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611.
How School can Teach Civic Engagement Besides Civic Education: The Role of Democratic School Climate
Michela Lenzi Alessio Vieno Jill Sharkey Ashley Mayworm Luca Scacchi Massimiliano Pastore Massimo Santinello 《American journal of community psychology》2014,54(3-4):251-261
Civic engagement, defined as involvement in community life, is influenced by reciprocal relationships between individuals and contexts and is a key factor that contributes to positive youth development. The present study evaluates a theoretical model linking perceived democratic school climate with adolescent civic engagement (operationalized as civic responsibility and intentions for future participation), taking into account the mediating role of civic discussions and perceived fairness at school. Participants were 403 adolescents (47.9 % male) ranging in age from 11 to 15 years old (mean age = 13.6). Path analysis results partially validated the proposed theoretical model. Higher levels of democratic school climate were associated with higher levels of adolescent civic responsibility; the association was fully mediated by civic discussions and perceived fairness at school. Adolescents’ civic responsibility, then, was positively associated with a stronger intention to participate in the civic domain in the future. 相似文献
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613.
Jill Lany 《Developmental science》2018,21(3)
Children who rapidly recognize and interpret familiar words typically have accelerated lexical growth, providing indirect evidence that lexical processing efficiency (LPE) is related to word‐learning ability. Here we directly tested whether children with better LPE are better able to learn novel words. In Experiment 1, 17‐ and 30‐month‐olds were tested on an LPE task and on a simple word‐learning task. The 17‐month‐olds’ LPE scores predicted word learning in a regression model, and only those with relatively good LPE showed evidence of learning. The 30‐month‐olds learned novel words quite well regardless of LPE, but in a more difficult word‐learning task (Experiment 2), their LPE predicted word‐learning ability. These findings suggest that LPE supports word‐learning processes, especially when learning is difficult. 相似文献
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615.
Popular views that female development entails a loss of voice and power in relationships have not been explored with Latina girls. In this study, data were collected from eight low-income Mexican American girls in middle and high school using surveys and open-ended interview questions. The findings show they view others as holding traditional expectations about how girls should behave, whereas they themselves engage in a more complex critique and performance of femininities in relationships with their family, peers, and teachers. The findings challenge assumptions that girls experience a linear loss of voice during adolescence, and suggest a distinction between personal power and power to help others. Finally, they show the importance of culture in understanding how girls negotiate gender roles. 相似文献
616.
An online calculator was developed (www.bncdnet.ku.edu/cml/info_ccc.vi) to compute phonotactic probability—the likelihood of occurrence of a sound sequence—and neighborhood density—the number of phonologically similar words—on the
basis of child corpora of American English (Kolson, 1960; Moe, Hopkins, & Rush, 1982) and to compare its results to those
of an adult calculator. Phonotactic probability and neighborhood density were computed for a set of 380 nouns (Fenson et al.,
1993) using both the child and adult corpora. The child and adult raw values were significantly correlated. However, significant
differences were detected. Specifically, child phonotactic probability was higher than adult phonotactic probability, especially
for highprobability words, and child neighborhood density was lower than adult neighborhood density, especially for words
with high-density neighborhoods. These differences were reduced or eliminated when relative measures (i.e., z scores) were
used. Suggestions are offered regarding which values to use in future research. 相似文献
617.
Bradley-Geist JC King EB Skorinko J Hebl MR McKenna C 《Personality & social psychology bulletin》2010,36(11):1564-1575
People express more prejudice if they have established their "moral credentials." Five studies explored the acquisition of moral credentials through associations with racial minorities, particularly close relationships that are personally chosen. Participants choosing to write about a positive experience with a Black person (Study 1) or Hispanic person (Study 2) subsequently expressed more preference for Whites and tolerance of prejudice than did other participants. In Study 3, the credentialing effect of choice was diminished when participants were given an incentive for that choice. Participants in Study 4 who wrote about a Black friend were more credentialed than those who wrote about a Black acquaintance, regardless of whether the experience was positive or negative. Study 5 suggested that participants strategically referred to close associations with minorities when warned of a future situation in which they might appear prejudiced. 相似文献
618.
Walkup KR Shumaker RW Pruetz JD 《Journal of comparative psychology (Washington, D.C. : 1983)》2010,124(4):351-355
Preference for tools with either rigid or flexible properties was explored in orangutans (Pongo spp.) through an extension of D. J. Povinelli, J. E. Reaux, and L. A. Theall's (2000) flimsy-tool problem. Three captive orangutans were presented with three unfamiliar pairs of tools to solve a novel problem. Although each orangutan has spontaneously used tools in the past, the tools presented in this study were novel to the apes. Each pair of tools contained one tool with rigid properties (functional) and one tool with flimsy properties (nonfunctional). Solving the problem required selection of a rigid tool to retrieve a food reward. The functional tool was selected in nearly all trials. Moreover, two of the orangutans demonstrated this within the first test trials with each of the three tool types. Although further research is required to test this statistically, it suggests either a preexisting preference for rigid tools or comprehension of the relevant features required in a tool to solve the task. The results of this study demonstrate that orangutans can recognize, or learn to recognize, relevant tool properties and can choose an appropriate tool to solve a problem. 相似文献
619.
Emily K. Farran Mark Blades Jill Boucher Lesley J. Tranter 《Developmental science》2010,13(3):454-468
Individuals with Williams syndrome (WS) show a specific deficit in visuo‐spatial abilities. This finding, however, derives mainly from performance on small‐scale laboratory‐based tasks. This study investigated large‐scale route learning in individuals with WS and two matched control groups (moderate learning difficulty group [MLD], typically developing group [TD]). In a non‐labelling and a labelling (verbal information provided along the route) condition, participants were guided along one of two unfamiliar 1‐km routes with 20 junctions, and then retraced the route themselves (two trials). The WS participants performed less well than the other groups, but given verbal information and repeated experience they learnt nearly all of the turns along the route. The extent of improvement in route knowledge (correct turns) in WS was comparable to that of the control groups. Relational knowledge (correctly identifying spatial relationships between landmarks), compared with the TD group, remained poor for both the WS and the MLD group. Assessment of the relationship between performance on the large‐scale route‐learning task and that on three small‐scale tasks (maze learning, perspective taking, map use) showed no relationship for the TD controls, and only a few non‐specific associations in the MLD and WS groups. 相似文献
620.
Pastoral Psychology - Based on findings from an interpretative phenomenological study, this article reports the lived experiences of religiosity and stress among six middle-aged Vietnamese-born... 相似文献