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141.
Iordanescu L Guzman-Martinez E Grabowecky M Suzuki S 《Psychonomic bulletin & review》2008,15(3):548-554
In a natural environment, objects that we look for often make characteristic sounds. A hiding cat may meow, or the keys in
the cluttered drawer may jingle when moved. Using a visual search paradigm, we demonstrated that characteristic sounds facilitated
visual localization of objects, even when the sounds carried no location information. For example, finding a cat was faster
when participants heard a meow sound. In contrast, sounds had no effect when participants searched for names rather than pictures
of objects. For example, hearing “meow” did not facilitate localization of the word cat. These results suggest that characteristic sounds cross-modally enhance visual (rather than conceptual) processing of the
corresponding objects. Our behavioral demonstration of object-based cross-modal enhancement complements the extensive literature
on space-based cross-modal interactions. When looking for your keys next time, you might want to play jingling sounds. 相似文献
142.
Sturge-Apple ML Davies PT Winter MA Cummings EM Schermerhorn A 《Developmental psychology》2008,44(6):1678-1690
This study examined how children's insecure internal representations of interparental and parent-child relationships served as explanatory mechanisms in multiple pathways linking interparental conflict and parent emotional unavailability with the emotional and classroom engagement difficulties the children had in their adjustment to school. With their parents, 229 kindergarten children (127 girls and 102 boys, mean age = 6.0 years, SD = .50, at Wave 1) participated in this multimethod, 3-year longitudinal investigation. Findings revealed that children's insecure representations of the interparental relationship were a significant intervening mechanism in associations between observational ratings of interparental conflict and child and teacher reports on children's emotional and classroom difficulties in school over a 2-year period. Moreover, increased parental emotional unavailability accompanying high levels of interparental conflict was associated with children's insecure representations of the parent-child relationship and children's difficulties in classroom engagement at school entry. The findings highlight the importance of understanding the intrinsic processes that contribute to difficulties with stage-salient tasks for children who are experiencing interparental discord. 相似文献
143.
J. J McDowell Marcia L. Caron Saule Kulubekova John P. Berg 《Journal of the experimental analysis of behavior》2008,90(3):387-403
Virtual organisms animated by a computational theory of selection by consequences responded on symmetrical and asymmetrical concurrent schedules of reinforcement. The theory instantiated Darwinian principles of selection, reproduction, and mutation such that a population of potential behaviors evolved under the selection pressure exerted by reinforcement from the environment. The virtual organisms' steady‐state behavior was well described by the power function matching equation, and the parameters of the equation behaved in ways that were consistent with findings from experiments with live organisms. Together with previous research on single‐alternative schedules (McDowell, 2004; McDowell & Caron, 2007) these results indicate that the equations of matching theory are emergent properties of the evolutionary dynamics of selection by consequences. 相似文献
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147.
Marcia Guttentag 《Journal of School Psychology》1968,6(4):254-260
School psychologists find research difficult because they believe that direct experimental intervention, large populations, and advanced statistical knowledge are necessary to do it. Methods of utilizing the advantages of natural field settings, and theories and techniques of research which meet the school psychologist's objections are discussed. 相似文献
148.
149.
Marcia B. Shaffer 《Journal of School Psychology》1984,22(4):313-322
The decade immediately following World War II was a time of rapid growth for clinical psychology. School psychology, slightly behind chronologically, also expanded quickly. The past 30 years have in fact been an era of great excitement in our society and in our schools. Atleast that is the opinion of the author of this article, whose career as a school psychologist is chronicled here, with references to societal mores as well as professional experiences. This is the story of a practitioner, a grass roots participant in the history of school psychology. 相似文献
150.
Catherine H. Stein Marcia Ward David A. Cislo 《American journal of community psychology》1992,20(4):523-547
Presented the structure and implementation of a university-based practicum course on social relationships for people with serious mental illness and college undergraduates. Grounded in an ecological view of social settings, cooperative learning models of education and mutual help principles, the practicum was designed to create a collaborative classroom setting where undergraduates and people with serious mental illness could both develop and enhance their own interpersonal skills and social network ties. The practicum demonstrates how a university can use its resources to help address community needs while simultaneously enhancing its mission of teaching and research. The role of social context in creating collaborative relationships among participants and the use of the university as a community resource are discussed. 相似文献