全文获取类型
收费全文 | 491篇 |
免费 | 15篇 |
出版年
2023年 | 2篇 |
2020年 | 6篇 |
2019年 | 11篇 |
2018年 | 15篇 |
2017年 | 13篇 |
2016年 | 19篇 |
2015年 | 6篇 |
2014年 | 13篇 |
2013年 | 61篇 |
2012年 | 18篇 |
2011年 | 20篇 |
2010年 | 18篇 |
2009年 | 8篇 |
2008年 | 19篇 |
2007年 | 13篇 |
2006年 | 24篇 |
2005年 | 15篇 |
2004年 | 14篇 |
2003年 | 12篇 |
2002年 | 22篇 |
2001年 | 12篇 |
2000年 | 10篇 |
1999年 | 7篇 |
1998年 | 6篇 |
1997年 | 4篇 |
1996年 | 5篇 |
1995年 | 7篇 |
1994年 | 11篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1991年 | 6篇 |
1990年 | 4篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 11篇 |
1985年 | 7篇 |
1984年 | 8篇 |
1983年 | 3篇 |
1982年 | 9篇 |
1981年 | 7篇 |
1980年 | 5篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 6篇 |
1976年 | 2篇 |
1974年 | 4篇 |
1970年 | 2篇 |
1961年 | 2篇 |
1951年 | 1篇 |
排序方式: 共有506条查询结果,搜索用时 15 毫秒
391.
Although language has long been regarded as a primarily arbitrary system, sound symbolism, or non‐arbitrary correspondences between the sound of a word and its meaning, also exists in natural language. Previous research suggests that listeners are sensitive to sound symbolism. However, little is known about the specificity of these mappings. This study investigated whether sound symbolic properties correspond to specific meanings, or whether these properties generalize across semantic dimensions. In three experiments, native English‐speaking adults heard sound symbolic foreign words for dimensional adjective pairs (big/small, round/pointy, fast/slow, moving/still) and for each foreign word, selected a translation among English antonyms that either matched or mismatched with the correct meaning dimension. Listeners agreed more reliably on the English translation for matched relative to mismatched dimensions, though reliable cross‐dimensional mappings did occur. These findings suggest that although sound symbolic properties generalize to meanings that may share overlapping semantic features, sound symbolic mappings offer semantic specificity. 相似文献
392.
Clinical experience indicates that fathers have a salient influence on the development of non-organic failure to thrive (NOFT) infants and on the feeding and attachment disturbances that often accompany this pediatric condition. As shown in case examples, fathers influence the origins and outcomes of NOFT through their participation in maladaptive patterns of parenting and/or conflicts with the child's mother, which disrupt maternal emotional adjustment and maternal-child interactions. Clinical assessment of paternal influences through interview and observation can help formulate more realistic treatment planning and family-centered interventions for NOFT children. 相似文献
393.
Kathleen Lynne Lane Sally M. Barton-Arwood J. Ron Nelson Joseph Wehby 《Journal of Behavioral Education》2008,17(1):43-62
This study describes the academic, social, and behavioral performance of elementary and secondary students with emotional
and behavioral disorders (EBD) receiving services in a self-contained school for students with serious behavior problems,
with an emphasis on how school adjustment and problem behavior patterns predict academic performance. Results revealed that
elementary and secondary group scores were well below the 25th percentile on reading, math, and written expression measures.
Further, a seven variable model representing academic, social, and behavioral domains was able to differentiate between age
groups explaining 54% of the variance and correctly classifying 78.26% (n = 18) of the elementary students and 84.21% (n = 16) of the secondary students. Findings also suggested that behavioral variables (e.g., school adjustment, externalizing,
and internalizing) were predictive of broad reading and broad written expression scores, with school adjustment (a protective
factor) accounting for the most variance in the three-variable model. Limitations and recommendations for future research
are addressed. 相似文献
394.
395.
The goal of this multi‐method study was to examine how child gender and coparenting processes influence associations between family stress and toddlers' social adjustment. The participants, 104 dual‐earner couples and their 2‐year‐old children, were videotaped in their home during a freeplay activity. Mothers and fathers completed questionnaires about stress in their roles as partners, workers, and parents and their child's social–emotional adjustment. Consistent with previous research, higher levels of family stress were associated with poorer adjustment for children. Family harmony, represented by warmth and cooperation, was significantly associated with fewer internalizing problems for children even when family stress was considered. Conversely, coparental banter or ‘playful humour’ between parents moderated the nature of the association between family stress and children's adjustment. Banter between parents was especially protective for girls suggesting that, even in families with toddler‐aged children, gender plays an important role in family‐level coparenting processes. Future research needs to consider more fully the impact that child characteristics, such as gender, have on the interplay between the family context and children's development. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
396.
Elizabeth E. Manlove Arcel Vazquez Lynne Vernon‐Feagans 《Infant and child development》2008,17(3):203-222
This study examined the relationship between the complexity of thinking about children by child care teachers and observed teachers' caregiving for infants and toddlers. It was hypothesized that the perceived supportiveness of the work environment would affect this relationship. Fifty‐six child care teachers completed a survey assessing complexity of thinking about children's behaviour as well as a measure of the perceived opportunities for professional development. Teachers' quality of caregiving was assessed using the Caregiver Interaction Scale. Planned contrasts revealed that when professional development opportunities were perceived unfavourably, teachers who were complex in thinking about children's behaviour provided significantly more sensitive care than did teachers who were less complex in their thinking. Findings indicate that the complexity of teachers' thinking about children may be very important in understanding teacher's sensitivity when the quality of the work environment is poor. High‐quality work environments may buffer teachers with less complexity of thinking from being less sensitive with children. Efforts to improve quality of care could focus on individual teachers to improve their complexity of thinking as well as on the work environment to make it more supportive of teachers' professional development. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
397.
This study examines participants’ perceptions of four different male and female parent groups (married, divorced, step and never‐married parents) and, as a comparison group, of men and women in general. Using an independent groups design, in which participants made estimations of the percentage of a single specified group possessing particular characteristics, it is found that perceptions of married parents tend to be more positive than perceptions of other groups. The never‐married tend to be viewed least positively. Overall, perceptions of mothers are typically more favourable than those of fathers. Copyright © 1999 John Wiley & Sons, Ltd. 相似文献
398.
Robbie Cooper Christina J. Howard Angela S. Attwood Rachel Stirland Viviane Rostant Lynne Renton 《Cognition & emotion》2013,27(2):273-282
In two experiments we measured the effects of 7.5% CO2 inhalation on the interpretation of video footage recorded on closed circuit television (CCTV). As predicted, inhalation of 7.5% CO2 was associated with increases in physiological and subjective correlates of anxiety compared with inhalation of medical air (placebo). Importantly, when in the 7.5% CO2 condition, participants reported the increased presence of suspicious activity compared with placebo (Experiment 1), a finding that was replicated and extended (Experiment 2) with no concomitant increase in the reporting of the presence of positive activity. These findings support previous work on interpretative bias in anxiety but are novel in terms of how the anxiety was elicited, the nature of the interpretative bias, and the ecological validity of the task. 相似文献
399.
Lynne Baker-Ward Caroline Staneck Tyler Jennifer L. Coffman Kathy A. Merritt Peter A. Ornstein 《Applied cognitive psychology》2020,34(2):330-342
This investigation extended work on the linkage between knowledge and remembering by exploring the relation between generic and episodic memory representations. Thirty 6-year-old children experienced a mock physical examination with some expected components omitted and other unexpected actions included. Immediately and again after 12 weeks, the children reported the event, answered questions about what usually happens in an examination, and rated their confidence in aspects of their reports. They remembered more typical than atypical present components, that is, those included in the examination, and, over time, falsely reported more typical than atypical actions. The children produced intrusions of expected-but-omitted medical features at the delay but with lower confidence ratings than they provided for correctly recalled items. Performance on a source monitoring task was associated with aspects of the children's confidence ratings for intrusions. The findings provide evidence that the relation between episodic and generic representations is dynamic and suggest that the capacity to differentiate between them contributes to the development of accurate eyewitness memory. 相似文献
400.
Lynne G.Duncan Philip H. K. Seymour Shirley Hill 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》2000,53(4):1081-1104
The paper reports a series of studies of reading and metaphonological processing by children in their second year in primary school(aged 6 years). An earlier study had established that, in the first year of learning, performance was characterized by a small-unit approach in which graphemes and phonemes were emphasized. In the second year, reading became more sensitiveto the frequencies of rime structures in the lexicon. Capacity to generate word analogies for nonwords also showed increasing commitment to rime-based responses, and this trend was strongly linked to reading age. The present results suggest that a small-unit approach to reading is augmented by a large-unit approach as development proceeds. This trend was reflected in performance on a test of explicit phonological awareness. When asked to report the segment of sound shared by two spoken words, Primary 1 children were poor in reporting shared rimes but relatively adept in reporting shared phonemes. During Primary 2 there was an improvement in ability to report shared rimes, and this trend was also related to reading age. These results are discussed in relation to the influence of instruction and the nature of the orthography in determining the course of reading development. 相似文献