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91.
Leigh Karavasilis Karos Nina Howe Jasmin Aquan‐Assee 《Infant and child development》2007,16(6):577-596
Associations between reciprocal and complementary sibling interactions, sibling relationship quality, and children's socio‐emotional problem solving were examined in 40 grade 5–6 children (M age = 11.5 years) from middle class, Caucasian, Canadian families using a multi‐method approach (i.e. interviews, self‐report questionnaires, daily diary checklist, narrative task). Findings demonstrated that reciprocal sibling interactions were positively associated with warmth, mutual esteem, happy daily exchanges, and negatively related to rivalry and dominance, whereas complementary interactions were positively related to upsetting daily exchanges. Further, reciprocal and complementary interactions differed significantly in relation to several relationship qualities, with reciprocal interactions emerging as a significantly stronger correlate of happy exchanges. Only reciprocal interactions were positively correlated with socio‐emotional problem solving. Finally, birth order moderated the negative association of reciprocal interactions with rivalry and dominance and the positive association with socio‐emotional problem solving. In each case, the effect was stronger for younger members of the sibling dyad. Findings are discussed in light of recent theory on the sibling relationship and children's development. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献
92.
Edmund S. Howe Cynthia J. Brandau 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1983,35(4):607-633
Subjects typically display superior reproduction of good (redundant, symmetrical) visual patterns compared with poor ones. This pattern goodness effect could conceivably involve encoding processes, short-term memory processes, or response processes. The present experiments explored the time course of wholistic encoding of Garner dot patterns as a function of tachistoscopic exposure time, delay of backward masking, and post-mask shadowing. Within the specific framework of additive factors theory, Experiment I showed: (a) equal rates of encoding for all patterns since comparable slopes were obtained for the recall X processing time functions; and (b) superior absolute recall for good patterns since different intercepts were obtained. Experiment II demonstrated that when degree of encoding was initially equalized for all patterns, the rate of extraction of further information remained constant over available processing time and was unaffected by pattern goodness, slopes and intercepts for good versus poor patterns then being equal. Experiment III confirmed that, given some fixed duration of available processing time, information is abstracted at the same rate for all pattern regardless of the ratio stimulus display time to delay of mask onset. Experiment IV indicated that maintenance rehearsal normally occurs in the present experimental situation, and that very good patterns are somewhat less disrupted by shadowing over a three-second interval. While STM is thus implicated in the pattern goodness effect it does not follow that STM constitutes a complete explanation of the intercept differences reported here. Empirical evidence of response bias toward production of good patterns, however, was not found. It was shown that very good patterns are highly familiar and nameable, and proposed that they do consequently have an early encoding advantage. 相似文献
93.
Christine Howe Terezinha Nunes Peter Bryant 《The British journal of developmental psychology》2010,28(2):307-329
A distinction can be drawn between extensive and intensive quantities. Extensive quantities (e.g., volume, distance), which have been the focus of developmental research, depend upon additive combination. Intensive quantities (e.g., density, speed), which have been relatively neglected, derive from proportional relations between variables. Thus, while proportional relations can be expressed with extensive quantities, these relations are constitutive with intensive quantities. One consequence is that factors, which are theorized as marginal with extensive quantities, are conceptually central in intensive contexts, and may need to be recognized in developmental models. Two such factors, termed variable salience and relational focus, are examined here, via a study where 963 Scottish children aged 7–12 years were asked to solve 42 intensive quantity problems in comparison and missing value format. Reasoning improved with age, but at all ages it was strongly influenced by variable salience and relational focus. Moreover, the manner in which these two factors interacted with other factors differed from what might be expected from models of proportional reasoning with extensive quantities. Based upon these results, it is argued that the distinction between extensive and intensive quantities is theoretically significant, and intensive quantities need to be granted more attention in the future. 相似文献
94.
Sex and Gender in the 1980s Heavy Metal Scene: Groupies,Musicians, and Fans Recall Their Experiences
Groupies, heavy metal musicians, and highly devoted fans (metalheads) were some of the most salient identity groups for teenagers and emerging adults in the 1980s—the tail end of the Baby Boom and the beginning of the newly emerging Generation X. Met with appalled reactions from conventional society, the heavy metal scene nevertheless appeared to help at least some disenchanted youth negotiate turbulent times. The present study of 144 middle-aged 1980s groupies, metal fans, and professional musicians used both quantitative and qualitative data to develop insights into the developmental processes of these emerging adults of the 1980s. Metalheads described their childhood experiences, including maltreatment, their sexual and substance use activities in the 1980s, identity issues, and reported on current indicators of adjustment, such as education, mental health, and happiness. The results confirm that youth involved in the metal scene had high rates of substance use, risky sexual behaviors, and especially for groupies, traumatic childhood experiences, as well as drug dependence and sexual violence during their groupie days. However, despite their trauma and risky behaviors, participants were able to thrive and develop healthy adult lives, from which they look back fondly on those 1980s experiences. The richness of these data provide insights into the search for identity for marginalized youth, and provide hypotheses for future research on the understudied developmental processes of such adolescent style cultures. 相似文献
95.
The binding problem is fundamental to visual perception. It is the problem of associating an object's visual properties with itself and not with some other object. The problem is made particular difficult because different properties of an object, such as its color, shape, size, and motion, are often processed independently, sometimes in different cortical areas. The results of these separate analyses have to be combined before the object can be seen as a single coherent entity as opposed to a collection of unconnected features. Visual bindings are typically initiated and updated in a serial fashion, one object at a time. Here, we show that one type of binding, location‐identity bindings, can be updated in parallel. We do this by using two complementary techniques, the simultaneous‐sequential paradigm and systems factorial technology. These techniques make different assumptions and rely on different behavioral measures, yet both came to the same conclusion. 相似文献
96.
When autobiographical memory begins 总被引:1,自引:0,他引:1
The authors review competing theories concerning the emergence and early development of autobiographical memory. It is argued that the differences between these accounts, although important, may be more apparent than real. The crux of these disagreements lies not in what processes are important, but rather, the role these different processes play in the emergence of autobiographical memory and the temporal primacy of these controlling variables. These differences are explored theoretically and then extant as well as new data are brought to bear on these issues. What emerges is a new, more inclusive, multifactorial framework that integrates the controlling variables from diverse perspectives providing a more complete account of the beginnings of autobiographical memory. 相似文献
97.
Nina Howe Emmanuelle Adrien Sandra Della Porta Stephanie Peccia Holly Recchia Helena P. Osana Hildy Ross 《Infant and child development》2016,25(2):137-157
Sibling‐directed teaching of mathematical topics during naturalistic home interactions was investigated in 39 middle‐class sibling dyads at two time points. At time 1 (T1), siblings were 2 and 4 years of age, and at time 2 (T2), siblings were 4 and 6 years of age. Intentional sequences of sibling‐directed mathematical teaching were coded for (i) topics (e.g., number), (ii) contexts (e.g., play with materials/toys), and (iii) type of knowledge (conceptual and procedural). Siblings engaged in teaching number, geometry, and measurement at T1 and demonstrated preliminary evidence of teaching of grouping, relations, and operations at T2. Regarding context, at T1, mathematical teaching occurred most frequently during play with materials/toys, while at T2, games with rules were prominent. Teaching of conceptual or procedural knowledge varied over time and by topic and context. Findings are discussed in light of recent work on understanding children's mathematical knowledge as it develops in the informal family context. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
98.
The effect of test-induced priming on false recognition was investigated in children aged 5, 7, 9, and 11 years using lists of semantic associates, category exemplars, and phonological associates. In line with effects previously observed in adults, nine- and eleven-year-olds showed increased levels of false recognition when critical lures were preceded by four studied items. This pattern was present with all three list types. In contrast, no effects of test-induced priming were observed in five- or seven-year-olds with any list type. The results also support those of previous studies in showing a developmental shift from phonological to semantic false memories. The findings are discussed in terms of current theories of children's false memories. 相似文献
99.
Earl D. Honeycutt Jr. Tom McCarty Vince Howe 《Journal of Personal Selling & Sales Management》2013,33(1):73-79
Video enhanced sales training (VET) is being adopted by a substantial number of firms. The reported advantages of video enhanced programs are lower costs and results-oriented training. The major characteristics and applications of this sales training technology are presented. The application of video enhanced training at Motorola Inc. is described. Results indicate that video enhanced training is a promising technological application that improves sales training effectiveness. 相似文献
100.
Professor Mark L. Howe Ingrid Candel Henry Otgaar Catherine Malone Marina C. Wimmer 《Memory (Hove, England)》2013,21(1):58-75
Across five experiments we examined the role of valence in children's and adults’ true and false memories. Using the Deese/Roediger-McDermott paradigm and either neutral or negative-emotional lists, both adults’ (Experiment 1) and children's (Experiment 2) true recall and recognition was better for neutral than negative items, and although false recall was also higher for neutral items, false recognition was higher for negative items. The last three experiments examined adults’ (Experiment 3) and children's (Experiments 4 and 5) 1-week long-term recognition of neutral and negative-emotional information. The results replicated the immediate recall and recognition findings from the first two experiments. More important, these experiments showed that although true recognition decreased over the 1-week interval, false recognition of neutral items remained unchanged whereas false recognition of negative-emotional items increased. These findings are discussed in terms of theories of emotion and memory as well as their forensic implications. 相似文献