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Jacqui A. Macdonald Miriam H. Beauchamp Judith A. Crigan Peter J. Anderson 《Child neuropsychology》2013,19(5):509-526
The transition to school is associated with a greater requirement to inhibit irrelevant or inappropriate thought and behavior in order to concentrate on effective learning and to interact successfully with peers. Current knowledge of inhibitory control development in the early school years is limited due to a lack of normative data from age-appropriate, sensitive measures. In this study, three pictorial versions of the Stroop task were administered to investigate inhibitory control development in early school-aged children. Age-related trajectories of inhibition and effects of gender were examined in 80 children (42 boys) aged 5 to 8 years. All children were assessed with the Cognitive Assessment System Expressive Attention subtest (Big-Small Stroop), Fruit Stroop, and Boy-Girl Stroop. The Big-Small Stroop revealed substantial age-related improvement in inhibition from 5 to 7 years with a levelling of performance at 8 years of age, while the Fruit Stroop and Boy-Girl Stroop demonstrated clear but nonsignificant age trends. In particular, older children committed fewer errors and corrected their errors more frequently than younger children. Performance on all Stroop tasks correlated significantly, providing evidence that they tap similar cognitive abilities. Some gender differences were found. This study indicates that inhibitory skills develop rapidly in the early school years and suggests that error awareness may be a useful indicator of the development of cognitive inhibition for this age group. 相似文献
263.
Abstract Previous experiments on the recall of threatening and neutral information in clinically anxious subjects have yielded mixed results. The present study assessed autobiographical memory in patients with generalised anxiety disorder (GAD), and normal controls. Subjects were first presented with neutral cue words and asked to respond with any personal memory. GAD subjects judged the content of their own memories as more consistent with anxious mood, and less consistent with pleasant mood, than that reported by controls. Subjects were then again presented with neutral cue words, but with instructions to provide either “anxious” or “nonanxious” personal memories, on specified trials. Significant interactions between group and instruction condition indicated that anxious subjects recalled more anxiety-evoking memories, and recalled them more rapidly, relative to controls. Ratings by blind judges did not support the hypothesis that this apparent difference in the content of autobiographical recall was an artefact due to anxious subjects labelling memories as being more anxiety evoking than would controls. Possible explanations of the findings, and reasons for the apparent discrepancy between these and earlier results, are discussed. 相似文献
264.
Janis Harmon Miriam Martinez Lucinda Juarez Karen Wood Lisa Simmerson Christopher Terrazas 《Reading Psychology》2013,34(7):583-611
Given that much of the research on classroom libraries focus on elementary school classrooms, this study sought to examine classroom libraries at the middle school level. Access to books is especially important for middle school students given the persistent decline in reading engagement at this level. The research questions guiding this investigation focused on the nature of the libraries, the physical features of the libraries, the contributions made by the libraries to the literacy environment of the classrooms, the contents of the libraries, and teacher perceptions of their own classroom libraries. Findings indicate that teachers value classroom libraries for promoting literacy engagement and understand how these libraries provide students with immediate and easy access to books. The contents of the libraries that were examined varied in terms of genre, multicultural literature, and social justice issues. 相似文献
265.
Miriam Ronzoni 《Ethical Theory and Moral Practice》2010,13(4):453-472
The paper analyses Rawls’s teleology/deontology distinction, and his concept of priority of the right. The first part of the
paper aims both 1) to clarify what is distinctive about Rawls’s deontology/teleology distinction (thus sorting out some existing
confusion in the literature, especially regarding the conflation of such distinction with that between consequentialism and
nonconsequentialism); and 2) to cash out the rich taxonomy of moral theories that such a distinction helpfully allows us to
develop. The second part of the paper examines the concept of priority of the right. It argues that such a concept should
not be identified with that of deontology—indeed, deontological theories do not necessarily assign priority to the right over
the good. However, it contends that the concept of priority of the right is essential to explaining what specific kind of
deontological theory “justice as fairness” is. Justice as fairness is a deontological theory which assigns priority to the
right as a consequence of its commitment to a neutral position with respect to different accounts of what is ultimately valuable
and good. 相似文献
266.
Research findings raise questions about whether the feminist identity development model provides information about women's social identification as a feminist. Specifically, the penultimate stage, Synthesis, has been theorized to capture when feminist identity formation coalesces and women take on the feminist label. However, available data have suggested this stage may not be related to feminist self-labeling, calling for a better understanding of the variables associated with identifying oneself as a feminist. An online questionnaire was administered to 653 female self-identified feminists and nonfeminists in order to investigate the association between feminist self-labeling and Synthesis scores and to better understand what it means to take on the social identity of a feminist. Feminist self-labeling was not associated with Synthesis; however, women who self-labeled as feminists were more likely to acknowledge the existence of sexism, view the current gender system as unjust, and believe that women should work together in order to enact change. Synthesis was related to a combination of feminism- and conservatism-related constructs. Women high in Synthesis viewed the current gender system as just yet also believed that women should work together to enact change. We discuss the paradox represented by this combination of beliefs as well as their implications for the feminist identity development model and the women's movement in general. 相似文献
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Rivka Landau Niza Yanay Yohanan Eshel Miriam Ben‐Aaron 《Infant mental health journal》2006,27(2):188-206
In this study of young kibbutz children, we considered similarities and differences between mother–child dyads and metapelet (nonmaternal female caregiver)–child dyads on their rates of mentioning positive and negative emotion states and emotion calls during narrative co‐construction from a text‐free picture book illustrating emotionally charged situations. Thirty‐two kibbutz children approximately 3 years of age, their mothers, and their metaplot (i.e., plural of metapelet) were observed during co‐construction from the picture book. All participants (mothers, metaplot, children with mothers, and children with metaplot) mentioned more negative emotion states and emitted more negative emotion calls than positive ones. Children mentioned less emotion states than adults. No differences were found between mothers and metaplot in the number of emotion states mentioned, but mothers used significantly more emotion calls than did the metaplot, and their children tended to reciprocate. The influence of the context and type of relationship on emotion regulation is discussed. 相似文献
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