全文获取类型
收费全文 | 418篇 |
免费 | 16篇 |
出版年
2020年 | 7篇 |
2019年 | 10篇 |
2018年 | 17篇 |
2017年 | 12篇 |
2016年 | 18篇 |
2015年 | 5篇 |
2014年 | 11篇 |
2013年 | 55篇 |
2012年 | 17篇 |
2011年 | 19篇 |
2010年 | 9篇 |
2009年 | 8篇 |
2008年 | 17篇 |
2007年 | 10篇 |
2006年 | 23篇 |
2005年 | 16篇 |
2004年 | 15篇 |
2003年 | 9篇 |
2002年 | 18篇 |
2001年 | 8篇 |
2000年 | 11篇 |
1999年 | 7篇 |
1998年 | 6篇 |
1997年 | 4篇 |
1996年 | 4篇 |
1995年 | 6篇 |
1994年 | 9篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 4篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1986年 | 5篇 |
1985年 | 8篇 |
1984年 | 5篇 |
1983年 | 2篇 |
1982年 | 7篇 |
1981年 | 7篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1977年 | 2篇 |
1975年 | 1篇 |
1974年 | 2篇 |
1972年 | 2篇 |
1970年 | 2篇 |
1969年 | 2篇 |
1968年 | 1篇 |
1966年 | 2篇 |
排序方式: 共有434条查询结果,搜索用时 15 毫秒
41.
The Relationship Between Phonological Memory,Phonological Sensitivity,and Incidental Word Learning 总被引:1,自引:0,他引:1
Vijayachandra Ramachandra Lynne E. Hewitt Tim Brackenbury 《Journal of psycholinguistic research》2011,40(2):93-109
This study investigated the cognitive abilities needed to succeed at incidental word learning, specifically by examining the
role of phonological memory and phonological sensitivity in novel word learning by 4-year-olds who were typically developing.
Forty 4-year-olds were administered a test of nonword repetition (to investigate phonological memory), rhyming and phoneme
alliteration tasks (to investigate phonological sensitivity), and an incidental word learning task (via a computer-based presentation
of a cartoon story). A multiple regression analysis revealed that nonword repetition scores did not contribute significantly
to incidental word learning. Phonological sensitivity scores were significant predictors of incidental word learning. These
findings provide support for a model of lexical acquisition in which phonological knowledge plays an important role. 相似文献
42.
Theory and treatment for childhood anxiety disorders typically implicates children’s negative cognitions, yet little is known about the characteristics of thinking styles of clinically anxious children. In particular, it is unclear whether differences in thinking styles between children with anxiety disorders and non-anxious children vary as a function of child age, whether particular cognitive distortions are associated with childhood anxiety disorders at different child ages, and whether cognitive content is disorder-specific. The current study addressed these questions among 120 7–12 year old children (53% female) who met diagnostic criteria for social anxiety disorder, other anxiety disorder, or who were not currently anxious. Contrary to expectations, threat interpretation was not inflated amongst anxious compared to non-anxious children at any age, although older (10–12 year old) anxious children did differ from non-anxious children on measures of perceived coping. The notion of cognitive-content specificity was not supported across the age-range. The findings challenge current treatment models of childhood anxiety, and suggest that a focus on changing anxious children’s cognitions is not warranted in mid-childhood, and in late childhood cognitive approaches may be better focussed on promoting children’s perceptions of control rather than challenging threat interpretations. 相似文献
43.
This positional paper originates from our need as researcher/practitioners to establish a meaningful epistemological framework for research into bereaved people's journey through loss and grief over time. We describe how the field of grief research has a long and established biological basis, in keeping with a positivist epistemology. However, there has been a diminution of the influence of logical positivism in twenty-first-century counselling research. We argue that in grief counselling research, naturalistic observation of the grieving process within a logical positivist paradigm, remains a valid and valuable construct. We posit an observational protocol for the grief counselling process which minimises the intrusion of research method into the therapeutic process. We offer this as a means of conducting qualitative research within a bereavement counselling service. Further, we suggest that the development of an observational protocol for a client's grieving process has potential implications for developing good practice in grief work. 相似文献
44.
Young children's non‐numerical ordering ability at the start of formal education longitudinally predicts their symbolic number skills and academic achievement in maths 下载免费PDF全文
Ordinality is a fundamental feature of numbers and recent studies have highlighted the role that number ordering abilities play in mathematical development (e.g., Lyons et al., 2014 ), as well as mature mathematical performance (e.g., Lyons & Beilock, 2011 ). The current study tested the novel hypothesis that non‐numerical ordering ability, as measured by the ordering of familiar sequences of events, also plays an important role in maths development. Ninety children were tested in their first school year and 87 were followed up at the end of their second school year, to test the hypothesis that ordinal processing, including the ordering of non‐numerical materials, would be related to their maths skills both cross‐sectionally and longitudinally. The results confirmed this hypothesis. Ordinal processing measures were significantly related to maths both cross‐sectionally and longitudinally, and children's non‐numerical ordering ability in their first year of school (as measured by order judgements for everyday events and the parents’ report of their child's everyday ordering ability) was the strongest longitudinal predictor of maths one year later, when compared to several measures that are traditionally considered to be important predictors of early maths development. Children's everyday ordering ability, as reported by parents, also significantly predicted growth in formal maths ability between Year 1 and Year 2, although this was not the case for the event ordering task. The present study provides strong evidence that domain‐general ordering abilities play an important role in the development of children's maths skills at the beginning of formal education. 相似文献
45.
46.
Corrine R. Sackett Sean Newhart Alyssa M. Jenkins Lynne Cory 《Journal of Creativity in Mental Health》2018,13(1):2-18
Physical inactivity and limited time spent in nature are major societal concerns that affect the mental and emotional health of youth in the United States. As such, this study explored girls’ perspectives of barriers to outdoor physical activity using a qualitative participatory action research method called photovoice. Six themes emerged from data representing the girls’ perspectives of barriers to outdoor physical activity through photovoice: Very Busy Schedule, Social Media, Health Concerns, Indoor Activity Instead of Outdoor Activity, Electronic Devices, and Way of Life. Researchers address how counselors can use these findings to advocate on this issue, given that counselors are called to advocate at multiple levels to address barriers that inhibit the growth and development of clients. 相似文献
47.
48.
The majority of computationally specified models of recognition memory have been based on a single-process interpretation,
claiming that familiarity is the only influence on recognition. There is increasing evidence that recognition is, in fact,
based on two processes: recollection and familiarity. This article reviews the current state of the evidence for dual-process
models, including the usefulness of the remember/know paradigm, and interprets the relevant results in terms of the source
of activation confusion (SAC) model of memory. We argue that the evidence from each of the areas we discuss, when combined,
presents a strong case that inclusion of a recollection process is necessary. Given this conclusion, we also argue that the
dual-process claim that the recollection process is always available is, in fact, more parsimonious than the single-process
claim that the recollection process is used only in certain paradigms. The value of a well-specified process model such as
the SAC model is discussed with regard to other types of dual-process models. 相似文献
49.
Ornstein PA Baker-Ward L Gordon BN Pelphrey KA Tyler CS Gramzow E 《Developmental psychology》2006,42(2):332-344
Children's recall of the details of pediatric examinations was examined over the course of a 6-month interval. Although the 83 4- to 7-year-old participants reported a substantial amount of information at each assessment, performance declined over time, dropping sharply over the course of 3 months but then remaining constant out to the final interview at 6 months. As expected, older children provided more total information than younger children did and reported a greater proportion of the event components in response to general rather than specific questions. However, comparable patterns of remembering and forgetting over time were observed at each age level. In addition, no effects of repeated questioning--in the form of an interview at 3 months for half of the children--were observed on performance at the 6-month assessment. Moreover, children's prior knowledge about routine doctor visits was assessed before the checkup for half of the participants at each age and was associated with initial but not delayed recall. Although knowledge increased with age as expected, it nonetheless affected recall over and above the influence of age. 相似文献
50.
Barker LA Andrade J 《Journal of experimental psychology. Learning, memory, and cognition》2006,32(3):636-641
In P. Lewicki's (1986b) demonstration of hidden covariation detection (HCD), responses of participants were slower to faces that corresponded with a covariation encountered previously than to faces with novel covariations. This slowing contrasts with the typical finding that priming leads to faster responding and suggests that HCD is a unique type of implicit process. The authors extended Lewicki's methodology and showed that participants exposed to nonsalient covariations between hair length and personality were subsequently faster to respond to faces with those covariations than to faces without, despite lack of awareness of the critical covariations. This result confirms that people can detect subtle relationships between features of stimuli and that, as with other types of implicit cognition, this detection facilitates responding. 相似文献