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101.
Infants judged to be at risk for subnormal intellectual growth were randomly assigned to an Experimental (N = 27) or a Control (N = 25) group. Infants in both groups received medical care and dietary supplements; their families received social work services on a request basis. Experimental children participated in an educational daycare program beginning before the third month of life. The daycare program was composed, in part, of curriculum activities designed to stimulate intellectual growth. Between 6 and 36 months of age, Experimental children maintained normal intellectual growth; Control children declined in IQ beginning between 12 and 18 months of age and remained significantly lower than Experimental children at 24 and 36 months. The mother-child IQ correlation for Control dyads was 43; for Experimental dyads the correlation was ?.05. These two types of evidence are interpreted as support for the importance of early environments in the development of intelligence. 相似文献
102.
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104.
This article reports an experimental technique for manipulating self-complexity, a characteristic of self-concept organization related to affective reactivity. The assignment of different communication roles is examined as a possible manipulation of self-complexity. In Experiment 1, participants who expected to transmit information about themselves (transmit group) had lower self-complexity than participants who expected to receive information about themselves (receive group). In Experiment 2, an additional communication role condition was included as a control group. Following the self-complexity manipulation and assessment, we observed affective reactions to feedback on academic ability. The mean self-complexity of the receive and control groups did not differ, and both exceeded the mean of the transmit group. Affective reactivity did not differ among the groups and was not significantly correlated with self-complexity. The implications of the self-complexity manipulation are discussed in terms of the flexibility and functionality of self-concept structure. 相似文献
105.
Moral dilemmas and moral rules 总被引:1,自引:0,他引:1
Recent work shows an important asymmetry in lay intuitions about moral dilemmas. Most people think it is permissible to divert a train so that it will kill one innocent person instead of five, but most people think that it is not permissible to push a stranger in front of a train to save five innocents. We argue that recent emotion-based explanations of this asymmetry have neglected the contribution that rules make to reasoning about moral dilemmas. In two experiments, we find that participants show a parallel asymmetry about versions of the dilemmas that have minimized emotional force. In a third experiment, we find that people distinguish between whether an action violates a moral rule and whether it is, all things considered, wrong. We propose that judgments of whether an action is wrong, all things considered, implicate a complex set of psychological processes, including representations of rules, emotional responses, and assessments of costs and benefits. 相似文献
106.
Drai and Grodzinsky have statistically analyzed a large corpus of data on the comprehension of passives by patients with Broca's aphasia. The data come, according to Drai and Grodzinsky, from binary choice tasks. Among the languages that are analyzed are Dutch and German. Drai and Grodzinsky argue that Dutch and German speaking Broca patients should be relatively good (that is, perform above chance) on comprehension of passive sentences, since in Dutch and German passives the relative order of the object and lexical verb is the underlying order and hence no movement takes place. We will demonstrate that both their linguistic arguments and their selection of Dutch data are invalid. 相似文献
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108.
Keulen RF Adam JJ Fischer MH Kuipers H Jolles J 《Journal of experimental psychology. Human perception and performance》2002,28(3):515-526
Students participated in 3 experiments investigating the use of environment- and action-centered reference frames in selective reaching. They pointed to a green target appearing either with or without a red distractor. Target-distractor distance was manipulated, and distractor interference (difference between distractor trials and no-distractor trials) was measured in reaction time, movement time, and movement endpoint. Target-distractor distance determined the dominant frame of reference. Small distances evoked an environment-centered framework that encoded targets within an external context. Large distances evoked an action-centered framework that encoded targets relative to the start position of the hand. Results support the hypothesis that the brain represents spatial information in multiple frames of reference, with the dominant frame of reference being dependent on the task demands. 相似文献
109.
Scholte RH Engels RC Overbeek G de Kemp RA Haselager GJ 《Journal of abnormal child psychology》2007,35(2):217-228
This study examined the concurrent and longitudinal associations between stability in bullying and victimization, and social adjustment in childhood and adolescence. Participants were 189 girls and 328 boys who were studied in primary school and in secondary school. The mean age of the participants was 11.1 years in primary school and 14.1 years in secondary school. The measures consisted of peer reported social and personal characteristics. Children who bullied in childhood and adolescence were less liked and more disliked in childhood, and more aggressive and disruptive both in childhood and adolescence, than children who bullied only in childhood or adolescence. Children who bullied or who were victimized only in childhood did not differ largely in adolescence from the children that were never bullies or victims. Children who were victimized in adolescence closely resembled those who were victimized in childhood and adolescence in terms of being liked or disliked, being nominated as a friend, and shyness. The study stresses the need to distinguish between stable and transient bullies and victims. 相似文献
110.
Willeke A Manders William L Cook Johan H L Oud Ron H J Scholte Jan M A M Janssens Eric E J De Bruyn 《Journal of family psychology》2007,21(4):605-613
This article introduces an approach to testing the level validity of family assessment instruments (i.e., whether a family instrument measures family functioning at the level of the system it purports to assess). Two parents and 2 adolescents in 69 families rated the warmth in each of their family relationships and in the family as a whole. Family members' ratings of whole-family warmth assessed family functioning not only at the family level (i.e., characteristics of the family as a whole) but also at the individual level of analysis (i.e., characteristics of family members as raters), indicating a lack of level validity. Evidence was provided for the level validity of a latent variable based on family members' ratings of whole-family warmth. The findings underscore the importance of assessing the level validity of individual ratings of whole-family functioning. 相似文献