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181.
182.
Doran C French Celia A Brownell William G Graziano Willard W Hartup 《Journal of experimental child psychology》1977,24(1):1-10
Four instructional sets were employed in a study of task performance in triads of first- (age 7 years) and third-grade (age 9 years) children: promotive (equal rewards given to each participant for 12 trials); individualistic (rewards given in proportion to individual performance for 12 trials); contrient-promotive (winner take all for 6 trials followed by equal rewards for 6 trials); and contrient-individualistic (winner take all for 6 trials followed by proportional rewards for 6 trials). Performance under the promotive condition was superior to performance in the other conditions during the first half of the session. Promotive conditions improved performance during the second half of the session in triads that had received contrient instructions earlier but not to levels reached under continuous promotive conditions. Results are discussed in relation to theories of cooperation and competition. 相似文献
183.
This study compared static and dynamic balance performance of 25 subjects with Down's Syndrome and 25 without Down's Syndrome; controls were placed on CA and IQ. No significant difference between the two samples' static balance performance was noted; subjects with the Down's Syndrome had significantly superior dynamic balance performance. 相似文献
184.
A modification of the WGTA is described. It retains those features of the original apparatus which make it efficient. In addition, it provides (1) precise and largely automatic control of trial pacing and stimulus presentation, (2) simultaneous acquisition of data on problem-solving and locomotor activity of the S, (3) rapid change to any one of a wide variety of behavioral situations, and (4) thorough but quick cleaning and disinfection of the monkey cage. 相似文献
185.
Two experiments looked at aspects of stimulus grouping by trainee typists and tested for the possibility of response grouping. Manipulating text preview indicated that typing speed declined if the next word was not wholly on display but, conversely, there was little gain if it was displayed much in advance of its being typed. Some of the effect of practice was specific to the words actually typed: words not presented during practice were typed slower than practised ones; others given reinforced practice were typed quicker than the rest. An analysis of response latencies provides evidence that response grouping sometimes occurred. 相似文献
186.
The mathematical concept of pragmatic truth, first introduced in Mikenberg, da Costa and Chuaqui (1986), has received in the last few years several applications in logic and the philosophy of science. In this paper, we study the logic of pragmatic truth, and show that there are important connections between this logic, modal logic and, in particular, Jaskowski's discussive logic. In order to do so, two systems are put forward so that the notions of pragmatic validity and pragmatic truth can be accommodated. One of the main results of this paper is that the logic of pragmatic truth is paraconsistent. The philosophical import of this result, which justifies the application of pragmatic truth to inconsistent settings, is also discussed. 相似文献
187.
Edward Seidman J. Lawrence Aber LaRue Allen Sabine Elizabeth French 《American journal of community psychology》1996,24(4):489-515
Examined the effects of the normative school transition to senior high school (n=330) on the self-system and perceived school and peer social contexts of poor, black (n=83), European American (n=115), Latino (n=105), and Asian American (n=27) youth in the public school systems of three Eastern urban cities. The only negative effect of the school transition on
the self-system was a decline in grade point average (GPA). Concurrently, the school transition was perceived to be associated
with changes in the school and peer contexts. Across the transition, students reported increased disengagement from school
(i.e., increased social support and extracurricular involvement) and increased engagement with peers (i.e., decreased daily
hassles and increased involvement). These changes in the school and peer microsystems, like the changes in the self-system,
were also common across race/ethnicity and gender. In addition, transition-associated school changes, and in particular changes
in daily academic demands/hassles and involvement in school activities, were associated with changes in the academic dimensions
of the self-system (i.e., academic efficacy expectations and GPA). Results and implications for preventive intervention are
discussed within a developmental mismatch framework.
This research was supported in part by grants from the National Institute of Mental Health (MH43084) and the Carnegie Corporation
(B4850) awarded to Edward Seidman, J. Lawrence Aber, LaRue Allen, and Christina Mitchell. We express our appreciation to the
children and schools whose cooperation made this study possible. 相似文献
188.
Patrice L. French 《Journal of psycholinguistic research》1977,6(4):337-347
The measurement of affective meaning (Osgood's three universal factors) is easily accomplished via the semantic differential. However, the verbal nature of this instrument prevents its use with many subject groups in which the measurement of affective meaning would be the most interesting: members of illiterate cultures, verbally damaged individuals such as anomic aphasics and thought-disordered schizophrenics, and children younger than 6 years. For these purposes, the present study describes the development of a nonverbal alternative to the semantic differential and assesses the statistical comparability of scores resulting from the use of the two instruments.This research was supported by Grant NSF GS 2012x to Professors Charles E. Osgood and William H. May. 相似文献
189.
Young infants show unexplained asymmetries in the exclusivity of categories formed on the basis of visually presented stimuli. A connectionist model is described that shows similar exclusivity asymmetries when categorizing the same stimuli presented to infants. The asymmetries can be explained in terms of an associative learning mechanism, distributed internal representations, and the statistics of the feature distributions in the stimuli. The model was used to explore the robustness of this asymmetry. The model predicts that the asymmetry will persist when a category is acquired in the presence of mixed category exemplars. An experiment with 3-4-month-olds showed that asymmetric exclusivity persisted in the presence of mixed-exemplar familiarization, thereby confirming the model's prediction. 相似文献
190.
Journal of Adult Development - This paper empirically explores baseline levels of mental complexity among military graduate students as defined by constructive-developmental theory, reports changes... 相似文献