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981.
Teena Willoughby Eileen Wood Catherine McDermott Jennifer McLaren 《Applied cognitive psychology》2000,14(1):19-30
We examined strategic intervention when learners were actively engaged in group discussion to assess the impact of peer interaction. In addition, memory performance was compared between students who generated or evaluated elaborations when using the elaborative interrogation strategy, as well as between a supported strategy where learners were provided with explanatory elaborations and a self‐study condition. Introductory psychology students (N=263) in groups of 3 to 5 members studied sixty facts about familiar and unfamiliar animals. Overall, the potency of elaborative interrogation was confirmed regardless of whether students studied interactively or independently. The contribution of group members in facilitating knowledge when the group was able to share sophisticated strategic information also was highlighted. Most critically, when background knowledge was sufficient to promote connections between existing and new material, it was the active generation of elaborations that maximized learning. Copyright © 2000 John Wiley & Sons, Ltd. 相似文献
982.
Kersken Verena Gómez Juan-Carlos Liszkowski Ulf Soldati Adrian Hobaiter Catherine 《Animal cognition》2019,22(4):577-595
Animal Cognition - When we compare human gestures to those of other apes, it looks at first like there is nothing much to compare at all. In adult humans, gestures are thought to be a window into... 相似文献
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Catherine Z. Elgin 《Erkenntnis》2000,52(2):175-183
To understand a term or other symbol, I argue that it is generally neither necessary nor sufficient to assign it a unique determinate reference. Independent of and prior to investigation, it is frequently indeterminate not only whether a sentence is true, but also what its truth conditions are. Nelson Goodman's discussions of likeness of meaning are deployed to explain how this can be so. 相似文献
987.
Solomon Daniel Battistich Victor Watson Marilyn Schaps Eric Lewis Catherine 《Social Psychology of Education》2000,4(1):3-51
A comprehensive elementary school program, the Child Development Project, was conducted in two schools in each of six school districts over a three-year period. Two additional schools in each district served as a comparison group. The program attempts to create a 'caring community of learners' in school and classroom through classroom, schoolwide, and parent involvement components. The classroom component includes student collaboration, a literature-based approach to reading, and a student-centered approach to classroom management. Classroom observation, student questionnaire, teacher questionnaire, and test data were collected in a baseline year and in each of the three years of program implementation. Results showed positive student results in the five program schools that made significant progress in implementation. Schools that progressed in implementation showed gains – relative to their comparison schools – in students' personal, social, and ethical attitudes, values, and motives. Significant effects on academic achievement were found only in two schools with a performance-based assessment and a highly consistent local reform mandate. Modeling analyses indicated that student sense of community was an important mediating variable for almost all dependent variables – indicating that the program produced positive effects to the degree that it was successful in establishing a caring community in the school. 相似文献
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Catherine Monnier Françoise Bonthoux 《The British journal of developmental psychology》2011,29(4):929-941
The present research was designed to highlight the relation between children's categorical knowledge and their verbal short‐term memory (STM) performance. To do this, we manipulated the categorical organization of the words composing lists to be memorized by 5‐ and 9‐year‐old children. Three types of word list were drawn up: semantically similar context‐dependent (CD) lists, semantically similar context‐independent (CI) lists, and semantically dissimilar lists. In line with the procedure used by Poirier and Saint‐Aubin (1995) , the dissimilar lists were produced using words from the semantically similar lists. Both 5‐ and 9‐year‐old children showed better recall for the semantically similar CD lists than they did for the unrelated lists. In the semantic similar CI condition, semantic similarity enhanced immediate serial recall only at age 9 but contributed to item information memory both at ages 5 and 9. These results, which indicate a semantic influence of long‐term memory (LTM) on serial recall from age 5, are discussed in the light of current models of STM. Moreover, we suggest that differences between results at 5 and 9 years are compatible with pluralist models of development. 相似文献
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