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   906篇
  免费   7篇
  913篇
  2024年   10篇
  2023年   10篇
  2022年   8篇
  2021年   21篇
  2020年   25篇
  2019年   37篇
  2018年   52篇
  2017年   45篇
  2016年   43篇
  2015年   34篇
  2014年   25篇
  2013年   120篇
  2012年   60篇
  2011年   43篇
  2010年   35篇
  2009年   23篇
  2008年   46篇
  2007年   41篇
  2006年   35篇
  2005年   40篇
  2004年   16篇
  2003年   23篇
  2002年   31篇
  2001年   7篇
  2000年   8篇
  1999年   6篇
  1998年   7篇
  1997年   5篇
  1996年   3篇
  1995年   2篇
  1993年   7篇
  1992年   2篇
  1990年   2篇
  1989年   6篇
  1988年   2篇
  1987年   4篇
  1986年   2篇
  1985年   2篇
  1984年   4篇
  1983年   2篇
  1980年   2篇
  1976年   1篇
  1975年   3篇
  1974年   1篇
  1971年   1篇
  1968年   1篇
  1961年   1篇
  1960年   1篇
  1951年   1篇
  1936年   1篇
排序方式: 共有913条查询结果,搜索用时 0 毫秒
891.
    
ABSTRACT

Cross-cultural differences in autobiographical memory (AM) are associated with cultural variations. In models of the self and parental reminiscing style, but not many studies have analysed the relationship between AM and specific cultural practices such as formal schooling. Theoreticians like [Greenfield, P. M. (2009). Linking social change and developmental change: Shifting. pathways of human development. Developmental Psychology, 45, 401–418. doi:10.1037/a0014726; Ka?itçiba?i, C. (2005). Autonomy and relatedness in cultural context. Implications for self and family. Journal of Cross-Cultural Psychology, 36, 403–422. doi:10.1177/0022022105275959] and [Keller, H. (2007). Children development across cultures. New York: Lawrence Erlbaum Associates] have considered formal schooling as an engine towards the model of independence; however, the empirical evidence in this regard is inconclusive: while some studies found evidence of a relation between formal schooling and characteristics of AM, others did not. To solve this inconsistency, the present study compared orally narrated childhood memories of Mexican adults with three different levels of education (from rudimentary literacy to university). Results support a relationship between formal schooling and AM in the predicted direction: More educated participants reported longer, more specific and more self-oriented memories than those with less schooling experience did. Some gender differences were also observed, with males generally reporting more individually and less socially oriented memories than females, except for university level participants. We conclude that these results support Greenfield’s theory about formal schooling as a sociocultural factor that promotes the cultural pathway to independence, as well as complexity and context-boundedness of gender differences in AM.  相似文献   
892.
    
In two studies, we tested whether social dominance orientation (SDO) and intergroup contact interacted in shaping support for multiculturalism. Study 1 was correlational, while in Study 2 we measured SDO and experimentally manipulated intergroup contact (imagined contact paradigm). We found that SDO and intergroup contact interacted on support for multiculturalism: Intergroup contact was associated with more support for multiculturalism only for high‐SDO individuals, and SDO was negatively associated to support for multiculturalism more strongly for individuals with low or no contact. Finally, we discussed the role of the intergroup setting in which studies are conducted.  相似文献   
893.
    
In the current study we extend previous findings on the shooter bias toward targets with Arab ethnicity. In an adapted shooter task, we presented stereotypically oriental-looking targets without explicit symbols of Islam (e.g., a turban) and additionally tested if presenting a “harmless” companion dog, together with Arab versus White targets, would affect the shooter bias. Participants responded faster and made fewer errors for armed Arab than for armed White targets. Moreover, compared to the “neutral” no dog condition, the presence of a dog triggered fewer false alarms for White than for Arab targets and slowed down (correct) responses in general. Implications and potential underlying mechanisms are discussed.  相似文献   
894.
The issue of regular-irregular past tense formation was examined in a cross-modal lexical decision task in Modern Greek, a language where the orthographic and phonological overlap between present and past tense stems is the same for both regular and irregular verbs. The experiment described here is a follow-up study of previous visual lexical decision experiments (Tsapkini, Kehayia, & Harema, 2002) that also addressed the regular-irregular distinction in Greek. In the present experiment, we investigated the effect of input modality in lexical processing and compared different types of regular and irregular verbs. In contrast to our previous intra-modal (visual-visual) priming experiments, in this cross-modal (auditory-visual) priming study, we found that regular verbs with an orthographically salient morphemic aspectual marker elicited the same facilitation as those without an orthographically salient marker. However, irregular verbs did not exhibit a different priming pattern with respect to modality. We interpret these results in the framework of a two-level lexical processing approach with modality-specific access representations at a surface level and modality-independent morphemic representations at a deeper level.  相似文献   
895.
This research examined whether the tendency for girls to outperform boys in the classroom is due to differences in how girls and boys approach schoolwork. In 5th grade and then again in 7th grade, children (N=518) reported on how they approach schoolwork (i.e., achievement goals and classroom behavior), their learning strategies, and their self-efficacy in math; math grades and achievement test scores were also collected. Girls were more likely than boys to hold mastery over performance goals and to refrain from disruptive classroom behavior, which predicted girls' greater effortful learning over time. The sex difference in learning strategies accounted for girls' edge over boys in terms of grades. Girls did not do better on achievement tests, possibly because self-efficacy, for which there was also no sex difference, was the central predictor of performance on achievement tests.  相似文献   
896.
There is much evidence that parents' perceptions of children's competence affect the development of children's academic functioning. In the current research, the possibility that this is moderated by parents' theories about the stability of competence was examined. In a 2-wave, 1-year study of 126 children (9 to 12 years old) and their mothers, children's academic functioning (i.e., grades, perceptions of competence, attributions for performance, and mastery orientation) and affective functioning (i.e., self-esteem and depressive symptoms) were examined. Among mothers with relatively high entity theories, their perceptions acted as self-fulfilling prophecies foreshadowing children's academic and affective functioning over time. However, among mothers with relatively low entity theories, mothers' perceptions did not predict children's academic and affective functioning.  相似文献   
897.
This research addresses the issues of frequency and regularity in verb reading and their importance for the organization of the mental lexicon in DLI francophones. A reading task probes response latencies and response accuracy for DLI and control participants on frequent and infrequent inflected forms of verbs. DLI participants are slower at reading verbs even if their mean accuracy rates are higher than controls'. Results also indicate that the type of suffix on the verb affects controls and DLI participants differently in their accuracy rates: DLI participants exhibit higher error rates on less frequent inflections, while controls do not. Finally, unusual patterns are found for DLI participants on regular versus irregular verbs: regular verbs are slower to be read by DLI participants. These results are compared to findings from a previous simple lexical decision study. They are interpreted as indicating that DLI word reading patterns are qualitatively different from those evidenced by controls.  相似文献   
898.
From the perspective of terror management theory, reminders of mortality should intensify the desire to pursue cognitive consistency. The authors investigated this notion with regard to dissonance theory starting from the finding of research on "selective exposure to information" that after having made a decision, people prefer consonant over dissonant information. The authors found that following mortality salience, people indeed showed an increased preference for information that supported their decision compared to information conflicting with it. However, this only occurred with regard to a worldview-relevant decision case. For a fictitious decision scenario, mortality salience did not affect information seeking. Practical and theoretical implications are discussed.  相似文献   
899.
Two experiments tested the hypothesis that self-evaluation can serve as a source of interpersonal attitudes. In the first study, self-evaluation was manipulated by means of false feedback. A subsequent learning phase demonstrated that the co-occurrence of the self with another individual influenced the evaluation of this previously neutral target. Whereas evaluative self-target similarity increased under conditions of negative self-evaluation, an opposite effect emerged in the positive self-evaluation group. A second study replicated these findings and showed that the difference between positive and negative self-evaluation conditions disappeared when a load manipulation was applied. The implications of self-evaluation for attitude formation processes are discussed.  相似文献   
900.
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