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71.
Meredith M Richards 《Journal of experimental child psychology》1979,27(1):1-47
The Semantic Features Acquisition theory of semantic development which is due to E. Clark (e.g., 1973b) is reviewed and evaluated against the recent experimental literature, with special reference to the acquisition of English antonyms. The review critically examines the three major ontogenetic principles of Clark's theory in light of numerous recent findings, many of which are at variance in some major way with predictions from the theory. In many instances, new data are available which call into question previous findings. A recurrent problem has been that children's comprehension task performance is confounded with their response biases which are specific to the linguistic and nonlinguistic contexts in which the lexical terms are presented. Methodological implications are discussed, with recommendations for employing the logic of converging operations. 相似文献
72.
This study analyzes the attitudes of a random sample of Cleveland clergy toward: (1) acceptance of euthanasia; (2) the establishment of legal guidelines; and (3) the similarity between euthanasia and abortion. Although the clergymen find active euthanasia highly unacceptable, they expressed a definite ranking in priority of the different circumstances under which passive euthanasia would be acceptable. The clergy tend to oppose legalizing euthanasis, and indicate their fear of potential abuses. More than their Protestant counterpart, Catholic clergy significantly oppose any statement linking euthanasia and abortion. Clergymen who define their role as purely spiritual in nature tend to express greater disapproval of the three issues.Dr. Lazerine obtained his Ph.D. from the same department. The writers gratefully acknowledge the support of the Office of Research Development at Bowling Green State University and the College of Arts and Sciences. This paper was originally presented at the American Sociological Association Annual Meeting, New York, August 1980. 相似文献
73.
74.
Measurement invariance,factor analysis and factorial invariance 总被引:31,自引:0,他引:31
William Meredith 《Psychometrika》1993,58(4):525-543
Several concepts are introduced and defined: measurement invariance, structural bias, weak measurement invariance, strong factorial invariance, and strict factorial invariance. It is shown that factorial invariance has implications for (weak) measurement invariance. Definitions of fairness in employment/admissions testing and salary equity are provided and it is argued that strict factorial invariance is required for fairness/equity to exist. Implications for item and test bias are developed and it is argued that item or test bias probably depends on the existence of latent variables that are irrelevant to the primary goal of test constructers.Presidential address delivered at the Annual Meeting of the Psychometric Society in Berkeley, California, June 18–20, 1993. 相似文献
75.
Anne Meredith 《British Journal of Guidance & Counselling》1993,21(1):95-105
A case-study is used to show how an eclectic approach towards counselling can be helpful in the integration of a child with special educational needs into a mainstream secondary school. The value of a problem-solving model which focuses on personal agency and self-help skills is demonstrated. In particular, the effectiveness of goal setting, feedback and modelling to change perceptions, increase self-responsibility and change behaviour is emphasised. Limitations of the school context, particularly the attitudes of some staff, on the effectiveness of the approach are outlined. It is concluded that comprehensive counselling, whilst taking the needs of the majority as a starting point, is equally a means of enabling those with 'special' needs to achieve true integration. 相似文献
76.
Pfeifer JH Rubble DN Bachman MA Alvarez JM Cameron JA Fuligni AJ 《Developmental psychology》2007,43(2):496-507
Ethnic and American identity, as well as positivity and negativity toward multiple social groups, were assessed in 392 children attending 2nd or 4th grade in various New York City neighborhoods. Children from 5 ethnic groups were recruited, including White and Black Americans, as well as recent immigrants from China, the Dominican Republic, and the former Soviet Union. For ethnic minority children, greater positivity bias (evaluating one's ingroup more positively than outgroups) was predicted by immigrant status and ethnic identity, whereas negativity bias (evaluating outgroups more negatively than one's ingroup) was associated with increased age, immigrant status, and (among 4th graders only) ethnic identity. In addition, a more central American identity was associated with less intergroup bias among ethnic minority children. 相似文献
77.
Meredith M. Hughes Jared A. Linck Anita R. Bowles Joel T. Koeth Michael F. Bunting 《Behavior research methods》2014,46(3):702-721
In the task-switching paradigm, the latency switch-cost score—the difference in mean reaction time between switch and nonswitch trials—is the traditional measure of task-switching ability. However, this score does not reflect accuracy, where switch costs may also emerge. In two experiments that varied in response deadlines (unlimited vs. limited time), we evaluated the measurement properties of two traditional switch-cost scoring methods (the latency switch-cost score and the accuracy switch-cost score) and three alternatives (a rate residual score, a bin score, and an inverse efficiency score). Scores from the rate residual, bin score, and inverse efficiency methods had comparable reliability for latency switch-cost scores without response deadlines but were more reliable than latency switch-cost scores when higher error rates were induced with a response deadline. All three alternative scoring methods appropriately accounted for differences in accuracy switch costs when higher error rates were induced, whereas pure latency switch-cost scores did not. Critically, only the rate residual and bin score methods were more valid indicators of task-switching ability; they demonstrated stronger relationships with performance on an independent measure of executive functioning (the antisaccade analogue task), and they allowed the detection of larger effect sizes when examining within-task congruency effects. All of the three alternative scoring methods provide researchers with a better measure of task-switching ability than do traditional scoring methods, because they each simultaneously account for latency and accuracy costs. Overall, the three alternative scoring methods were all superior to the traditional latency switch-cost scoring method, but the strongest methods were the rate residual and bin score methods. 相似文献
78.
79.
Elan Barenholtz David J. Lewkowicz Meredith Davidson Lauren Mavica 《Psychonomic bulletin & review》2014,21(5):1346-1352
Learning about objects often requires making arbitrary associations among multisensory properties, such as the taste and appearance of a food or the face and voice of a person. However, the multisensory properties of individual objects usually are statistically constrained, such that some properties are more likely to co-occur than others, on the basis of their category. For example, male faces are more likely to co-occur with characteristically male voices than with female voices. Here, we report evidence that these natural multisensory statistics play a critical role in the learning of novel, arbitrary associative pairs. In Experiment 1, we found that learning of pairs consisting of human voices and gender-congruent faces was superior to learning of pairs consisting of human voices and gender-incongruent faces or of pairs consisting of human voices and pictures of inanimate objects (plants and rocks). In Experiment 2, we found that this “categorical congruency” advantage extended to nonhuman stimuli, as well—namely, to pairs of class-congruent animal pictures and vocalizations (e.g., dogs and barks) versus class-incongruent pairs (e.g., dogs and bird chirps). These findings suggest that associating multisensory properties that are statistically consistent with the various objects that we encounter in our daily lives is a privileged form of learning. 相似文献
80.
Chris M. Coombe P. Paul Chandanabhumma Prachi Bhardwaj Barbara L. Brush Ella Greene-Moton Megan Jensen Laurie Lachance S.Y. Daniel Lee Melanie Meisenheimer Meredith Minkler Michael Muhammad Angela G. Reyes Zachary Rowe Eliza Wilson-Powers Barbara A. Israel 《American journal of community psychology》2020,66(3-4):427-438