全文获取类型
收费全文 | 438篇 |
免费 | 13篇 |
专业分类
451篇 |
出版年
2022年 | 3篇 |
2021年 | 3篇 |
2020年 | 8篇 |
2019年 | 5篇 |
2018年 | 8篇 |
2017年 | 5篇 |
2016年 | 10篇 |
2015年 | 4篇 |
2014年 | 8篇 |
2013年 | 59篇 |
2012年 | 11篇 |
2011年 | 11篇 |
2010年 | 12篇 |
2009年 | 4篇 |
2008年 | 12篇 |
2007年 | 8篇 |
2006年 | 20篇 |
2005年 | 19篇 |
2004年 | 7篇 |
2003年 | 19篇 |
2002年 | 12篇 |
2001年 | 3篇 |
2000年 | 8篇 |
1999年 | 6篇 |
1998年 | 10篇 |
1997年 | 6篇 |
1996年 | 9篇 |
1995年 | 12篇 |
1994年 | 6篇 |
1993年 | 10篇 |
1991年 | 6篇 |
1990年 | 3篇 |
1989年 | 11篇 |
1986年 | 4篇 |
1985年 | 8篇 |
1984年 | 10篇 |
1983年 | 8篇 |
1982年 | 13篇 |
1981年 | 9篇 |
1980年 | 6篇 |
1979年 | 6篇 |
1978年 | 12篇 |
1977年 | 3篇 |
1976年 | 4篇 |
1975年 | 3篇 |
1974年 | 7篇 |
1973年 | 3篇 |
1968年 | 2篇 |
1967年 | 3篇 |
1966年 | 2篇 |
排序方式: 共有451条查询结果,搜索用时 0 毫秒
351.
Lyn A. Vinnick Ph.D. Marilyn T. Erickson Ph.D. 《Journal of child and family studies》1992,1(2):141-154
Relationships among life events, prosocial skills, and behavior problems for 91 first through fourth grade children were examined. The data were based on mothers' reports of their children's lifetime life events, current prosocial skills, and current behavior problems. Higher prosocial skills scores significantly predicted lower Externalizing behavior problem scores. Higher weighted life events scores significantly predicted higher Internalizing behavior problem scores. The weighted life event scores×prosocial skills scores interaction did not significantly predict either Externalizing or Internalizing behavior problem scores. The more parsimonious main effects conceptualization suggests that life events and prosocial skills are orthogonal in young, elementary school children. 相似文献
352.
353.
Penelope Ruth Chiappe Marilyn Chapnik Smith Derek Besner 《Psychonomic bulletin & review》1996,3(2):249-253
The fact that letter search on a prime eliminates the typically robust semantic priming effect in lexical decision is often attributed to the “shallowness” of the prime-processing task. In three experiments we investigated this claim by using two different “shallow” prime-processing tasks: letter search and color identification. Consistent with previous reports, lexical decisions to semantically related targets were not facilitated when subjects searched the prime for a probe letter. In contrast, semantic priming was observed following a color discrimination task on the prime. We suggest that a levels-of-processing interpretation is not an adequate framework for understanding these data. Instead, a domain-specific processing account is offered in which explicit processing at the letter level (as in letter search) makes demands on resources (e.g., activation) that drives processing at the semantic level. This competition is resolved by establishing a temporary activation block at the lexical-semantic interface, which results in the elimination or attenuation of semantic priming. In contrast, global judgment of color is viewed as a domain that does not make demands on the resources that drive the visual word recognition machinery. There is therefore no need for an activation block, and semantic priming is not prevented. 相似文献
354.
Attentional state during acquisition is an important determinant of performance on direct memory tests. In two experiments we investigated the effects of dividing attention during acquisition on conceptually driven and data-driven indirect memory tests. Subjects read a list of words with or without distraction. Memory for the words was later tested with an indirect memory test or a direct memory test that differed only in task instructions. In Experiment 1, the indirect test was categoryexemplar production (a conceptually driven task) and the direct test was category-cued recall. In Experiment 2, the indirect test was word-fragment completion (a data-driven task) and the direct test was word-fragment cued recall. Dividing attention at encoding decreased performance on both direct memory tests. Of the indirect tests, category-exemplar production but not word-fragment completion was affected. The results indicate that conceptually driven indirect memory tests, like direct memory tests, are affected by divided attention, whereas data-driven indirect tests are not. These results are interpreted within the transfer-appropriate processing framework. 相似文献
355.
Daniel Solomon Marilyn Watson Victor Battistich Eric Schaps Kevin Delucchi 《American journal of community psychology》1996,24(6):719-748
Although prior research has shown sense of community in schools to be related to many positive student characteristics, effective
interventions that can create or enhance this sense have not been demonstrated. In this paper we describe a comprehensive
elementary school program, implemented by teachers, that was successful in creating a sense of community in the classrooms,
as perceived by students. The program was implemented in three elementary schools in a suburban school district; three additional
schools in the same district served as a comparison group. The program, which emphasized cooperative learning, the importance
of democratic and prosocial values, student autonomy and self-direction, and a child-centered approach to teaching and classroom
management, was experienced by a cohort of students from kindergarten through Grade 4, and by a subset of that cohort through
Grade 6. Sense of community was assessed—by questionnaire—in Grades 4, 5, and 6; various student outcomes were assessed via
questionnaire and interview. Results indicated that the program was successful in heightening students’ sense of community,
and that the sense of community—by itself and in combination with program status—related positively to a number of student
outcomes. There was also suggestive evidence that students who experienced their classroom as a community attempted to abide
by its norms and values, and that the authority structure of the classroom was an important determinant of students’ experience
of community and of some of its observed effects.
The project described in this paper was supported by the William and Flora Hewlett Foundation. An earlier version of this
paper was presented at the International Symposium on Research on Effective and Responsible Teaching, Fribourg, Switzerland,
September 1990. A brief, nontechnical summary of the findings described here was included in Solomon, Watson, Battistich,
Schaps, and Delucchi, 1992. In addition to the authors, significant contributions to this work were made by numerous others,
including Carole Cooper, Stefan Dasho, Jane Deer, Sylvia Kendzior, Allison Rickard, Wendy Ritchie, Marc Rosenberg, Judith
Solomon, Carole Stone, Margaret Tauber, and Pat Tuck. 相似文献
356.
357.
358.
Recognition accuracy in a tachistoscopic identification task typically declines as the size of the set from which the target was selected increases. To determine whether this effect is due to selective encoding from iconic store, a masking stimulus, intended to erase the icon, was presented following the stimulus. Information about the set was then presented. It was found that subjects' performance in this post-cueing situation did not differ from performance in a pre-cueing condition, where the set was presented prior to the stimulus. It was concluded that set size does not have its effect through selective encoding from iconic store. Results were discussed in terms of the fragment theory. 相似文献
359.
Questioning is an important skill, particularly for retarded children with deficits in accumulated information. Recent strategies for modifying a variety of verbal behaviors have included both token reinforcement systems and modelling procedures. However, the relative effectiveness (i.e., the rate of behavior change) of certain reinforcement procedures, especially with low base-rate behavior (used alone) have recently been questioned. The present study, using an ABAB design, compared the effect of a Token reinforcement system, a Trainer-Model procedure, and a combination of the two procedures on increasing the rate of question-asking. Each condition was in effect for six sessions. Groups of four mildly retarded children (mean age: 10.1 yr) were prompted to ask questions about large photographs, and each of their questions was immediately answered. For the Model group, the Trainer modelled four questions for each subject for each photograph. For the Token group, each question earned the subject a point, which was exchangeable after the session for various items (e.g., candy, ice cream) from a “store”. For the Modelling plus Token group, the procedures were combined. The Model and the Control groups were yoked to receive the same amount of candy as the Token and the Model plus Token groups for behaviors other than question-asking (i.e., being polite). The results indicated that during Baseline conditions, performance across groups was comparable and that the performance of the Control group did not change across time. The Model procedure had only minimal effects on the rate of question-asking, while both the Model plus Token and the Token groups showed significant performance increments. The only significant difference between the Model plus Token and the Token groups was a faster rate of increase early in the first Training condition for the Model plus Token group. This difference, and the low level of performance change for the Model group, was interpreted as suggesting a facilitory effect of modelling procedures on reinforcement contingencies. The discrepancy between previous findings showing relatively minimal changes following reinforcement of low base-rate responses and the present results were discussed in terms of various procedural differences. Educational implications of the present results were also discussed. 相似文献
360.
Jean Requin Marilyn Granjon Henri Durup Guy Reynard 《Quarterly journal of experimental psychology (2006)》1973,25(3):344-353
It was hypothesized that the time course of preparation during a variable interstimulus interval (ISI) of a simple reaction time (RT) experiment was partly determined by the subjective distribution of conditional probabilities of the executive signal (ES). Sixty subjects performed a simple auditory RT task with various ranges of six ISI durations organized in rectangular frequency distributions. In order to give the subjects information about elapsed time during ISI, a recurring time-marking click, the periodicity of which was varied, was introduced during the ISI in one of the three series of trials each subject performed. A strong decreasing RT--ISI relationship was observed supporting the main hypothesis. However, a clear increase of mean RT over all ISIs combined, was also found. Because these two mixed effects were greatest when the click intervened at the possible times of ES occurrence only, three functions of time-information given by the click are discussed: (a) a reduction of the usual increase of time estimation error with increased ISI; (b) an increase of the subjects knowledge of the ISI range resulting from the discontinuity of the time-marking click which makes easier a discrete time-intervals numbering process; (c) a change of the simple-RT task into a discrimination task. 相似文献