: a novel conceptualization of how external (environmental) adversity and internal team adversity affect team resilience processes across time and a theorization of how relationship quality affects team resilience in the context of shifting adversities.  相似文献   
89.
    
The current study investigates the role of teacher behaviors in toddlers' executive function development. Teachers' (N = 215) emotional and behavioral support and instructional support were observed through classroom observations when children were 2 years old. Selective attention, verbal short-term memory, and visuospatial working memory of children (N = 876, 48.4% female) were assessed at age 2 (Mage = 28.60 months, SD = 2.83) and 3 (Mage = 42.38 months, SD = 2.47). Teachers' instructional support positively predicted growth in selective attention, but not verbal short-term memory or visuospatial working memory. Teachers' emotional and behavioral support did not predict the growth in executive function measures. Findings have implications for understanding the role of teacher-child interactions in executive function development in toddlerhood.  相似文献   
90.
    
Over the past two decades, youth mentoring programs have increased in popularity as an intervention for children exposed to a range of stressful life circumstances. Such programs have been shown to promote positive youth development and reduce risk for emotional and behavioral problems; yet, the effect size of youth gains remains small. The current study examined the influence of college student mentors’ history of early life stress and baseline depressive symptoms on their effectiveness in youth mentoring relationships using 340 randomized mentor–youth pairs from College Mentors for Kids, a well-established mentoring program with chapters across the United States. Hierarchical linear models revealed that mentors with higher levels of depressive symptoms reported lower relationship satisfaction and increased avoidance in the mentoring relationship. In contrast, mentors who experienced higher levels of early life stress had youth who reported greater satisfaction in the mentoring relationship and decreased relational anxiety. These findings are some of the first to examine the impact of mentor characteristics on mentor–youth relationships and highlight the importance of considering factors relevant to psychosocial functioning and emotional distress when recruiting, training, and supporting college student mentors.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号