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141.
142.
In this research, we examined overall performance and gender differences in measurement skills in elementary-school students from low-income families. In Study 1, accuracy and error patterns were analyzed in a large sample of fourth-graders; in Study 2 error patterns and strategy usage were examined with a smaller sample of fourth-graders. Study 1 showed no main effect of gender on students’ performance. Instead, as predicted, the direction of gender difference varied as a function of problem type: boys outperformed girls on spatial/conceptual measurement, whereas girls outperformed boys on formula-based measurement, as well as on a test of computation skills. Study 2 revealed both similarities and differences in the way boys and girls approached measurement problems. Girls appeared to have specific difficulty with spatial/conceptual problems where objects and measurement units were not pictorially presented. When recording their solutions, girls generally wrote down calculations while boys made drawings. Overall, the students performed poorly in measurement; strategy analysis allowed for examination of common weaknesses, indicating possible ways of improving performance of underserved groups. 相似文献
143.
The experience of social rejection can lead to an aggressive response. However, the ability to maintain a sense of social connection may reduce the likelihood of this type of response. We tested a computer-based intervention designed to use simple learning principles to boost the sense of social connection and acceptance. Adolescents aged 9–15 (n=138) first completed a conditioning game on computer that repeatedly paired their own name with images of social acceptance (versus a control condition with no systematic pairing), and subsequently reported how aggressively they would behave in response to being rejected by a peer. Those completing the self-acceptance conditioning (particularly those low in self-esteem) reported less aggressive feelings and intentions. 相似文献
144.
It is surprising how easily we are able to recognize people whom we have not seen in many years, somehow compensating for the aging-related facial changes that occurred. We measured the limits of the ability to recognize faces across the lifespan by young versus old men and women. Images of five males and five females at young and middle ages were morphed in 10% increments to create aged face images across the lifespan. Fifty-eight participants (28 females) judged whether pairs of photographs were of the same or different identity. Women outperformed men for female faces, exhibiting a sex difference and own-sex bias. Additionally, older participants showed an own-age bias and outperformed their younger counterparts with older stimuli. It appears that the recognition of faces is affected by the own-age and own-sex biases, potentially allowing us to remember some people better than others, thus mediating our interaction with the world. 相似文献
145.
Patricia J. Bauer Marina Larkina Evren Güler Melissa Burch 《Memory (Hove, England)》2013,21(9):1175-1193
ABSTRACTWe examined recall of events by children 4–11 years to inform patterns of retention of autobiographical memories as well as factors that predict their survival. 101 children participated in a 4-year prospective study. At study inception, children were 4, 6, and 8 years. They were tested annually for three more years for a total of four waves of data collection. At each wave, we obtained narrative reports of recent (all waves) and distant (Waves 2–4) events, resulting in virtually continuous sampling of memories formed by 4- to 11-year-olds and recalled after 1–3-year delays. We also measured children's language, and domain-general and memory-specific cognitive skills. Multi-level modelling revealed age-related increases in the likelihood of survival of memories over the delays. Critically, the rate of increase in retention of individual memories was the same across the cohorts. In addition to age, thematic coherence of original memory reports predicted memory survivability. Other factors were not predictive. The dense sampling and prospective tracking of memories across the 4–11-year age period permitted an especially strong test for continuity versus discontinuity in autobiographical memory across the second half of the first decade of life. The data are strongly indicative of continuity and gradual change. 相似文献
146.
Professor Mark L. Howe Ingrid Candel Henry Otgaar Catherine Malone Marina C. Wimmer 《Memory (Hove, England)》2013,21(1):58-75
Across five experiments we examined the role of valence in children's and adults’ true and false memories. Using the Deese/Roediger-McDermott paradigm and either neutral or negative-emotional lists, both adults’ (Experiment 1) and children's (Experiment 2) true recall and recognition was better for neutral than negative items, and although false recall was also higher for neutral items, false recognition was higher for negative items. The last three experiments examined adults’ (Experiment 3) and children's (Experiments 4 and 5) 1-week long-term recognition of neutral and negative-emotional information. The results replicated the immediate recall and recognition findings from the first two experiments. More important, these experiments showed that although true recognition decreased over the 1-week interval, false recognition of neutral items remained unchanged whereas false recognition of negative-emotional items increased. These findings are discussed in terms of theories of emotion and memory as well as their forensic implications. 相似文献
147.
Pascale M. J. Engel de Abreu Marina L. Puglisi Anabela Cruz-Santos Debora M. Befi-Lopes Romain Martin 《Memory (Hove, England)》2013,21(4):323-331
This cross-cultural study investigates the impact of background experience on four verbal and visuo-spatial working memory (WM) tasks. A total of 84 children from low-income families were recruited from the following groups: (1) Portuguese immigrant children from Luxembourg impoverished in terms of language experience; (2) Brazilian children deprived in terms of scholastic background; (3) Portuguese children from Portugal with no disadvantage in either scholastic or language background. Children were matched on age, gender, fluid intelligence, and socioeconomic status and completed four simple and complex span tasks of WM and a vocabulary measure. Results indicate that, despite large differences in their backgrounds and language abilities, the groups exhibited comparable performance on the visuo-spatial tasks dot matrix and odd-one-out and on the verbal simple span task digit recall. Group differences emerged on the verbal complex span task counting recall with children from Luxembourg and Portugal outperforming children from disadvantaged schools in Brazil. The study suggests that whereas contributions of prior knowledge to digit span, dot matrix, and odd-one-out are likely to be minimal, background experience can affect performance on counting recall. Implications for testing WM capacity in children growing up in poverty are discussed. 相似文献
148.
Marina Amore Ph.D. 《Psychoanalytic Dialogues》2013,23(2):238-252
This paper explores the relationship between somatic states and nonverbal processes of memory, and suggests an intervention model favoring the exploration of these states when they emerge during an analytic session. Somatic states and symptoms are considered here to belong to the enactment process, which is part of the web of Self-with-Other relational procedures and of the subsymbolic procedural or implicit mode of knowledge, inherent to and necessary for the development of subjective and relational skills and an integrated sense of Self. The analytic dyad can agree to consider somatic states as a sort of dream of the body that, like a dream of the mind, can be explored and investigated together. In the clinical experience presented, a painful somatic state gives shape to a significant enactment. By focusing perceptive attention on the somatic state, it reveals the memory of a traumatic experience. The integration of the dissociated memory overcomes the impasse that the analytic relationship is experiencing as the conclusion of the therapeutic process draws near. 相似文献
149.
150.
Utilizing mood management theory (Zillmann, 1988) and its extension, the mood adjustment approach (Knobloch, 2003), we recruited participants who were entering a video rental store to assess possible links between mood and video choice. This procedure was done to maximize external validity in examining the relationship between mood and media choice. Participants reported on their current mood before entering the store; on exiting they reported on their rental choices. Overall, aspects of the viewing situation (alone vs. with others), mood, and to some extent planned activities for the night were related to video choice but not always in the ways we had predicted. In general, those who felt angry and bored chose fewer dramas; those who felt calm chose more comedies, and those who felt energetic chose more action movies but avoided crime dramas and comedies. Those who felt nervous, however, chose more–not fewer–horror movies. In addition, those who felt sad chose more–not fewer–dramas and crime dramas but avoided dramatic comedies. Rather, sad people seemed to gravitate to serious films. Possible explanations for such findings are provided. Support for mood management is somewhat stronger than for mood adjustment. 相似文献