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201.
Nina Howe Sandra Della Porta Holly Recchia Allyson Funamoto Hildy Ross 《Journal of cognition and development》2013,14(2):314-332
Social-constructivist models of learning highlight that cognitive development is embedded within the context of social relationships characterized by closeness and intimacy (Vygotsky, 1978). Therefore, in contrast to prior research employing semistructured paradigms, naturalistic sibling-directed teaching was examined during ongoing interactions at home. Thirty-nine middle-class, two-parent families (older sibling, Mage = 6;3; younger sibling, Mage = 4;4) were studied. Intentional sequences of sibling-directed teaching were coded for: a) frequency; b) type of knowledge taught (i.e., conceptual or procedural); c) initiation of teaching by the teacher or following a request by the learner; d) teaching strategies (e.g., direct instruction, demonstration); and e) learner responses (e.g., active involvement, rejection). Findings indicated that teachers were most likely to initiate teaching spontaneously rather than respond to direct requests by learners. Teachers were most likely to initiate teaching of procedural knowledge, while learners were most likely to request the teaching of conceptual knowledge. The type of teaching strategy employed depended on who initiated the teaching and the type of knowledge taught. The response of the learner was associated with who initiated the teaching and the teaching strategies employed. These findings reveal the nuances and sophistication of young children's attempts to teach one another naturally in their homes. Findings are discussed in light of recent empirical and theoretical work. 相似文献
202.
Viren Swami Rudolfos-Valentino Neofytou Joanna Jablonska Holly Thirlwell Donna Taylor Donald R. McCreary 《Body image》2013,10(4):653-656
The present study tested the hypothesis that men's drive for muscularity would be associated with their valuation of domination, power, status, and aggression over others. A community sample of 359 men from London, UK, completed measures of drive for muscularity, social dominance orientation, right-wing authoritarianism, trait aggression, and need for power, as well as their demographic details. Bivariate correlations showed that greater drive for muscularity was significantly correlated with most of the measures and their subscales. However, in a multiple regression analysis, the only significant predictor of drive for muscularity was support for group-based dominance hierarchies (Adj. R2 = .17). These results suggest that men's drive for muscularity is associated with a socio-political ideology that favours social dominance. 相似文献
203.
Mark A. Yarhouse Audrey Atkinson Holly Doolin Jennifer S. Ripley 《The American journal of family therapy》2013,41(2):138-150
Mixed-orientation couples (MOC) are under-represented in the literature. Often when sexual minorities disclose their sexual orientation it is a stressful experience for their spouse who progresses through stages and experiences both negative and supportive responses as they address disclosure-related issues. Participants completed an online survey and then repeated the same process a year later to measure changes in forgiveness and experience. Forgiveness was shown to play a role in how spouses progress through the post-disclosure stages. In addition, forward movement was seen in both forgiveness and stages over the course of one year. Implications for therapy with MOC are discussed. 相似文献
204.
Beverly J. Wilson Holly Petaja PhD Jenna Yun PhD Kathleen King PhD Jessica Berg MS Lindsey Kremmel PhD 《Child & family behavior therapy》2013,35(2):81-106
This study investigated associations between maternal and paternal emotion coaching and the self-regulation skills of kindergarten and first-grade children. Participants were 54 children categorized as either aggressive/rejected or low aggressive/popular by peer reports. Findings indicated a statistical trend for fathers of low aggressive/popular children to engage in more emotion coaching than fathers of aggressive/rejected children. Paternal emotion coaching accounted for significant variance in children's regulation of attention. Maternal emotion coaching moderated the relation between children's status and regulation of emotion. Findings suggest that interventions focused on parental emotion coaching may prove beneficial for increasing the self-regulation and attention skills of children with social and conduct problems. 相似文献
205.
Youcef Bouchekioua Holly C. Miller Paul Craddock Aaron P. Blaisdell Mikael Molet 《Acta psychologica》2013
Prior research, using two- and three-dimensional environments, has found that when both human and nonhuman animals independently acquire two associations between landmarks with a common landmark (e.g., LM1–LM2 and LM2–LM3), each with its own spatial relationship, they behave as if the two unique LMs have a known spatial relationship despite their never having been paired. Seemingly, they have integrated the two associations to create a third association with its own spatial relationship (LM1–LM3). Using sensory preconditioning (Experiment 1) and second-order conditioning (Experiment 2) procedures, we found that human participants integrated information about the boundaries of pathways to locate a goal within a three-dimensional virtual environment in the absence of any relevant landmarks. Spatial integration depended on the participant experiencing a common boundary feature with which to link the pathways. These results suggest that the principles of associative learning also apply to the boundaries of an environment. 相似文献
206.
Jason L. Randall Holly E. Tabernik Aisha M. Aguilera Jeffrey S. Anastasi Kendra V. Valk 《The Journal of general psychology》2013,140(2):55-67
In the current study, we evaluated the own-age face recognition bias by using various encoding tasks to evaluate the robustness and potential limitations of the own-age bias. One hundred sixty young adults studied photographs of children, young adults, middle-aged adults, and older adults and were assigned to one of four encoding conditions (i.e., age estimate, attractiveness rating, friendliness rating, and a face search task). Subsequent recognition tests revealed a robust own-age bias such that participants recognized own-age faces better than other-age faces regardless of encoding task. The current study showed that encoding tasks that focus on socially relevant characteristics (i.e., attractiveness ratings and friendliness ratings) do not eliminate or weaken the own-age bias compared to tasks that specifically focus on the age of the face. These findings indicate that in-group/out-group categorization requires little conscious processing and may be automatic, which is consistent with Sporer's (2001) in-group/out-group model (IOM) of facial processing. 相似文献
207.
We examined how the performance of a visual search task while studying a list of to-be-remembered words affects subsequent memory for those words by humans. Previous research had suggested that episodic context encoding is facilitated when the study phase of a memory experiment requires, or otherwise encourages, a visual search for the to-be-remembered stimuli, and theta-band oscillations are more robust when animals are searching their environment. Moreover, hippocampal theta oscillations are positively correlated with learning in animals. We assumed that a visual search task performed during the encoding of words for a subsequent memory test would induce an exploratory state that would mimic the one that is induced in animals when performing exploratory activities in their environment, and that the encoding of episodic traces would be improved as a result. The results of several experiments indicated that the performance of the search task improved free recall, but the results did not extend to yes–no or forced choice recognition memory testing. We propose that visual search tasks enhance the encoding of episodic context information but do not enhance the encoding of to-be-remembered words. 相似文献
208.
209.
Tad T. Brunyé Caroline R. Mahoney Aaron L. Gardony Holly A. Taylor 《Memory & cognition》2010,38(6):700-712
Navigators use both external cues and internal heuristics to help them plan efficient routes through environments. In six
experiments, we discover and seek the origin of a novel heuristic that causes participants to preferentially choose southern
rather than northern routes during map-based route planning. Experiment 1 demonstrates that participants who are tasked to
choose between two equal-length routes, one going generally north and one south, show reliable decision preferences toward
the southern option. Experiment 2 demonstrates that participants produce a southern preference only when instructed to adopt
egocentric rather than allocentric perspectives during route planning. In Experiments 3-5, we examined participants’ judgments
of route characteristics and found that judgments of route length and preferences for upper relative to lower path options
do not contribute to the southern route preference. Rather, the southern route preference appears to be a result of misperceptions
of increased elevation to the north (i.e., north is up). Experiment 6 further supports this finding by demonstrating that
participants provide greater time estimates for north- than for equivalent south-going routes when planning travel between
U.S. cities. Results are discussed with regard to predicting wayfinding behavior, the mental simulation of action, and theories
of spatial cognition and navigation. 相似文献
210.
Carolyn M. Jagacinski Shamala Kumar Jan L. Boe Holly Lam Steven A. Miller 《Motivation and emotion》2010,34(2):191-204
We investigated the relationship between changes in perceptions of competence and changes in achievement goals across a college
semester for students enrolled in an introductory psychology course. Two types of competence perceptions were examined: self-efficacy
for learning and normative perceived ability. Changes in normative perceived ability were predicted to relate to changes in
performance goals, but not mastery goals. Because mastery goals rely on self-referent standards to evaluate ability, we predicted
changes in self-efficacy for learning would relate to changes in mastery goals. We also expected changes in self-efficacy
for learning to relate to changes in performance goals because learning can lead to the demonstration of superior competence.
The predictions were supported for mastery and performance-approach goals, but not for performance-avoidance goals. Very little
change in performance-avoidance goals was observed. Scores on the first course exam also predicted change in performance-approach
goals, with this effect partially mediated by competence perceptions. 相似文献