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Robin L. Peterson Anne B. Arnett Bruce F. Pennington Brian Byrne Stefan Samuelsson Richard K. Olson 《Developmental science》2018,21(3)
Previous research has established that learning to read improves children's performance on reading‐related phonological tasks, including phoneme awareness (PA) and nonword repetition. Few studies have investigated whether literacy acquisition also promotes children's rapid automatized naming (RAN). We tested the hypothesis that literacy acquisition should influence RAN in an international, longitudinal population sample of twins. Cross‐lagged path models evaluated the relationships among literacy, PA, and RAN across four time points from pre‐kindergarten through grade 4. Consistent with previous research, literacy showed bidirectional relationships with reading‐related oral language skills. We found novel evidence for an effect of earlier literacy on later RAN, which was most evident in children at early phases of literacy development. In contrast, the influence of earlier RAN on later literacy was predominant among older children. These findings imply that the association between these two related skills is moderated by development. Implications for models of reading development and for dyslexia research are discussed. 相似文献
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Elaborate manual skills of food processing are known in several species of great ape; but their manner of acquisition is controversial.
Local, “cultural” traditions show the influence of social learning, but it is uncertain whether this includes the ability
to imitate the organization of behavior. Dispute has centered on whether program-level imitation contributes to the acquisition
of feeding techniques in gorillas. Here, we show that captive western gorillas at Port Lympne, Kent, have developed a group-wide
habit of feeding on nettles, using two techniques. We compare their nettle processing behavior with that of wild mountain
gorillas in Rwanda. Both populations are similar in their repertoires of action elements, and in developing multi-step techniques
for food processing, with coordinated asymmetric actions of the hands and iteration of parts of a process as “subroutines”.
Crucially, however, the two populations deal in different ways with the special challenges presented by nettle stings, with
consistently different organizations of action elements. We conclude that, while an elaborate repertoire of manual actions
and the ability to develop complex manual skills are natural characteristics of gorillas, the inter-site differences in nettle-eating
technique are best explained as a consequence of social transmission. According to this explanation, gorillas can copy aspects
of program organization from the behavior of others and they use this ability when learning how to eat nettles, resulting
in consistent styles of processing by most individuals at each different site; like other great apes, gorillas have the precursor
abilities for developing culture. 相似文献
87.
This article draws on a major study of student volunteering based on case studies of six Higher Education Institutions (HEIs)
selected to represent the diversity of the higher education sector in England. The study finds that students contribute significantly
to university life and to the wider community through both formal and informal volunteering. However in this paper we consider
the challenges and problems with the organisation of student volunteering. Our research finds that students who were supported
by their university to volunteer reported better experiences of volunteering and identified greater impacts on their personal
development, soft skills, employability and community awareness. In this paper we challenge the tendency of some policy makers
and practitioners to view student volunteering as an automatic ‘win, win, win’—for students, for universities and for communities.
Rather we explore how without adequate support, management and opportunities for reflection and placing volunteering in wider
social context, student volunteering can fail to benefit any of these groups. The paper outlines the development of institutional
support for volunteering by students before assessing the value such support has for student volunteers today. 相似文献
88.
Stephen R. Jackson Amy Parkinson Valentina Manfredi Guy Millon Chris Hollis Georgina M. Jackson 《Journal of Neuropsychology》2013,7(1):29-44
Tourette syndrome (TS) is a neuro‐developmental disorder characterized by the occurrence of motor and vocal tics: involuntary, repetitive, stereotyped behaviours that occur with a limited duration, often typically many times in a single day. Previous studies suggest that children and adolescents with TS may undergo compensatory, neuroplastic changes in brain structure and function that help them gain control over their tics. In the current study we used single‐pulse and dual‐site paired‐pulse transcranial magnetic stimulation (TMS), in conjunction with a manual choice reaction time task that induces high levels of inter‐manual conflict, to investigate this conjecture in a group of children and adolescents with TS, but without co‐morbid Attention Deficit Hyperactivity Disorder (ADHD). We found that performance on the behavioural response‐conflict task did not differ between the adolescents with TS and a group of age‐matched typically developing individuals. By contrast, our study demonstrated that cortical excitability, as measured by TMS‐induced motor‐evoked potentials (MEPs), was significantly reduced in the TS group in the period immediately preceding a finger movement. This effect is interpreted as consistent with previous suggestions that the cortical hyper‐excitability that may give rise to tics in TS is actively suppressed by cognitive control mechanisms. Finally, we found no reliable evidence for altered patterns of functional inter‐hemispheric connectivity in TS. These results provide evidence for compensatory brain reorganization that may underlie the increased self‐regulation mechanisms that have been hypothesized to bring about the control of tics during adolescence. 相似文献
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When people think about what might have been, they mentally undo controllable rather than uncontrollable events. We report the results of two experiments in which we examined this controllability effect in counterfactual thinking. The experiments show that the mutability of controllable events is influenced by the perceived appropriateness or inappropriateness of the events. The first experiment shows that people change inappropriate controllable actions more than appropriate controllable ones. The second experiment shows that people mutate inappropriate controllable events whether the outcome is exceptional or normal with respect to intrapersonal habitual norms, and whether the outcome is positive or negative. We discuss the implications for alternative theories of counterfactual thinking. 相似文献