全文获取类型
收费全文 | 591篇 |
免费 | 12篇 |
国内免费 | 1篇 |
专业分类
604篇 |
出版年
2019年 | 12篇 |
2018年 | 9篇 |
2017年 | 8篇 |
2016年 | 6篇 |
2015年 | 11篇 |
2014年 | 7篇 |
2013年 | 51篇 |
2012年 | 18篇 |
2011年 | 23篇 |
2010年 | 15篇 |
2009年 | 8篇 |
2008年 | 16篇 |
2007年 | 21篇 |
2006年 | 19篇 |
2005年 | 19篇 |
2004年 | 19篇 |
2003年 | 19篇 |
2002年 | 19篇 |
2001年 | 8篇 |
2000年 | 18篇 |
1999年 | 15篇 |
1998年 | 8篇 |
1997年 | 6篇 |
1996年 | 10篇 |
1995年 | 9篇 |
1994年 | 6篇 |
1992年 | 12篇 |
1991年 | 7篇 |
1990年 | 10篇 |
1989年 | 5篇 |
1988年 | 7篇 |
1987年 | 10篇 |
1986年 | 7篇 |
1985年 | 15篇 |
1983年 | 6篇 |
1982年 | 9篇 |
1980年 | 8篇 |
1979年 | 8篇 |
1978年 | 6篇 |
1976年 | 10篇 |
1975年 | 10篇 |
1974年 | 8篇 |
1973年 | 5篇 |
1972年 | 9篇 |
1970年 | 6篇 |
1969年 | 5篇 |
1968年 | 12篇 |
1967年 | 8篇 |
1966年 | 9篇 |
1965年 | 4篇 |
排序方式: 共有604条查询结果,搜索用时 15 毫秒
151.
152.
153.
154.
155.
156.
157.
158.
Lauren M. Friedman Mark D. Rapport Sarah A. Orban Samuel J. Eckrich Catrina A. Calub 《Journal of abnormal child psychology》2018,46(3):491-504
The difficulties children with ADHD experience solving applied math problems are well documented; however, the independent and/or interactive contributions of cognitive processes underlying these difficulties are not fully understood and warrant scrutiny. The current study examines two primary cognitive processes integral to children’s ability to solve applied math problems: working memory (WM) and math calculation skills (i.e., the ability to utilize specific facts, skills, or processes related to basic math operations stored in long-term memory). Thirty-six boys with ADHD-combined presentation and 33 typically developing (TD) boys aged 8–12 years old were administered multiple counterbalanced tasks to assess upper (central executive [CE]) and lower level (phonological [PH STM] and visuospatial [VS STM] short-term memory) WM processes, and standardized measures of mathematical abilities. Bias-corrected, bootstrapped mediation analyses revealed that CE ability fully mediated between-group differences in applied problem solving whereas math calculation ability partially mediated the relation. Neither PH STM nor VS STM was a significant mediator. When modeled together via serial mediation analysis, CE in tandem with math calculation ability fully mediated the relation, explained 79% of the variance, and provided a more parsimonious explication of applied mathematical problem solving differences among children with ADHD. Results suggest that interventions designed to address applied math difficulties in children with ADHD will likely benefit from targeting basic knowledge of math facts and skills while simultaneously promoting the active interplay of these skills with CE processes. 相似文献
159.
Research regarding how people monitor their learning has shown that ease of processing strongly guides people’s judgments
of learning (JOLs). However, the desirable difficulties concept (Bjork, 1994) suggests that studying information that is less fluent can result in greater learning. Currently, it is unclear whether
people are aware of the potential benefits of desirable difficulties during learning. To address this, in Experiment 1, participants studied inverted and upright words and also made JOLs. While participants’ JOLs did not differ for inverted
and upright words, recall was greater for inverted words. Experiment 2 used several study–test cycles in which participants could potentially learn about the beneficial effects of processing inverted
words with task experience, and similar results were obtained. Thus, reading inverted words requires processing that enhances
recall, but memory predictions do not differentiate between upright and inverted words. We interpret these results in terms
of processing fluency, desirable difficulties, and theories of metacognitive monitoring. 相似文献
160.
H S Friedman 《Journal of personality and social psychology》1976,33(6):686-690
Psychological theories predicated on the assumption of human selfishness and theories based on principles of equity may lead to conflicting predictions about when a person will like his partner. Of special interest are a person's reactions to receiving uncommonly high rewards. The present study addressed this issue by examing the development of same-sex liking in 40 female college students. It was hypothesized that subjects with lowered self-esteem, having a great need for interpersonal rewards, would react favorably to the receipt of such rewards, even if underserved. Subjects with raised self-esteem, on the other hand, having had their need for rewards met, should respond unfavorably to the receipt of high rewards, desiring a more equitable distribution of reward. These effects should be strong only when continuing dyadic interaction is expected (i.e., as issues of stability and reciprocity become salient). The predictions were confirmed. 相似文献