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281.
Marjorie Rhodes Michael T. Rizzo Emily Foster-Hanson Kelsey Moty Rachel A. Leshin Michelle Wang 《Journal of cognition and development》2020,21(4):477-493
ABSTRACT This article introduces an accessible approach to implementing unmoderated remote research in developmental science – research in which children and families participate in studies remotely and independently, without directly interacting with researchers. Unmoderated remote research has the potential to strengthen developmental science by: (1) facilitating the implementation of studies that are easily replicable, (2) allowing for new approaches to longitudinal studies and studies of parent-child interaction, and (3) including families from more diverse backgrounds and children growing up in more diverse environments in research. We describe an approach we have used to design and implement unmoderated remote research that is accessible to researchers with limited programming expertise, and we describe the resources we have made available on a new website (discoveriesonline.org) to help researchers get started with implementing this approach. We discuss the potential of this method for developmental science and highlight some challenges still to be overcome to harness the power of unmoderated remote research for advancing the field. 相似文献
282.
Marjorie K. Morray 《Reading Psychology》2013,34(1):7-16
ABSTRACT The purpose of the following study was to investigate the extent to which phoneme and grapheme‐phoneme contrasts between English and Spanish are associated with word‐decoding problems in Spanish‐speaking adults who are early readers of English. To test whether such a co‐occurrence exists, word‐decoding exercises were administered to four groups of Spanish‐speaking subjects. The groups were organized on the basis of English‐language proficiency. Significant differences in word‐decoding performance appeared between words containing letter‐sounds found in both Spanish and English and those with letter‐sounds not found in Spanish. 相似文献
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Members of advantaged groups are more likely than members of disadvantaged groups to think, feel, and behave in ways that reinforce their group's position within the hierarchy. This study examined how children's status within a group-based hierarchy shapes their beliefs about the hierarchy and the groups that comprise it in ways that reinforce the hierarchy. To do this, we randomly assigned children (4–8 years; N = 123; 75 female, 48 male; 21 Asian, 9 Black, 21 Latino/a, 1 Middle-Eastern/North-African, 14 multiracial, 41 White, 16 not-specified) to novel groups that differed in social status (advantaged, disadvantaged, neutral third-party) and assessed their beliefs about the hierarchy. Across five separate assessments, advantaged-group children were more likely to judge the hierarchy to be fair, generalizable, and wrong to challenge and were more likely to hold biased intergroup attitudes and exclude disadvantaged group members. In addition, with age, children in both the advantaged- and disadvantaged-groups became more likely to see membership in their own group as inherited, while at the same time expecting group-relevant behaviors to be determined more by the environment. With age, children also judged the hierarchy to be more unfair and expected the hierarchy to generalize across contexts. These findings provide novel insights into how children's position within hierarchies can contribute to the formation of hierarchy-reinforcing beliefs.
Research Highlights
- A total of 123 4–8-year-olds were assigned to advantaged, disadvantaged, and third-party groups within a hierarchy and were assessed on seven hierarchy-reinforcing beliefs about the hierarchy.
- Advantaged children were more likely to say the hierarchy was fair, generalizable, and wrong to challenge and to hold intergroup biases favoring advantaged group members.
- With age, advantaged- and disadvantaged-group children held more essentialist beliefs about membership in their own group, but not the behaviors associated with their group.
- Results suggest that advantaged group status can shape how children perceive and respond to the hierarchies they are embedded within.