全文获取类型
收费全文 | 853篇 |
免费 | 31篇 |
出版年
2023年 | 7篇 |
2021年 | 11篇 |
2020年 | 9篇 |
2019年 | 18篇 |
2018年 | 17篇 |
2017年 | 17篇 |
2016年 | 20篇 |
2015年 | 16篇 |
2014年 | 11篇 |
2013年 | 88篇 |
2012年 | 31篇 |
2011年 | 45篇 |
2010年 | 20篇 |
2009年 | 36篇 |
2008年 | 34篇 |
2007年 | 46篇 |
2006年 | 31篇 |
2005年 | 34篇 |
2004年 | 44篇 |
2003年 | 40篇 |
2002年 | 32篇 |
2001年 | 22篇 |
2000年 | 15篇 |
1999年 | 16篇 |
1998年 | 14篇 |
1997年 | 9篇 |
1996年 | 9篇 |
1995年 | 12篇 |
1994年 | 9篇 |
1993年 | 8篇 |
1992年 | 8篇 |
1991年 | 5篇 |
1990年 | 7篇 |
1989年 | 7篇 |
1988年 | 12篇 |
1987年 | 6篇 |
1986年 | 6篇 |
1985年 | 7篇 |
1984年 | 7篇 |
1983年 | 6篇 |
1982年 | 6篇 |
1981年 | 11篇 |
1980年 | 6篇 |
1979年 | 5篇 |
1977年 | 7篇 |
1975年 | 5篇 |
1974年 | 5篇 |
1973年 | 11篇 |
1968年 | 5篇 |
1966年 | 5篇 |
排序方式: 共有884条查询结果,搜索用时 15 毫秒
11.
Maurice J. Elias Michael Gara Michael Ubriaco Peggy A. Rothbaum John F. Clabby Thomas Schuyler 《American journal of community psychology》1986,14(3):259-275
Children receiving 1 year or 1/2 year of a preventive social problem solving program in elementary school were compared with each other and with a no-treatment group upon entry into middle school. One year of training was significantly related to reductions in the severity of a variety of middle-school stressors. Most importantly, a clear mediating role for social problem solving (SPS) skills was found. Children lacking in SPS skills were more likely to experience intense stressors; however, possessing the skills was not necessarily predictive of adjustment to stressors. The results are discussed in terms of the implications of this asymmetry and the strong support given to the value of social problem solving as a preventive intervention for children. 相似文献
12.
13.
14.
Professor Michel Fayol Maya Hickmann Isabelle Bonnotte Jean Emile Gombert 《Journal of psycholinguistic research》1993,22(4):453-478
This experiment examines how narrative context affects French subjects' selection of past imperfective (imparfait) vs. perfective inflections with different predicate types. Adults and 10-year-old children were asked to inflect verbs presented in their written infinitive form in two conditions: (a) in isolated sentences; (b) embedded in the beginning, middle, or end of narratives. Regardless of conditions, the adults rarely used theimparfait with punctual resultative predicates. In both conditions, the frequency ofimparfait was high with durative predicates, particularly with aresultative ones, but it varied with position in the narratives, being highest at the beginning and lowest at the end. Although the children also used the imparfait frequently with durative predicates, they overgeneralized it to punctual resultative ones, regardless of conditions and of positions. These results show that adult uses of the imperfective/perfective distinction are determined by both predicate properties and grounding in narrative context. The children are less sensitive to some predicate properties than the adults and they do not differentiate imperfective/perfective aspect consistently as a function of discourse context. 相似文献
15.
Past research on social marking and pragmatic reasoning schemas suggests that cognitive processing modes are first elaborated by children when they are carrying out regulating social routines in the course of which they learn to produce the responses that satisfy the demand of their environment. The data of the two experimental studies reported here with 4–5 year old children, for object distribution tasks, show that the social routines evoked by the objects to be processed have a dual effect, influencing both the representation of the partition to be made, as well as the procedures used to make them. It can be hypothesised that the utilization of routine-evoking tasks, which children are capable at a very young age, of accomplishing by activating efficient social-goal oriented procedures, promote the attribution of an operative meaning to the linguistic expressions used to characterize the states to be attained, and the transformations to be applied in order to attain them. 相似文献
16.
Rate variables and automatized naming in developmental dyslexia 总被引:2,自引:0,他引:2
The rate variable in rapid automatized naming (RAN) was investigated in 50 adolescent and 40 adult students with developmental dyslexia, in matched normal controls, and in learning-disabled students without reading difficulties. Visual stimuli depicting familiar colors and common objects were presented in isolation at three film speeds and three exposure times. Film speed and exposure time contributed as independent variables to error rate; and dyslexic subjects of both age groups made significantly more naming errors than controls. Dyslexic subjects also responded with longer naming latencies than controls when the same RAN stimuli were presented in a continuous sequential mode as a matrix of rows and columns. Naming latencies in the sequential presentation were highly correlated with naming errors in the film version. The implications of reduced naming rates for nongraphological stimuli in developmental dyslexia are discussed. 相似文献
17.
18.
Elias Mpofu 《International journal of psychology》1995,30(1):19-33
An analysis of covariance hierarchical regression procedure was used to examine children's performance on verbally presented classification tasks in relation to the children's socio-cultural background, age, level of schooling, and sex. Task perception and motivation were entered as covariates. A total of 296 black and white Zimbabwean children took part in the study. Social class membership, age, level of schooling, and sex explained a significant proportion of the variance in performance on the classification tasks, whereas cultural group membership did not. Implications for multicultural perspectives on children's cognitive development are discussed and suggestions made for further research. 相似文献
19.
In this article, we report an experiment that provides further evidence concerning the differences between explicit and implicit measures of memory. The effects of age and divided attention on the implicit conceptual test of category exemplar generation (CEG) were compared with their effects on the explicit test of cued recall, where the category names served as cues in both tasks. Four age groups (20–35, 40–55, 60–75, and 76–90) were compared. Half of the subjects were also required to carry out a secondary letter-detection task during the learning phase. Cued recall performance was significantly impaired by increased age and imposition of the secondary task. In contrast, the CEG task was unaffected by these two factors. These results suggest that implicit conceptual tasks and explicit memory tasks are mediated by different processes. This conclusion opposes those of previous studies that showed that experimental manipulations (level of processing, generation, organization) influenced these two kinds of memory tests in a similar way. 相似文献
20.
Various complexities that arise in the application of legal and/or clinical criteria to the actual assessment of competence/capacity are discussed, and a particular way of understanding the nature of such criteria is recommended. 相似文献