首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   5018篇
  免费   375篇
  国内免费   32篇
  5425篇
  2024年   3篇
  2023年   6篇
  2022年   12篇
  2021年   94篇
  2020年   124篇
  2019年   415篇
  2018年   286篇
  2017年   411篇
  2016年   399篇
  2015年   373篇
  2014年   340篇
  2013年   546篇
  2012年   324篇
  2011年   234篇
  2010年   268篇
  2009年   233篇
  2008年   220篇
  2007年   182篇
  2006年   145篇
  2005年   145篇
  2004年   109篇
  2003年   113篇
  2002年   104篇
  2001年   90篇
  2000年   78篇
  1999年   40篇
  1998年   14篇
  1997年   12篇
  1996年   6篇
  1995年   10篇
  1994年   4篇
  1993年   3篇
  1992年   11篇
  1991年   4篇
  1990年   5篇
  1989年   4篇
  1988年   6篇
  1987年   3篇
  1986年   6篇
  1985年   3篇
  1984年   6篇
  1982年   3篇
  1981年   5篇
  1980年   3篇
  1977年   2篇
  1975年   3篇
  1974年   3篇
  1972年   2篇
  1966年   2篇
  1922年   2篇
排序方式: 共有5425条查询结果,搜索用时 0 毫秒
301.
    
Everyone agrees that infants possess general mechanisms for learning about the world, but the existence and operation of more specialized mechanisms is controversial. One mechanism—rule learning—has been proposed as potentially specific to speech, based on findings that 7‐month‐olds can learn abstract repetition rules from spoken syllables (e.g. ABB patterns: wo‐fe‐fe, ga‐tu‐tu…) but not from closely matched stimuli, such as tones. Subsequent work has shown that learning of abstract patterns is not simply specific to speech. However, we still lack a parsimonious explanation to tie together the diverse, messy, and occasionally contradictory findings in that literature. We took two routes to creating a new profile of rule learning: meta‐analysis of 20 prior reports on infants’ learning of abstract repetition rules (including 1,318 infants in 63 experiments total), and an experiment on learning of such rules from a natural, non‐speech communicative signal. These complementary approaches revealed that infants were most likely to learn abstract patterns from meaningful stimuli. We argue that the ability to detect and generalize simple patterns supports learning across domains in infancy but chiefly when the signal is meaningfully relevant to infants’ experience with sounds, objects, language, and people.  相似文献   
302.
303.
    
In bilingual language environments, infants and toddlers listen to two separate languages during the same key years that monolingual children listen to just one and bilinguals rarely learn each of their two languages at the same rate. Learning to understand language requires them to cope with challenges not found in monolingual input, notably the use of two languages within the same utterance (e.g., Do you like the perro? or ¿Te gusta el doggy?). For bilinguals of all ages, switching between two languages can reduce the efficiency in real‐time language processing. But language switching is a dynamic phenomenon in bilingual environments, presenting the young learner with many junctures where comprehension can be derailed or even supported. In this study, we tested 20 Spanish–English bilingual toddlers (18‐ to 30‐months) who varied substantially in language dominance. Toddlers’ eye movements were monitored as they looked at familiar objects and listened to single‐language and mixed‐language sentences in both of their languages. We found asymmetrical switch costs when toddlers were tested in their dominant versus non‐dominant language, and critically, they benefited from hearing nouns produced in their dominant language, independent of switching. While bilingualism does present unique challenges, our results suggest a united picture of early monolingual and bilingual learning. Just like monolinguals, experience shapes bilingual toddlers’ word knowledge, and with more robust representations, toddlers are better able to recognize words in diverse sentences.  相似文献   
304.
    
This study extends the methodological and theoretical understanding of executive functions (EFs) in preschoolers from low‐ and middle‐income countries (LMIC). First, the authors describe a rigorous process of adapting and evaluating six EF tasks to produce a culturally and developmentally appropriate measure of emerging EFs in a large sample of at‐risk children in rural Pakistan. Next, the authors identify critical developmental and family factors that relate to preschoolers’ EFs over the first 4 years of life. Direct assessment of children's general cognitive skills at age two showed developmental continuity with EFs at age four, and these early cognitive skills mediated the effect of an antecedent parenting intervention on EFs as well as associations of targeted individual and family factors with EFs. Furthermore, directly assessed maternal cognitive capacities and observed maternal scaffolding uniquely predicted EFs in preschoolers. This study is also the first to demonstrate a significant overlap between direct assessments of IQ and EFs in young children from LMIC. Children's general intelligence mediated the associations of EFs with antecedent physical growth and cognitive skills as well as concurrent family factors (maternal verbal intelligence, maternal scaffolding, and home stimulation). After controlling for shared variance between preschoolers’ general intelligence and EFs, three factors emerged as unique predictors of EFs: exposure to an early parenting intervention, physical growth status at age two, and number of older siblings. The findings have important implications for the design of interventions that aim to improve EFs in young children in LMIC. A video abstract of this article can be viewed at https://vimeo.com/316329544/5abde94cd7  相似文献   
305.
    
Interventions including social scaffolding and metacognitive strategies have been used in educational settings to promote cognition. In addition, increasing evidence shows that computerized process‐based training enhances cognitive skills. However, no prior studies have examined the effect of combining these two training strategies. The goal of this study was to test the combined effect of metacognitive scaffolding and computer‐based training of executive attention in a sample of typically developing preschoolers at the cognitive and brain levels. Compared to children in the regular training protocol and an untrained active control group, children in the metacognitive group showed larger gains on intelligence and significant increases on an electrophysiological index associated with conflict processing. Moreover, changes in the conflict‐related brain activity predicted gains in intelligence in the metacognitive scaffolding group. These results suggest that metacognitive scaffolding boosts the influence of process‐based training on cognitive efficiency and brain plasticity related to executive attention.  相似文献   
306.
307.
    
The current longitudinal study is the first comparative investigation across low‐ and middle‐income countries (LMICs) to test the hypothesis that harsher and less affectionate maternal parenting (child age 14 years, on average) statistically mediates the prediction from prior household chaos and neighborhood danger (at 13 years) to subsequent adolescent maladjustment (externalizing, internalizing, and school performance problems at 15 years). The sample included 511 urban families in six LMICs: China, Colombia, Jordan, Kenya, the Philippines, and Thailand. Multigroup structural equation modeling showed consistent associations between chaos, danger, affectionate and harsh parenting, and adolescent adjustment problems. There was some support for the hypothesis, with nearly all countries showing a modest indirect effect of maternal hostility (but not affection) for adolescent externalizing, internalizing, and scholastic problems. Results provide further evidence that chaotic home and dangerous neighborhood environments increase risk for adolescent maladjustment in LMIC contexts, via harsher maternal parenting.  相似文献   
308.
    
American culture is known for its emphasis on freedom‐promoting values such as self‐determination and autonomy. Yet, a large segment of American society endorses a conservative ideology that seems to go against these values. In this article, we empirically show that conservatives’ weaker endorsement of autonomy values predicts a preference to be an amorphous entity in a tight, uniform group (Study 1A). We do so by implementing a novel measure of sociocultural tightness that is not based on self‐report items. We subsequently show that cultural (East–West) differences in this preference can be explained through a similar mechanism (Study 1B). Hence, we show that some cognitive processes of American conservatives are similar to those of individuals coming from more collectivist, non‐Western societies.  相似文献   
309.
    
Moral foundations theory provides a framework for understanding the traditional liberal–conservative dichotomy in political factions. Typically, factions on the liberal side are more concerned with individualizing foundations—including care/harm and fairness/cheating—for the protection of individual rights and welfare whereas factions on the conservative side are concerned with both individualizing and binding foundations—including loyalty/betrayal, authority/subversion, and sanctity/degradation—for the maintenance of existing social ethics. Our research extended this framework to the analysis of Taiwanese political factions, which are not distributed conspicuously along the liberal–conservative line but instead on whether Taiwan should become a legally independent state or unify with the People's Republic of China (Mainland China). Our results indicate that despite the scarce use of the terms liberal or left and conservative or right in common communication, a liberal–conservative dimension underlies the Taiwanese political spectrum. Specifically, supporters of Taiwan independence exhibit liberal‐like moral concerns whereas supporters of China unification and the status quo demonstrate conservative‐like moral concerns. Moreover, indirect effects exist through moral foundations from political factions to stances on social issues; this is especially prevalent in the case of Taiwan independence camp's clear support for the legalization of same‐sex marriage, a stance resulting from anti‐authoritarian moral and political characteristics.  相似文献   
310.
    
Over the last decade, the discipline of religious studies has promoted religious literacy as both an invaluable contribution to curriculum and an indispensable social good. While much has been written on the importance of the study of religion for the development of religious literacy, little attention has been given to the identification of the disciplinary skills and content knowledge (or what we refer to as religious studies competencies) a student develops through extended study of religion. In this essay, we present an example of how to integrate a religious studies competency‐based model into program design and implementation. We argue that the transition to a competency‐based religious studies program has two potential benefits. First, competency program design provides an opportunity to redesign and update religious studies programs in a more responsible manner that aligns with our students, institution, discipline, and profession. Second, competency program design facilitates the conditions where we can better avoid duplicating the much criticized world religions paradigm.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号