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911.
S medslund , J. The acquisition of conservation of substance and weight in children. I. Introduction. Scand. J. Psychol ., 1961, 2 , 11–20.—This is the first in a series of articles concerning the problem of how children acquire the concepts of conservation of substance and weight. The four alternative interpretations of nativism, maturation theory, learning theory and equilibration theory are discussed. It is concluded that nativism and maturation theory do not account for the known facts. An important issue is whether the concepts are established by external reinforcement (learning theory) or by a process of inner equilibration, as maintained by Piaget. 相似文献
912.
Rob Fauber Rex Forehand Nicholas Long Marie Burke Jan Faust 《Journal of psychopathology and behavioral assessment》1987,9(2):161-172
The relationship of young adolescents' scores on the Children's Depression Inventory (CDI) to subjective and objective indices of their social and cognitive functioning was examined. Subjects were 89 young adolescents (11–15 years old), their parents, and their social studies teachers. The correlations of adolescents' CDI scores with recent school grades, objective ratings of overt social behavior, and measures of adolescent social and cognitive competence as perceived by the adolescent, both parents, and the teacher were examined. CDI scores were significantly and negatively correlated with school grades, behavioral ratings of positive social communication, and adolescent, mother, father, and teacher perceptions of the adolescents' social and cognitive competence. The relationship of these findings to those of other CDI validity studies is discussed.This research was supported, in part, by the William T. Grant Foundation and the University of Georgia's Institute for Behavioral Research. 相似文献
913.
This study examined the effects of feedback on a task on information seeking and partner preferences as forms of social comparison. It was predicted that subjects who experienced failure and perceived control over future performance would, for reasons of self-improvement, choose more strongly upward a comparison other than subjects who experienced success or perceived no control. In the experiment, 121 college students were given either failure, average, or success feedback on a bogus test for either a stable or a controllable ability. Next, the subjects choose a comparison other whose test material they would examine, and a comparison other as a partner for writing an evaluation of the test. As predicted, the preferences for information seeking and affiliation were more strongly upward when subjects experienced failure than when subjects experienced success. Perceived control partly resulted in more strongly upward choices in information seeking for subjects experiencing failure. 相似文献
914.
Jan N. Hughes Gwyneth Boodoo Joyce Alcala Mary -Claire Maggio Lisa Moore Rita Villapando 《Journal of abnormal child psychology》1989,17(6):633-646
A videotape-administered role-play test of children's social skills was developed and its psychometric properties tested. Performance criteria for the test were derived from popular children's ratings of the effectiveness of different role-play responses. The test was administered to 157 fourth- and fifth-grade boys and girls who had been classified as popular, average, neglected, or rejected, on the basis of sociometric testing. The test evidenced good interrater, test-retest, and internal consistency reliabilities. Children's role-play performance correlated significantly with teacher ratings of social competence and with peer-liking ratings. Neglected children performed more poorly on the role-play test than popular children. When differences in intelligence among social status groups were statistically controlled, social status groups did not differ on the role-play test. Results of the discriminant analyses support the conclusion that teacher ratings are better than role-play tests for identifying rejected children, whereas role-play tests and measures of intelligence appear more accurate than teacher ratings for identifying neglected children. 相似文献
915.
Jan Zygmunt 《Studia Logica》1989,48(4):413-421
916.
Computers and girls: Rethinking the issues 总被引:1,自引:0,他引:1
Jan Hawkins 《Sex roles》1985,13(3-4):165-180
A perspective is developed about emerging sex differences in the use of computer technology in education. Computers tend to be conceptually assimilated to the category of science/mathematics/technology, and thus acquire some of the traditional qualities of differentiated interest among boys and girls. Findings from several research projects are reported which point to patterns of difference in educational settings. It is argued that sex differences emerge in relation to the functions computers serve and the organization of learning settings of which they are a part.The preparation of this article and the research reported was supported by the Spencer Foundation, the Department of Education, and the National Institute of Education. The author would like to thank Kathy Clement, Carla Freeman, Peggy Heide, Moni Homolsky, Midian Kurland, Ron Mawby, Roy Pea, and Karen Sheingold for their comments and suggestions about the perspective presented here. 相似文献
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918.
919.
Jan‐Erik Lönnqvist Sampo Paunonen Vesa Nissinen Keijo Ortju Markku Verkasalo 《Psychologie appliquee》2011,60(4):670-695
We report on two studies in which we measured army cadets' tendencies to engage in two types of self‐enhancement: communal self‐enhancement (a moralistic bias in self‐presentation) and agentic self‐enhancement (an egotistic bias in self‐presentation). These self‐presentation styles were then related to their selection and performance as military leaders. In Study 1, scores on self‐enhancement questionnaires were used to predict selection decisions for 206 applicants to an army officer training program. We found that applicants who were higher in either communal or agentic self‐enhancement were more likely to be accepted for leadership training. In Study 2, we evaluated peer and superior ratings of 94 military cadets' leadership, reflecting leadership emergence and leadership effectiveness, respectively. We found that communal self‐enhancement negatively predicted leadership emergence, with those ratings becoming more negative over a 3‐year time‐span, whereas agentic self‐enhancement positively predicted leadership effectiveness. Our results imply that, at least in the present military context, people making selection decisions should be particularly aware of the relations between (a) applicant self‐enhancement tendencies and those decisions, and (b) high communal self‐enhancement in officer trainees and negative evaluations by their cadet peers. 相似文献
920.
Dale F. Hay Alison Nash Marlene Caplan Jan Swartzentruber Fumiko Ishikawa Jo Ellen Vespo 《The British journal of developmental psychology》2011,29(2):158-175
It is well known that a gender difference in physical aggression emerges by the preschool years. We tested the hypothesis that the gender difference is partly due to changing tactics in peer interaction. Observations of girls’ and boys’ social initiatives and reactions to opportunities for conflict were made, using the Peer Interaction Coding System (PICS) in four independent samples of children between 9 and 36 months of age, which were aggregated to form a summary data set (N= 323), divided into two age bands (below or above 24 months of age). Linear mixed‐model analyses revealed significant age by gender interactions in the use of bodily force in response to peers’ initiatives and in the tendency to use bodily force at later stages of conflicts with peers. The gender difference in use of force was not explained by differences in the use of verbal tactics. These cross‐sectional findings suggest that girls are initially more likely than boys to use reactive aggression, but then desist, whereas boys increase their use of force to defend their territory and possessions. The difference between older and younger girls likely reflects girls’ abilities to regulate their behaviour in response to social challenges and the fact that girls are explicitly socialized to yield to peers’ demands. 相似文献