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41.
Sophie Yohani 《Journal of International Migration and Integration》2013,14(1):61-79
Canadian schools are utilizing services previously provided by settlement and community-based agencies to ensure the successful school adaptation of refugee children and families. This study examined the role of educational cultural brokers during the adaptation. Research queries addressed include strategies that cultural brokers use to facilitate the adaptation of refugee children in school settings, and opportunities and barriers to cultural brokering that exist in educational settings. A qualitative case study of eight educational cultural brokers was employed, using focus groups, critical incidents, document review, and semistructured interviews. Results suggest brokers engage in micro- and macrolevel activities through six brokering roles, with each role encompassing challenges and opportunities at the school, agency, and community level. This paper discusses aspects of these roles that have relevance for practice and policy for both cultural brokers and other providers of school-based services to refugee families. 相似文献
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It is well established that categorising the emotional content of facial expressions may differ depending on contextual information. Whether this malleability is observed in the auditory domain and in genuine emotion expressions is poorly explored. We examined the perception of authentic laughter and crying in the context of happy, neutral and sad facial expressions. Participants rated the vocalisations on separate unipolar scales of happiness and sadness and on arousal. Although they were instructed to focus exclusively on the vocalisations, consistent context effects were found: For both laughter and crying, emotion judgements were shifted towards the information expressed by the face. These modulations were independent of response latencies and were larger for more emotionally ambiguous vocalisations. No effects of context were found for arousal ratings. These findings suggest that the automatic encoding of contextual information during emotion perception generalises across modalities, to purely non-verbal vocalisations, and is not confined to acted expressions. 相似文献
45.
Sophie K. Scott 《Psychological research》1998,61(1):4-11
P-centres are the subjective moments of occurrence of acoustic stimuli and capture properties of regularity and synchrony
in production and perception. Two experiments are described which compare the effects of onset and offset amplitude variation
and stimulus duration on P-centre location. The discussion is extended to consider the role of P-centres in cross modal temporal
phenomena.
Received: 14 November 1996 / Accepted: 23 March 1997 相似文献
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This article presents a systematic review of the literature investigating factors that contribute to a successful end-of-career transition among elite athletes. The systematic review included 10 studies that focused on elite athlete retirement that in part measured positive outcomes, which fall under the flourishing construct. Results indicated that although there has been an abundance of research examining multiple effects of transition out of sport among elite athletes, there appears to be no current literature explicitly examining flourishing within this elite population. The results of the review have practical implications for sport psychology practitioners who are aiming to facilitate a successful transition for elite athletes through their end-of-athletic-career transition. The findings from the systematic review are discussed, and the article provides recommendations for future research and for current applied practice. 相似文献
47.
Sophie Goldingay Danielle Hitch Ann Carrington Sharlene Nipperess Viola Rosario 《Reflective Practice》2016,17(3):334-346
Social work is a discipline that attracts students from diverse academic backgrounds. Many are first in family to attend university, and come to university through alternative pathways such as vocational education. As a result, there are higher levels of attrition compared to other disciplines, especially in the first year. To address this, and in keeping with a commitment to provide accessible education, one school of social work undertook a project to embed academic literacies into the curriculum. This paper used Gibb’s reflective process to explore how this was experienced by team members. Data were collected via staff focus groups at two different points in time across the project and compared. The reflection unpacked a number of tensions experienced by team members, including concerns about potential loss of resources as a result of academics adopting new roles, and concerns about implementing what was seen as Westernised academic skills which may not fit with students’ ways of thinking and creating knowledge. Overfull curricula and constant change also appeared to be of concern. The reflection highlighted that to achieve effective and sustainable change, action was required at multiple levels. 相似文献
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Categorical flexibility in preschoolers: contributions of conceptual knowledge and executive control
The current study evaluated the relative roles of conceptual knowledge and executive control on the development of categorical flexibility, the ability to switch between simultaneously available but conflicting categorical representations of an object. Experiment 1 assessed conceptual knowledge and executive control together; Experiment 2 differentiated conceptual knowledge from costly executive processes. In Experiment 1, 3‐ to 5‐year‐olds were given a three‐choice (taxonomic, thematic, and nonassociate) match‐to‐sample task and asked to match two associates. In Experiment 2, same‐aged children were assessed on another match‐to‐sample task that reduced executive costs by presenting thematic and taxonomic associates on separate trials. By comparing performance across tasks, age‐related changes resulting from conceptual knowledge and executive control indicated that conceptual knowledge of superordinate relations showed gains between 3 and 4 years, whereas gains in executive control were seen between 4 and 5 years, suggesting a décalage in the development of conceptual and executive processes underlying categorical flexibility. 相似文献
50.
This study explores the effect of individuation training on the acquisition of race-specific expertise. First, we investigated whether practice individuating other-race faces yields improvement in perceptual discrimination for novel faces of that race. Second, we asked whether there was similar improvement for novel faces of a different race for which participants received equal practice, but in an orthogonal task that did not require individuation. Caucasian participants were trained to individuate faces of one race (African American or Hispanic) and to make difficult eye-luminance judgments on faces of the other race. By equating these tasks we are able to rule out raw experience, visual attention, or performance/success-induced positivity as the critical factors that produce race-specific improvements. These results indicate that individuation practice is one mechanism through which cognitive, perceptual, and/or social processes promote growth of the own-race face recognition advantage. 相似文献