全文获取类型
收费全文 | 589篇 |
免费 | 12篇 |
国内免费 | 1篇 |
出版年
2019年 | 12篇 |
2018年 | 9篇 |
2017年 | 8篇 |
2016年 | 4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 | 20篇 |
2003年 | 19篇 |
2002年 | 18篇 |
2001年 | 9篇 |
2000年 | 18篇 |
1999年 | 15篇 |
1998年 | 7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602条查询结果,搜索用时 15 毫秒
151.
152.
153.
154.
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
155.
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
156.
This paper attempts to show that the concept of brain damage has little utility for the school psychologist or educator. This argument is based on three major points: (a) the definition of brain damage, particularly minimal brain damage, is unclear and confusing; (b) diagnosis of brain damage is often difficult and results of psychological testing often equivocal; and (c) differential treatment programs and educational procedures suggested for the brain injured child appear to be of only questionable value. Extreme caution is urged to prevent hasty, uncritical adoption of many inadequately tested teaching and management techniques advocated for brain damaged children. 相似文献
157.
Friedman HS 《Journal of personality》2000,68(6):1089-1107
There is now little doubt that individuals who are well-adjusted, socially stable, and well-integrated into their communities are at significantly lower risk for disease and premature mortality than those who are more unstable, impulsive, isolated, and alienated. The reasons for these associations, however, are complex and the pathways insufficiently studied. This article employs a life-span data set to explore how childhood personality relates to health-related growth and development (dynamisms), patterns of reactions and health behaviors (mechanisms), and movements toward and away from suitable environments (tropisms). Illustrations from the 7-decade Terman longitudinal data reveal important areas in which previous, cross-sectional research has misinterpreted associations between personality and health. In particular, Sociability has been overrated as a life-span health risk factor, Conscientiousness has been underrated, and Neuroticism has been confused. Without sufficient attention to the processes underlying the associations between personality and health, significant suboptimal allocations of intervention resources result. 相似文献
158.
The authors conceptualize intersubjectivity as a meta-theory that reflects the inherent nature of human relatedness and is conceptually independent of any particular theory of mind or school of psychoanalysis. Their view of intersubjectivity joins the emotional life of the analyst to that of the patient and places the analytic relationship at the center of the analytic process. They contrast intersubjectivity with traditional classical conflict theory so as to clarify the relevance of intersubjectivity for psychoanalytic clinical theory and therapeutic practice. In so doing, they hope to direct analysts more firmly toward the study of the unconscious dyadic contributions to the affective, inactive, and interactive dimensions of the analytic situation and their impact upon the patient's actions within and experience of the analytic relationship. To illustrate their thesis, two hours from an analysis are presented in detail. 相似文献
159.
Friedman A Brown NR 《Journal of experimental psychology. Learning, memory, and cognition》2000,26(4):900-914
In 2 experiments, the authors investigated how representations of global geography are updated when people learn new location information about individual cities. Participants estimated the latitude of cities in North America (Experiment 1) and in the Old and New Worlds (Experiment 2). After making their first estimates, participants were given information about the latitudes of 2 cities and asked to make a second set of estimates. Both the first and second estimates revealed evidence for psychologically distinct geographical subregions that were coordinated, in an ordinal sense, across the Atlantic Ocean. Further, the second estimates were affected by the nature of the physical adjacency between regions (e.g., the southern U.S. and Mexico) and by accurate location information about distant, but coordinated, subregions (e.g., the southern U.S. and Mediterranean Europe). The data provide support for a framework for making geographical estimates in which people strike a balance between 2 principles: the need to keep their knowledge base coherent, and the inertial tendency to resist changing the knowledge base unless it is necessary to maintain coherence. 相似文献
160.
A developmental trajectory in implicit memory is revealed by picture fragment completion 总被引:2,自引:0,他引:2
Dissociations between performance on implicit and explicit tasks have often been taken as evidence that different neural structures subserve the two types of memory. One such dissociation involves developmental differences that emerge in explicit tasks, but which appear to be absent in implicit tasks. Such findings are consistent with the idea that implicit memory is subserved by a more primitive system that evolves earlier at both phylogenetic and ontogenetic levels. The present paper reviews previous studies that claimed to find evidence that implicit memory is fully developed in very young children. Issues of measurement error, ceiling effects, and insufficient power brought up questions about those studies with respect to the developmental issue. The present study compares performance on implicit (picture fragment completion) and explicit (free recall and recognition) memory tasks with groups ranging in age from 5-28 years. We find a reliable developmental trend in both implicit and explicit performance in which the former cannot be attributed to the operation of explicit memory processes. Thus, we conclude that implicit memory, like explicit memory, develops with age. 相似文献