全文获取类型
收费全文 | 770篇 |
免费 | 51篇 |
出版年
2023年 | 13篇 |
2022年 | 15篇 |
2021年 | 33篇 |
2020年 | 34篇 |
2019年 | 43篇 |
2018年 | 44篇 |
2017年 | 47篇 |
2016年 | 52篇 |
2015年 | 18篇 |
2014年 | 30篇 |
2013年 | 80篇 |
2012年 | 29篇 |
2011年 | 29篇 |
2010年 | 19篇 |
2009年 | 12篇 |
2008年 | 18篇 |
2007年 | 21篇 |
2006年 | 15篇 |
2005年 | 12篇 |
2004年 | 11篇 |
2003年 | 12篇 |
2002年 | 7篇 |
2001年 | 9篇 |
2000年 | 8篇 |
1999年 | 6篇 |
1998年 | 6篇 |
1997年 | 9篇 |
1995年 | 9篇 |
1994年 | 5篇 |
1993年 | 6篇 |
1992年 | 6篇 |
1990年 | 5篇 |
1987年 | 5篇 |
1986年 | 5篇 |
1984年 | 5篇 |
1983年 | 9篇 |
1982年 | 6篇 |
1981年 | 5篇 |
1975年 | 5篇 |
1974年 | 5篇 |
1973年 | 7篇 |
1971年 | 8篇 |
1969年 | 12篇 |
1968年 | 6篇 |
1967年 | 6篇 |
1961年 | 5篇 |
1960年 | 4篇 |
1958年 | 12篇 |
1955年 | 6篇 |
1953年 | 6篇 |
排序方式: 共有821条查询结果,搜索用时 15 毫秒
751.
Abstract The purpose of the present study was to investigate whether there is evidence to support the existence of a shared paradigm of pedagogical knowledge in elementary reading methodology textbooks. To accomplish this purpose, a computer‐based citation concordance was prepared that represented 5,760 references from 12 elementary reading methodology textbooks with copyright dates ranging from 1985 to 1989. The results suggest the existence of a shared paradigm of pedagogical knowledge in elementary reading methodology textbooks. The shared paradigm is not sharply defined and unambiguous in content, instead, it is composed of a complex amalgam of knowledge on philosophies, principles and practices representing a variety of perspectives. 相似文献
752.
753.
Sharing without caring? Respect for moral others compensates for low sympathy in children's sharing
下载免费PDF全文
![点击此处可从《The British journal of developmental psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Antonio Zuffianò Tyler Colasante Joanna Peplak Tina Malti 《The British journal of developmental psychology》2015,33(2):252-258
We examined links between sharing, respect for moral others, and sympathy in an ethnically diverse sample of 7‐ and 15‐year‐olds (N = 146). Sharing was assessed through children's allocation of resources in the dictator game. Children reported their respect towards hypothetical characters performing moral acts. Sympathy was evaluated via caregiver and child reports. Respect and caregiver‐reported sympathy interacted in predicting sharing: Higher levels of respect were associated with higher levels of sharing for children with low, but not medium or high, levels of sympathy. The motivational components of other‐oriented respect may compensate for low levels of sympathetic concern in the promotion of sharing. 相似文献
754.
755.
756.
757.
758.
759.
Anne Castles V. M. Holmes Joanna Neath Sachiko Kinoshita 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》2003,56(3):445-467
Three experiments explored the nature of orthographic influences on performance on phonological awareness tasks. Experiment 1 demonstrated that adults find it easier to perform phoneme deletions on items where there is a direct correspondence between letters and target sounds (e.g., take the /r@/ from struggle) than where there is not (e.g., take the /w@/ from squabble). Analogous results were found in a phoneme reversal task. Spelling production ability tended to correlate more strongly with performance on the former type of item than on the latter, suggesting that elevated performance on phonological awareness tasks is associated with the use of orthographic information. Experiment 2 produced similar results in Grade 5 children. Experiment 3 suggested that adults cannot inhibit orthographic activation when it is disadvantageous to them, as they performed no better on items such as squabble when they were presented in pure blocks than when they were presented in mixed blocks. It is concluded that there are substantial automatic orthographic influences on phonological awareness task performance that need to be taken into account in interpreting data concerning the relationship between phonological awareness and reading. 相似文献
760.
Adam Anczyk Halina Grzymała-Moszczyńska Agnieszka Krzysztof-Świderska Jacek Prusak 《The International journal for the psychology of religion》2019,29(4):278-291
ABSTRACTThis article forms a contribution to the discussion on the “replication crisis” in psychology from the qualitative research perspective and qualitative-oriented psychology of religion. The main theme of our article is, how should we deal, as qualitative-oriented psychologists of religion, with the issue of replicability? The introductory part of the article concentrates on validity criteria within qualitative-oriented research, and why qualitative-oriented psychologists of religion should take them into consideration in their research projects. Next, a typology of approaches (Intuitive, Field, Pragmatic, Synthetic), toward replication within qualitative studies is presented. Alongside discussing the possible ways of making qualitative research more replicable, examples of good practices in that matter are discussed. Some takeaway tips for qualitative-oriented psychologists of religion, that are to be used in order to make their research more replicable, are presented in the concluding part. Promoting CAQDAS, developing clear research protocols and procedures, describing the cultural context of the research in detail and discussing methodological issues and barriers/limitations of the study in a separate section are one of the main ideas postulated in the article, that should be included in the future qualitative studies on religion (s). The article concludes with a plea of sorts, that qualitative-oriented researchers do need to pay more attention to methodological issues while designing a research project, keeping in mind that it can (and should) be replicated in the future. 相似文献