全文获取类型
收费全文 | 482篇 |
免费 | 29篇 |
国内免费 | 1篇 |
专业分类
512篇 |
出版年
2022年 | 7篇 |
2021年 | 11篇 |
2020年 | 17篇 |
2019年 | 15篇 |
2018年 | 19篇 |
2017年 | 18篇 |
2016年 | 15篇 |
2015年 | 11篇 |
2014年 | 8篇 |
2013年 | 38篇 |
2012年 | 23篇 |
2011年 | 18篇 |
2010年 | 13篇 |
2009年 | 17篇 |
2008年 | 17篇 |
2007年 | 23篇 |
2006年 | 21篇 |
2005年 | 10篇 |
2004年 | 8篇 |
2003年 | 12篇 |
2002年 | 16篇 |
2001年 | 8篇 |
2000年 | 5篇 |
1999年 | 5篇 |
1998年 | 8篇 |
1997年 | 6篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 9篇 |
1991年 | 10篇 |
1990年 | 5篇 |
1989年 | 7篇 |
1988年 | 9篇 |
1987年 | 8篇 |
1986年 | 8篇 |
1985年 | 11篇 |
1984年 | 3篇 |
1983年 | 5篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1975年 | 4篇 |
1974年 | 5篇 |
1972年 | 4篇 |
1971年 | 3篇 |
1969年 | 5篇 |
1964年 | 2篇 |
1961年 | 3篇 |
排序方式: 共有512条查询结果,搜索用时 0 毫秒
161.
This study of 311 white DUI offenders is based on three sources: (a) survey data, (b) personal interviews, and (c) official arrest histories. All cases were examined along eight research dimensions: arrest charges, sociodemographic variables, perceived self‐drinking attributes, behavioral drinking problems, identities, life histories, personal problems, and life styles. Two hundred and eighty‐nine multiple offenders were found to comprise an identifiable generalized deviant social type. The remaining cases, a residual category of 22 “negative cases,” were first‐time offenders and social drinkers. We suggest that our findings may be applicable to other DUI samples. For the most part DUI offenders are “criminals on the road.” 相似文献
162.
163.
Mastery of the logic of natural numbers is not the result of mastery of counting: evidence from late counters 下载免费PDF全文
Julian Jara‐Ettinger Steve Piantadosi Elizabeth S. Spelke Roger Levy Edward Gibson 《Developmental science》2017,20(6)
To master the natural number system, children must understand both the concepts that number words capture and the counting procedure by which they are applied. These two types of knowledge develop in childhood, but their connection is poorly understood. Here we explore the relationship between the mastery of counting and the mastery of exact numerical equality (one central aspect of natural number) in the Tsimane’, a farming‐foraging group whose children master counting at a delayed age and with higher variability than do children in industrialized societies. By taking advantage of this variation, we can better understand how counting and exact equality relate to each other, while controlling for age and education. We find that the Tsimane’ come to understand exact equality at later and variable ages. This understanding correlates with their mastery of number words and counting, controlling for age and education. However, some children who have mastered counting lack an understanding of exact equality, and some children who have not mastered counting have achieved this understanding. These results suggest that understanding of counting and of natural number concepts are at least partially distinct achievements, and that both draw on inputs and resources whose distribution and availability differ across cultures. 相似文献
164.
Julian Hasford Kayleigh Abbott Susan Alisat S. Mark Pancer Michael W. Pratt 《Identity: An International Journal of Theory and Research》2017,17(1):40-54
This study examines community engagement in youth and emerging adulthood from a narrative identity perspective, based on analyses of a longitudinal data set of 72 participants from ages 17 to 32. At ages 26 and 32, participants told narratives about a key community experience from their personal lives, which was rated for six dimensions. In addition, questionnaire measures of community involvement and general identity status development were administered at ages 17, 26, and 32. We found that patterns of community involvement at age 17 predicted levels of community involvement and qualities of community narratives at ages 26 and 32 and that community narratives were significantly correlated with concurrent measures of identity maturity and community involvement. Limitations and implications for future research are discussed. 相似文献
165.
Julian Schulze Martin Schultze Stephen G. West Stefan Krumm 《Journal of business and psychology》2017,32(3):283-300
Purpose
This study investigated the convergence of knowledge, skills, abilities, and other characteristics (KSAOs) required for either face-to-face (FtF) or text-based computer-mediated (CM) communication, the latter being frequently mentioned as core twenty-first century competencies.Design/Methodology/Approach
In a pilot study (n = 150, paired self- and peer reports), data were analyzed to develop a measurement model for the constructs of interest. In the main study, FtF and CM communication KSAOs were assessed via an online panel (n = 450, paired self- and peer reports). Correlated-trait-correlated-method minus one models were used to examine the convergence of FtF and CM communication KSAOs at the latent variable level. Finally, we applied structural equation modeling to examine the influence of communication KSAOs on communication outcomes within (e.g., CM KSAOs on CM outcomes) and across contexts (e.g., CM KSAOs on FtF outcomes).Findings
Self-reported communication KSAOs showed only low to moderate convergence between FtF and CM contexts. Convergence was somewhat higher in peer reports, but still suggested that the contextualized KSAOs are separable. Communication KSAOs contributed significantly to communication outcomes; context-incongruent KSAOs explained less variance in outcomes than context-congruent KSAOs.Implications
The results imply that FtF and CM communication KSAOs are distinct, thus speaking to the consideration of CM KSAOs as twenty-first century competencies and not just a derivative of FtF communication competencies.Originality/Value
This study is the first to examine the convergence of context-specific communication KSAOs within a correlated-trait-correlated-method minus one framework using self- and peer reports.166.
167.
Evaluating the efficacy of the Headsprout© reading program with children who have spent time in care 下载免费PDF全文
This study investigated whether Headsprout©, an internet‐based phonics program designed on behavioral principles, is an effective supplementary tool to improve literacy skills of children who have spent time in care and are at risk of reading failure. Participants were 8 children (aged 5 to 10) who had spent over 3 years in care and were fully adopted at the time of the study. Participants' literacy skills were assessed prior to intervention using 2 standardized reading attainment tests. Participants were then randomly assigned to either treatment or a waiting list comparison group. There were 2 Headsprout© treatments, but all participants in the treatment group completed 1 HeadsproutStartCopTextStartCopText© lesson 4 times per week, under the supervision of the first author, while participants in the comparison group interacted with the first author 4 times per week engaging in nonliteracy‐based computer activities. Results from 2 standardized reading attainment tests showed an improvement in word recognition age and oral reading fluency for the HeadsproutStartCopTextStartCopText© learners but scores either remained the same or decreased over a 4‐month period for participants in the comparison group. The findings support the wider use of HeadsproutStartCopTextStartCopText© with at‐risk children though more research is clearly warranted at this time. 相似文献
168.
Research using the intermodal preferential looking paradigm (IPLP) has consistently shown that English-learning children aged 2 can associate transitive argument structure with causal events. However, studies using the same methodology investigating 2-year-old children's knowledge of the conjoined agent intransitive and semantic role assignment have reported inconsistent findings. The aim of the present study was to establish at what age English-learning children have verb-general knowledge of both transitive and intransitive argument structure using a new method: the forced-choice pointing paradigm. The results suggest that young 2-year-olds can associate transitive structures with causal (or externally caused) events and can use transitive structure to assign agent and patient roles correctly. However, the children were unable to associate the conjoined agent intransitive with noncausal events until aged 3;4. The results confirm the pattern from previous IPLP studies and indicate that children may develop the ability to comprehend different aspects of argument structure at different ages. The implications for theories of language acquisition and the nature of the language acquisition mechanism are discussed. 相似文献
169.
Sense of Community, Neighboring, and Social Capital as Predictors of Local Political Participation in China 总被引:1,自引:0,他引:1
Qingwen Xu Douglas D. Perkins Julian Chun-Chung Chow 《American journal of community psychology》2010,45(3-4):259-271
This study examines the state of sense of community, neighboring behavior, and social capital in the People’s Republic of China, and explores their ability to predict local political participation, in the form of voting in elections for Urban Resident/Rural Villager Committees. Using a nationally representative survey, rural, older and married residents and those with a primary or high school education and higher perceived socio-economic status are more likely to participate. In rural areas, men are more likely than women to vote. For urban residents, knowing one’s neighbors is more important whereas in rural areas, neighboring behavior is more important, but both predict voting. Social capital does not generally predict Chinese people’s local political participation. Western definitions of social capital derived from theories about networking, bonding and bridging ties may be too culturally individualistic for China, whose collectivist society and agrarian kinship networks predate Communism. Simply knowing and helping one’s neighbors, rather than more abstract notions of trust, reciprocity or membership, may lead to the development of local democracy. 相似文献
170.
Joni Holmes Susan E. Gathercole Maurice Place Darren L. Dunning Kerry A. Hilton Julian G. Elliott 《Applied cognitive psychology》2010,24(6):827-836
This study evaluated the impact of two interventions—a training program and stimulant medication—on working memory (WM) function in children with attention deficit hyperactivity disorder (ADHD). Twenty‐five children aged between 8 and 11 years participated in training that taxed WM skills to the limit for a minimum of 20 days, and completed other assessments of WM and IQ before and after training, and with and without prescribed drug treatment. While medication significantly improved visuo‐spatial memory performance, training led to substantial gains in all components of WM across untrained tasks. Training gains associated with the central executive persisted over a 6‐month period. IQ scores were unaffected by either intervention. These findings indicate that the WM impairments in children with ADHD can be differentially ameliorated by training and by stimulant medication. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献