全文获取类型
收费全文 | 422篇 |
免费 | 21篇 |
专业分类
443篇 |
出版年
2024年 | 2篇 |
2023年 | 11篇 |
2022年 | 6篇 |
2021年 | 7篇 |
2020年 | 13篇 |
2019年 | 10篇 |
2018年 | 20篇 |
2017年 | 16篇 |
2016年 | 17篇 |
2015年 | 6篇 |
2014年 | 17篇 |
2013年 | 46篇 |
2012年 | 25篇 |
2011年 | 28篇 |
2010年 | 13篇 |
2009年 | 16篇 |
2008年 | 17篇 |
2007年 | 20篇 |
2006年 | 17篇 |
2005年 | 16篇 |
2004年 | 18篇 |
2003年 | 9篇 |
2002年 | 11篇 |
2001年 | 2篇 |
2000年 | 4篇 |
1999年 | 2篇 |
1998年 | 8篇 |
1997年 | 5篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 4篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 3篇 |
1973年 | 3篇 |
1972年 | 1篇 |
1971年 | 3篇 |
1970年 | 2篇 |
1967年 | 1篇 |
排序方式: 共有443条查询结果,搜索用时 0 毫秒
421.
Anna A. Matejko Melanie Lozano Nicole Schlosberg Cameron McKay Lucy Core Cambria Revsine Shelby N. Davis Guinevere F. Eden 《Developmental science》2023,26(2):e13294
Phonological processing skills have not only been shown to be important for reading skills, but also for arithmetic skills. Specifically, previous research in typically developing children has suggested that phonological processing skills may be more closely related to arithmetic problems that are solved through fact retrieval (e.g., remembering the solution from memory) than procedural computation (e.g., counting). However, the relationship between phonological processing and arithmetic in children with learning disabilities (LDs) has not been investigated. Yet, understanding these relationships in children with LDs is especially important because it can help elucidate the cognitive underpinnings of math difficulties, explain why reading and math disabilities frequently co-occur, and provide information on which cognitive skills to target for interventions. In 63 children with LDs, we examined the relationship between different phonological processing skills (phonemic awareness, phonological memory, and rapid serial naming) and arithmetic. We distinguished between arithmetic problems that tend to be solved with fact retrieval versus procedural computation to determine whether phonological processing skills are differentially related to these two arithmetic processes. We found that phonemic awareness, but not phonological memory or rapid serial naming, was related to arithmetic fact retrieval. We also found no association between any phonological processing skills and procedural computation. These results converge with prior research in typically developing children and suggest that phonemic awareness is also related to arithmetic fact retrieval in children with LD. These results raise the possibility that phonemic awareness training might improve both reading and arithmetic fact retrieval skills.
Research Highlights
- Relationships between phonological processing and various arithmetic skills were investigated in children with learning disabilities (LDs) for the first time.
- We found phonemic awareness was related to arithmetic involving fact retrieval, but not to arithmetic involving procedural computation in LDs.
- The results suggest that phonemic awareness is not only important to skilled reading, but also to some aspects of arithmetic.
- These results raise the question of whether intervention in phonemic awareness might improve arithmetic fact retrieval skills.
422.
423.
424.
Lucy R. Betts Ken J. Rotenberg Mark Trueman 《The British journal of developmental psychology》2009,27(2):405-424
The study aimed to examine the relationship between self‐knowledge of trustworthiness and young children's school adjustment. One hundred and seventy‐three (84 male and 89 female) children from school years 1 and 2 in the United Kingdom (mean age 6 years 2 months) were tested twice over 1‐year. Children's trustworthiness was assessed using: (a) self‐report at Time 1 and Time 2; (b) peers' reports at Time 1 and Time 2; and (c) teacher‐reports at Time 2. School adjustment was assessed by child‐rated school‐liking and the Short‐Form Teacher Rating Scale of School Adjustment (Short‐Form TRSSA). Longitudinal quadratic relationships were found between school adjustment and children's self‐knowledge, using peer‐reported trustworthiness as a reference: more accurate self‐knowledge of trustworthiness predicted increases in school adjustment. Comparable concurrent quadratic relationships were found between teacher‐rated school adjustment and children's self‐knowledge, using teacher‐reported trustworthiness as a reference, at Time 2. The findings support the conclusion that young children's psychosocial adjustment is best accounted for by the realistic self‐knowledge model ( Colvin & Block, 1994 ). 相似文献
425.
426.
427.
428.
Derrick G. Watson Elizabeth A. Maylor Lucy A. M. Bruce 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》2005,58(6):1119-1142
We investigated the effects of old age on search, subitizing, and counting of difficult-to-find targets. In Experiment 1, young and older adults enumerated targets (Os) with and without distractors (Qs). Without distractors, the usual subitization-counting function occurred in both groups, with the same subitization span of 3.3 items. Subitization disappeared with distractors; older adults were slowed more overall by their presence but enumeration rates were not slowed by ageing either with or without distractors. In contrast, search rates for a single target (O among Qs) were twice as slow for older as for young adults. Experiment 2 tested and ruled out one account of age-equivalent serial enumeration based on the need to subvocalize numbers as items are enumerated. Alternative explanations based on the specific task differences between detecting and enumerating stimuli are discussed. 相似文献
429.
Imogen R Mechie Kate Plaisted-Grant Lucy G Cheke 《Learning & memory (Cold Spring Harbor, N.Y.)》2021,28(6):204
Key areas of the episodic memory (EM) network demonstrate changing structure and volume during adolescence. EM is multifaceted and yet studies of EM thus far have largely examined single components, used different methods and have unsurprisingly yielded inconsistent results. The Treasure Hunt task is a single paradigm that allows parallel investigation of memory content, associative structure, and the impact of different retrieval support. Combining the cognitive and neurobiological accounts, we hypothesized that some elements of EM performance may decline in late adolescence owing to considerable restructuring of the hippocampus at this time. Using the Treasure Hunt task, we examined EM performance in 80 participants aged 10–17 yr. Results demonstrated a cubic trajectory with youngest and oldest participants performing worst. This was emphasized in associative memory, which aligns well with existing literature indicating hippocampal restructuring in later adolescence. It is proposed that memory development may follow a nonlinear path as children approach adulthood, but that future work is required to confirm and extend the trends demonstrated in this study.Episodic memory (EM) describes the ability to encode, store, and retrieve representations of previously experienced episodes and their temporal-spatial context (Tulving 1972). EM development continues well into the third decade of life (Ruggiero et al. 2016); however, its developmental trajectory after the preschool years remains controversial, with some studies suggesting linear improvements (Ofen et al. 2007) and others no improvement (Picard et al. 2012) or a nonlinear pattern (Tulving 1985; Keresztes et al. 2017). While there has been some debate as to the “defining features” of EM (Cheke and Clayton 2013, 2015) most theorists agree that it is not a unitary ability, instead reflecting the combination of a number of contributing features. Given that many of these studies used different methods for testing EM, and that different tests may emphasize different features (Cheke and Clayton 2013, 2015), it is likely that empirical differences reflect the fact that different features of memory may develop differently during later childhood and adolescence (Picard et al. 2012).The importance of understanding the developmental trajectory of EM in adolescence is highlighted in the close association between EM and other cognitive processes. EM is thought to support decision-making, particularly in the incorporation of memories into task- and goal-relevant responses (Murty et al. 2016); thus, immaturity of EM may influence the high levels of risk taking observed in adolescence. Adolescence also represents a period of vulnerability to the development of mental illness (Kessler et al. 2007). Evidence that deficits in EM have been linked to a number of mental health disorders such as depression (Goodwin 1997) and anxiety (Airaksinen et al. 2005) raises the possibility that individual differences in memory development during this period may influence this vulnerability. Finally, adolescence is a demanding time academically: During these school years, large quantities of knowledge must be acquired to be successful in exams, which have long-term impacts on individuals’ academic and professional future. It is therefore important to understand factors that may contribute to individual differences and challenges in learning and memory during this period.Memory development in adolescence has attracted considerable research attention in recent years, with the majority of work conducted on developmental trajectories of brain areas within the memory network. EM relies on a distributed network of brain areas, including the medial temporal and superior parietal lobes and the prefrontal cortex (PFC) (Simons and Spiers 2003). Each area within the network, as well as the network itself, shows protracted maturation across adolescence. 相似文献
430.