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901.
Robin L. Peterson Anne B. Arnett Bruce F. Pennington Brian Byrne Stefan Samuelsson Richard K. Olson 《Developmental science》2018,21(3)
Previous research has established that learning to read improves children's performance on reading‐related phonological tasks, including phoneme awareness (PA) and nonword repetition. Few studies have investigated whether literacy acquisition also promotes children's rapid automatized naming (RAN). We tested the hypothesis that literacy acquisition should influence RAN in an international, longitudinal population sample of twins. Cross‐lagged path models evaluated the relationships among literacy, PA, and RAN across four time points from pre‐kindergarten through grade 4. Consistent with previous research, literacy showed bidirectional relationships with reading‐related oral language skills. We found novel evidence for an effect of earlier literacy on later RAN, which was most evident in children at early phases of literacy development. In contrast, the influence of earlier RAN on later literacy was predominant among older children. These findings imply that the association between these two related skills is moderated by development. Implications for models of reading development and for dyslexia research are discussed. 相似文献
902.
Early development of letter specialization in left fusiform is associated with better word reading and smaller fusiform face area 下载免费PDF全文
Tracy M Centanni Anne Park Sara D Beach Kelly Halverson Ola Ozernov‐Palchik Nadine Gaab John DE Gabrieli 《Developmental science》2018,21(5)
A functional region of left fusiform gyrus termed “the visual word form area” (VWFA) develops during reading acquisition to respond more strongly to printed words than to other visual stimuli. Here, we examined responses to letters among 5‐ and 6‐year‐old early kindergarten children (N = 48) with little or no school‐based reading instruction who varied in their reading ability. We used functional magnetic resonance imaging (fMRI) to measure responses to individual letters, false fonts, and faces in left and right fusiform gyri. We then evaluated whether signal change and size (spatial extent) of letter‐sensitive cortex (greater activation for letters versus faces) and letter‐specific cortex (greater activation for letters versus false fonts) in these regions related to (a) standardized measures of word‐reading ability and (b) signal change and size of face‐sensitive cortex (fusiform face area or FFA; greater activation for faces versus letters). Greater letter specificity, but not letter sensitivity, in left fusiform gyrus correlated positively with word reading scores. Across children, in the left fusiform gyrus, greater size of letter‐sensitive cortex correlated with lesser size of FFA. These findings are the first to suggest that in beginning readers, development of letter responsivity in left fusiform cortex is associated with both better reading ability and also a reduction of the size of left FFA that may result in right‐hemisphere dominance for face perception. 相似文献
903.
904.
905.
María J. Blanca Marta Ferragut Margarita Ortiz-Tallo Rebecca Bendayan 《Journal of Happiness Studies》2018,19(5):1247-1260
This study of Spanish early adolescents aimed to extend knowledge about the relationship between character strengths and life satisfaction (LS) and to explore gender differences in the prediction of LS. A sample of 457 adolescents aged 11–14 years completed questionnaires to assess LS and 24 character strengths. Results from simple correlation analysis showed that 18 strengths were positively and significantly correlated with LS, the highest coefficients being those for love, hope, authenticity and persistence. However, since strengths are inter-correlated, regression modelling was performed in order to determine which of these strengths are the best predictors of LS, and to identify any gender differences in this association. The results showed that love and hope were the most relevant strengths for predicting LS, with a positive relationship being observed for both girls and boys. This finding highlights the importance of positive thinking and of maintaining positive relationships during early adolescence. Gender differences were observed, however, for authenticity as a predictor of LS. Specifically, this variable made a significant contribution to the model in girls, for whom higher scores on authenticity were associated with greater LS. This result is interpreted in terms of gender differences in the timing of maturation. The findings help to further our understanding of the association between subjective well-being and character strengths in early adolescence, a critical stage of human development. In addition, the results suggest that intervention programmes based on character strengths in this developmental stage should mainly target the so-called ‘strengths of the heart’. 相似文献
906.
Background
Conventional wisdom links supervisor self‐confidence with experience in supervisory practice.Aims
This study explored the nature of confidence from an emic perspective.Method
Twelve experienced Canadian supervisors were interviewed, and data was analysed using Structured Thematic Analysis.Results
Aspects of the role and process produce tensions that create ambiguity that may diminish self‐confidence. Five main themes were distilled: (a) building supervisee confidence when experiencing self‐doubt as supervisor or clinician;(b) parallel process‐what disturbs therapy disturbs supervision; (c) expert vs. co‐explorer; (d) engaging in supervision while maintaining boundaries; and (e) catch 22 – inviting disclosures of difficulties and evaluation.Conclusion
The study adds nuance to the scholarly work that informs supervisor self‐confidence. 相似文献907.
908.
Patterns of emotional availability between mothers and young children: Associations with risk factors for borderline personality disorder 下载免费PDF全文
Rebecca D. Trupe Jenny Macfie Rebecca M. Skadberg Gretchen Kurdziel 《Infant and child development》2018,27(1)
Emotional availability (EA) characterizes a warm, close relationship between caregiver and child. We compared patterns (clusters) of EA on risk factors, including those for borderline personality disorder (BPD). We sampled 70 children aged 4 to 7 years from low socio‐economic backgrounds: 51% of whose mothers had BPD. We coded filmed interactions for EA: mothers' sensitivity, structuring, non‐intrusiveness, non‐hostility, and children's responsiveness to, and involvement of, mothers. We additionally coded children's over‐responsiveness and over‐involvement. Using person‐centred analyses, we identified four clusters: high functioning, low functioning, asynchronous (mothers above average on two of four dimensions and children below), and below average. Mothers in the low‐functioning cluster had lower income, less social support, more of the borderline feature of negative relationships, and more depression than did mothers in the high‐functioning cluster. The children in the low‐functioning group had more risk factors for BPD (physical abuse, neglect, and separation from, or loss of caregivers, and negative narrative representations of the mother–child relationship in their stories) than did children in the high‐functioning group. The asynchronous group included older girls who were over‐responsive and over‐involving with their mothers in an apparent role reversal. Interventions targeting emotional availability may provide a buffer for children facing cumulative risks and help prevent psychopathology.
Highlights
- This paper investigated how mother‐child emotional availability (warmth and closeness) relates to risk factors for borderline personality disorder, including mother‐child role reversal.
- In filmed mother‐child interactions, low emotional availability was associated with risk for borderline personality disorder and role reversal was more likely for older girls.
- Findings support the cumulative risk hypothesis and may inform interventions to improve mother‐child emotional availability to prevent the development of psychopathology.
909.
Haoyun Zhang Anna Eppes Anne Beatty-Martínez Christian Navarro-Torres Michele T. Diaz 《Cognitive, affective & behavioral neuroscience》2018,18(5):964-981
Language production and cognitive control are complex processes that involve distinct yet interacting brain networks. However, the extent to which these processes interact and their neural bases have not been thoroughly examined. Here, we investigated the neural and behavioral bases of language production and cognitive control via a phonological go/no-go picture-naming task. Naming difficulty and cognitive control demands (i.e., conflict monitoring and response inhibition) were manipulated by varying the proportion of naming trials (go trials) and inhibition trials (no-go trials) across task runs. The results demonstrated that as task demands increased, participants’ behavioral performance declined (i.e., longer reaction times on naming trials, more commission errors on inhibition trials) whereas brain activation generally increased. Increased activation was found not only within the language network but also in domain-general control regions. Additionally, right superior and inferior frontal and left supramarginal gyri were sensitive to increased task difficulty during both language production and response inhibition. We also found both positive and negative brain–behavior correlations. Most notably, increased activation in sensorimotor regions, such as precentral and postcentral gyri, was associated with better behavioral performance, in both successful picture naming and successful inhibition. Moreover, comparing the strength of correlations across conditions indicated that the brain–behavior correlations in sensorimotor regions that were associated with improved performance became stronger as task demands increased. Overall, our results suggest that cognitive control demands affect language production, and that successfully coping with increases in task difficulty relies on both language-specific and domain-general cognitive control regions. 相似文献
910.
Anne Corinne Huggins-Manley Yuxi Qiu Randall D. Penfield 《International Journal of Testing》2018,18(1):50-70
Score equity assessment (SEA) refers to an examination of population invariance of equating across two or more subpopulations of test examinees. Previous SEA studies have shown that score equity may be present for examinees scoring at particular test score ranges but absent for examinees scoring at other score ranges. No studies to date have performed research for the purpose of understanding why score equity can be inconsistent across the score range of some tests. The purpose of this study is to explore a source of uneven subpopulation score equity across the score range of a test. It is hypothesized that the difficulty of anchor items displaying differential item functioning (DIF) is directly related to the score location at which issues of score inequity are observed. The simulation study supports the hypothesis that the difficulty of DIF items has a systematic impact on the uneven nature of conditional score equity. 相似文献