全文获取类型
收费全文 | 2538篇 |
免费 | 155篇 |
国内免费 | 1篇 |
专业分类
2694篇 |
出版年
2024年 | 5篇 |
2023年 | 34篇 |
2022年 | 51篇 |
2021年 | 47篇 |
2020年 | 66篇 |
2019年 | 103篇 |
2018年 | 114篇 |
2017年 | 121篇 |
2016年 | 140篇 |
2015年 | 86篇 |
2014年 | 102篇 |
2013年 | 311篇 |
2012年 | 179篇 |
2011年 | 162篇 |
2010年 | 104篇 |
2009年 | 95篇 |
2008年 | 111篇 |
2007年 | 118篇 |
2006年 | 104篇 |
2005年 | 90篇 |
2004年 | 101篇 |
2003年 | 69篇 |
2002年 | 66篇 |
2001年 | 25篇 |
2000年 | 30篇 |
1999年 | 23篇 |
1998年 | 25篇 |
1997年 | 13篇 |
1996年 | 15篇 |
1995年 | 20篇 |
1994年 | 10篇 |
1993年 | 14篇 |
1992年 | 19篇 |
1991年 | 10篇 |
1990年 | 11篇 |
1989年 | 6篇 |
1988年 | 8篇 |
1987年 | 5篇 |
1986年 | 7篇 |
1985年 | 6篇 |
1982年 | 8篇 |
1981年 | 6篇 |
1980年 | 8篇 |
1978年 | 5篇 |
1977年 | 6篇 |
1976年 | 5篇 |
1975年 | 5篇 |
1973年 | 3篇 |
1972年 | 4篇 |
1971年 | 3篇 |
排序方式: 共有2694条查询结果,搜索用时 15 毫秒
991.
Laura L. Brock Tracy K. Nishida Cynthia Chiong Kevin J. Grimm Sara E. Rimm-Kaufman 《Journal of School Psychology》2008,46(2):129-149
This study examines the contribution of the Responsive Classroom (RC) Approach, a set of teaching practices that integrate social and academic learning, to children's perceptions of their classroom, and children's academic and social performance over time. Three questions emerge: (a) What is the concurrent and cumulative relation between children's perceptions of the classroom and social and academic outcomes over time? (b) What is the contribution of teacher's use of RC practices to children's perceptions and social and academic outcomes? (c) Do children's perceptions of the classroom mediate the relation between RC teacher practices and child outcomes? Cross-lagged autoregressive structural equation models were used to analyze teacher and child-report questionnaire data, along with standardized test scores collected over 3 years from a sample of 520 children in grades 3-5. Results indicate a significant positive relation between RC teacher practices and child perceptions and outcomes over time. Further, children's perceptions partially mediated the relation between RC teacher practices and social competence. However, the models did not demonstrate that child perceptions mediated the relation between RC practices and achievement outcomes. Results are explained in terms of the contribution of teacher practices to children's perceptions and student performance. 相似文献
992.
Influence of verbal and nonverbal references to print on preschoolers' visual attention to print during storybook reading 总被引:2,自引:0,他引:2
How much do preschool children look at print within storybooks when adults read to them? This study sought to answer this question as well as to examine the effects of adult verbal and nonverbal references to print on children's visual attention to print during storybook reading. Forty-four preschool-aged children participated in this study designed to determine the amount of visual attention children paid to print in 4 planned variations of storybook reading. Children's visual attention to print was examined when adults commented and questioned about print (verbal print condition) or pointed to and tracked the print (nonverbal print condition), relative to 2 comparison conditions (verbatim reading and verbal picture conditions). Results showed that children rarely look at print, with about 5%-6% of their fixations allocated to print in verbatim and verbal picture reading conditions. However, preschoolers' visual attention to print increases significantly when adults verbally and nonverbally reference print; both reading styles exerted similar effects. The authors conclude that explicit referencing of print is 1 way to increase young children's contacts with print during shared storybook reading. 相似文献
993.
Given minimal evidence about novel objects, children might learn only relationships among the specific entities, or they might make a more abstract inference, positing classes of entities and the relations that hold among those classes. Here we show that preschoolers (mean: 57 months) can use sparse data about perceptually unique objects to infer abstract physical causal laws. These newly inferred abstract laws were robust to potentially anomalous evidence; in the face of apparent counter-evidence, children (correctly) posited the existence of an unobserved object rather than revise the abstract laws. This suggests that children's ability to learn robust, abstract principles does not depend on extensive prior experience but can occur rapidly, on-line, and in tandem with inferences about specific relations. 相似文献
994.
A simple object-drawing task confirms a three-way association between object categorisation, viewpoint independence, and longer-term visual remembering. Young children (5- to 7-year-olds) drew a familiar object or a novel object, immediately after it had been hidden from view or on the following day. Both objects were shown from a full range of viewpoints or from just two viewpoints, from neither of which would either object normally be drawn after unrestricted viewing. When drawing from short-term memory after restricted viewing, both objects were most likely to be depicted from a seen viewpoint. When drawing from longer-term memory after restricted viewing, the novel object continued to be drawn from a seen viewpoint, but the mug was now most likely to be drawn from a preferred viewpoint from which it had not been seen. Naming the novel object with a novel count noun ("Look at this. This is a dax"), to signal that it belonged to an object category, resulted in it being drawn in the same way as the familiar object. The results concur with other evidence indicating that short-term and longer-term visual remembering are differentially associated with viewpoint-dependent representations of individual objects and viewpoint independent representations of object categories, respectively. 相似文献
995.
Socioemotional Selectivity Theory and the Regulation of Emotion in the Second Half of Life 总被引:1,自引:0,他引:1
Far more attention has been paid to emotion regulation in childhood than in adulthood and old age. However, a growing body of empirical research suggests that the emotion domain is largely spared from deleterious processes associated with aging and points instead to developmental gains in later life. By applying tenets from socioemotional selectivity theory, we attempt to explain the observed gains in terms of motivation. We argue that age is associated with increasing motivation to derive emotional meaning from life and decreasing motivation to expand one's horizons. These changes lead to age differences in social and environmental choices (consistent with antecedent emotion regulation), coping (consistent with response-focused regulation), and cognitive processing of positive and negative information (consistent with goal-directed attention and memory). Broader implications for life-span development are discussed. 相似文献
996.
Andrew J. Weaver Kevin J. Flannelly Laura T. Flannelly Julia E. Oppenheimer 《Counseling and values》2003,47(3):162-171
Given the frontline role of community clergy in mental health care, this study examined how collaboration with clergy was viewed by mental health and other health professionals outside of the religious community. Searches of health care journals on Medline and PsycINFO yielded 44 articles from non‐religious journals from 1980 through 1999 that specifically addressed collaboration between clergy and mental health professionals. Seven themes were identified through content analysis, including the benefits of collaboration to each profession, the need to increase the clergy's knowledge about mental heath, and the importance of referrals. Discussion about interdisciplinary referrals significantly increased over time, rø (1, N = 44) = .31, p < .05). 相似文献
997.
Corwin Smidt Sue Crawford Melissa Deckman Donald Gray Dan Hofrenning Laura Olson Sherrie Steiner Beau Weston 《Journal for the scientific study of religion》2003,42(4):515-532
This study examines clergy across six mainline Protestant denominations in terms of their social characteristics, their theological positions, and their political attitudes and behavior. The analysis is based on data collected through random surveys of clergy in each denomination conducted in 2001 using the same instrument. The predominant focus of the article is on the nature and level of political activities exhibited by mainline Protestant clergy in the election year of 2000. The analysis revealed that mainline Protestant clergy are indeed relatively active politically, but that, despite their commonality of belonging to the same broad religious tradition, the nature and level of such political activities varies across the six denominations. Variation in the level of political activity is related to a number of different variables. And, while multivariate analysis reduces the number of significant factors that account for such differences, the remaining significant factors are associated with each of the major theoretical approaches that have been advanced to account for differences in participation levels. 相似文献
998.
Melissa M. Deckman Sue E. S. Crawford Laura R. Olson John C. Green 《Journal for the scientific study of religion》2003,42(4):621-631
Using data from a new survey of mainline Protestant clergy, we explore the extent to which a political gender gap exists between male and female mainline Protestant ministers. Analysis reveals major partisan, ideological, attitudinal, and participatory disparities among clergymen and clergywomen. Women are far more liberal than their male counterparts, and even though they face the constraint of being a professional minority, clergywomen tend to participate in politics at higher rates than clergymen. 相似文献
999.
Peter J. Bieling Laura J. Summerfeldt Anne L. Israeli Martin M. Antony 《Journal of psychopathology and behavioral assessment》2004,26(3):193-201
Understanding comorbidity is an important challenge for psychopathology researchers and diagnostic systems given the repeated finding of very high comorbidity rates among Axis I disorders in psychiatric samples. This paper proposes that perfectionism may be a critical factor for understanding levels of comorbidity, and a conceptual argument for the importance of perfectionism as an explanatory construct for comorbidity is advanced. The link between perfectionism and comorbidity in a large sample of patients (N = 345) who attended an anxiety disorders clinic is examined using a variety of methods. Diagnoses were established using the Structured Clinical Interview for DSM-IV (SCID-IV), and perfectionism was assessed using both the Hewitt and Flett and Frost Multidimensional Perfectionism Scales. Overall, scores on both the Hewitt and Flett and Frost perfectionism scales were correlated with the number of diagnoses, and a logistic regression analysis, controlling for current symptoms, showed that maladaptive evaluative concerns perfectionism in particular predicted higher levels of comorbidity. 相似文献
1000.
Pasquale Rinaldi Laura Barca Cristina Burani 《Behavior research methods, instruments & computers》2004,36(3):525-530
The CFVlexvar.xls database includes imageability, frequency, and grammatical properties of the first words acquired by Italian children. For each of 519 words that are known by children 18-30 months of age (taken from Caselli & Casadio's, 1995, Italian version of the MacArthur Communicative Development Inventory), new values of imageability are provided and values for age of acquisition, child written frequency, and adult written and spoken frequency are included. In this article, correlations among the variables are discussed and the words are grouped into grammatical categories. The results show that words acquired early have imageable referents, are frequently used in the texts read and written by elementary school children, and are frequent in adult written and spoken language. Nouns are acquired earlier and are more imageable than both verbs and adjectives. The composition in grammatical categories of the child's first vocabulary reflects the composition of adult vocabulary. The full set of these norms can be downloaded from www.psychonomic.org/archive/. 相似文献