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911.
An essential part of understanding number words (e.g., eight) is understanding that all number words refer to the dimension of experience we call numerosity. Knowledge of this general principle may be separable from knowledge of individual number word meanings. That is, children may learn the meanings of at least a few individual number words before realizing that all number words refer to numerosity. Alternatively, knowledge of this general principle may form relatively early and proceed to guide and constrain the acquisition of individual number word meanings. The current article describes two experiments in which 116 children (2½- to 4-year-olds) were given a Word Extension task as well as a standard Give-N task. Results show that only children who understood the cardinality principle of counting successfully extended number words from one set to another based on numerosity—with evidence that a developing understanding of this concept emerges as children approach the cardinality principle induction. These findings support the view that children do not use a broad understanding of number words to initially connect number words to numerosity but rather make this connection around the time that they figure out the cardinality principle of counting. 相似文献
912.
Using the construct of brand personality to measure automobile and soft drink personalities, two studies represented self‐congruity by combining brands and the self‐image into Pathfinder associative networks (Schvaneveldt et al., 1989 ). Self‐congruity, the number of links between the self and each brand, was predictive of preference and ideal brand. Because brand personality and self‐image are knowledge structures, and facets of brand personality also describe the self, self‐congruity can be represented and measured in networks. This approach could be helpful to marketers studying how the self is related to each brand and how brands interrelate. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献
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Christina J. M. Colletti Rex Forehand Emily Garai Laura McKee Jennifer Potts Kelly Haker Jennifer Champion Bruce E. Compas 《Journal of child and family studies》2010,19(6):762-770
We examined the associations between parent and child anxious and depressive symptoms controlling for co-occurring symptoms
in both. One hundred and four families participated, including 131 9–15 year old children considered at risk for anxiety and/or
depression due to a history of depression in a parent. Parents and children completed questionnaires assessing depressive
and anxious symptoms. Linear Mixed Models analyses controlling for the alternate parent and child symptoms indicated that
both parent and child depressive symptoms and parent and child anxious symptoms were positively associated. Parental depressive
symptoms were not positively associated with child anxious symptoms, and parental anxious symptoms were not positively associated
with child depressive symptoms. The findings provide evidence for positive specific links between parent and child development
of same-syndrome, but not cross-syndrome, symptoms when a caregiver has a history of depression. 相似文献
916.
Messersmith EE Schulenberg JE 《New directions for child and adolescent development》2010,2010(130):27-40
This study examines the relation between young adults' goal achievement, continued goal striving over time, and subsequent well-being. Analysis of a longitudinal subsample of a nationally representative U.S. study of 5,693 adolescents as they transition to adulthood revealed that individuals who met their goals had higher well-being, but that the relation between goal completion and well-being varied by goal content. Continued goal striving was related to well-being and maintained domain-specific self-efficacies, whereas goal disengagement was accompanied by declines in domain-specific self-efficacies. Overall, the results suggest that long-term goal striving is beneficial for well-being during the transition to adulthood. 相似文献
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918.
During a conversation, it is common for a speaker to describe a third-party that the listener does not know. These professed impressions not only shape the listener’s view of the third-party but also affect judgments of the speaker herself. We propose a previously unstudied consequence of professed impressions: judgments of the speaker’s power. In two studies, we find that listeners ascribe more power to speakers who profess impressions focusing on a third-party’s conscientiousness, compared to those focusing on agreeableness. We also replicate previous research showing that speakers saying positive things about third parties are seen as more agreeable than speakers saying negative things. In the second study, we demonstrate that conscientiousness-power effects are mediated by inferences about speakers’ task concerns and positivity-agreeableness effects are mediated by inferences about speakers’ other-enhancing concerns. Finally, we show that judgments of speaker status parallel judgments of agreeableness rather than of power, suggesting that perceivers use different processes to make inferences about status and power. These findings have implications for the literatures on person perception, power, and status. 相似文献
919.
Emily J. Ozer Miranda L. Ritterman Maggie G. Wanis 《American journal of community psychology》2010,46(1-2):152-166
Late childhood and early adolescence represent a critical transition in the developmental and academic trajectory of youth, a time in which there is an upsurge in academic disengagement and psychopathology. PAR projects that can promote youth's sense of meaningful engagement in school and a sense of efficacy and mattering can be particularly powerful given the challenges of this developmental stage. In the present study, we draw on data from our own collaborative implementation of PAR projects in secondary schools to consider two central questions: (1) How do features of middle school settings and the developmental characteristics of the youth promote or inhibit the processes, outcomes, and sustainability of the PAR endeavor? and (2) How can the broad principles and concepts of PAR be effectively translated into specific intervention activities in schools, both within and outside of the classroom? In particular, we discuss a participatory research project conducted with 6th and 7th graders at an urban middle school as a means of highlighting the opportunities, constraints, and lessons learned in our efforts to contribute to the high‐quality implementation and evaluation of PAR in diverse urban public schools. 相似文献
920.
Behavior problems were investigated in 342 6- to 18-year-old children adopted from psychosocially depriving Russian institutions
that provided adequate physical resources but not consistent, responsive caregiving. Results indicated that attention and
externalizing problems were the most prevalent types of behavior problems in the sample as a whole. Behavior problem rates
increased with age at adoption, such that children adopted at 18 months or older had higher rates than never-institutionalized
children but younger-adopted children did not. There was a stronger association between age at adoption and behavior problems
during adolescence than at younger ages at assessment. Children adopted from psychosocially depriving institutions had lower
behavior problem rates than children adopted from severely depriving Romanian institutions in the 1990s. The implications
of these results are that early psychosocial deprivation is associated with behavior problems, children exposed to prolonged
early deprivation may be especially vulnerable to the developmental stresses of adolescence, and severe institutional deprivation
is associated with a higher percentage of behavior problems after a shorter duration of exposure. 相似文献