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Susanne Scheibe 《Cognition & emotion》2019,33(1):126-132
ABSTRACTInspired by the discovery of positive age trends in emotional well-being across adulthood, lifespan researchers have uncovered fascinating age differences in cognition–emotion interactions in healthy adult samples, for example in emotion processing, memory, reactivity, perception, and regulation. Taking stock of this body of research, I identify four trends and five remaining gaps in our understanding of emotional functioning in adulthood. In particular, I suggest that the field should pay stronger attention to the prediction of real-world behaviour. Using the sample case of work functioning, I outline gaps in current knowledge, including the lack of data on middle-aged adults, the neglect of relevant cognitive-emotional mechanisms, and the unclear role of life experience. Filling these gaps will enable progress in research on emotional aging in and beyond the work setting and enhance its practical utility for individuals, organisations, and society. 相似文献
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Susanne Bobzien 《亚里斯多德学会会刊》2001,102(1):217-238
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Susanne Koerber Christopher Osterhaus Beate Sodian 《The British journal of developmental psychology》2015,33(1):57-72
Understanding the nature of science (NOS) is a critical aspect of scientific reasoning, yet few studies have investigated its developmental beginnings and initial structure. One contributing reason is the lack of an adequate instrument. Two studies assessed NOS understanding among third graders using a multiple‐select (MS) paper‐and‐pencil test. Study 1 investigated the validity of the MS test by presenting the items to 68 third graders (9‐year‐olds) and subsequently interviewing them on their underlying NOS conception of the items. All items were significantly related between formats, indicating that the test was valid. Study 2 applied the same instrument to a larger sample of 243 third graders, and their performance was compared to a multiple‐choice (MC) version of the test. Although the MC format inflated the guessing probability, there was a significant relation between the two formats. In summary, the MS format was a valid method revealing third graders' NOS understanding, thereby representing an economical test instrument. A latent class analysis identified three groups of children with expertise in qualitatively different aspects of NOS, suggesting that there is not a single common starting point for the development of NOS understanding; instead, multiple developmental pathways may exist. 相似文献
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Identifying and Referring Youths at Risk for Suicide Following Participation in School‐Based Gatekeeper Training 下载免费PDF全文
Donna Susanne Condron MA Lucas Godoy Garraza MA Christine M. Walrath PhD Richard McKeon PhD David B. Goldston PhD Nicole S. Heilbron PhD 《Suicide & life-threatening behavior》2015,45(4):461-476
Gatekeeper training is a core strategy of the Garrett Lee Smith Memorial Suicide Prevention Act of 2004. Using data gathered from school‐based gatekeeper trainings implemented by GLS grantees, this analysis examines training and gatekeeper factors associated with (1) identification and referral patterns and (2) services at‐risk youths receive. Time spent interacting with youths was positively correlated with the number of gatekeeper identifications and knowledge about service receipt. Gatekeepers who participated in longer trainings identified proportionately more at‐risk youths than participants in shorter trainings. Most gatekeeper trainees referred the identified youths to services regardless of training type. 相似文献
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Gavin Huntley‐Fenner 《Developmental science》2001,4(4):456-462
Adults routinely use numbers to make precise references to amounts of substance (e.g. 5 liters of water), but the ontogenesis of this capability is poorly understood. We developed a new method for addressing this issue. This report focuses on children’s ability to conceive of measuring substances by drawing on numerical information. Three‐ to 5‐year‐olds are unable to use even small differences of number to facilitate the quantitative comparison of small portions of sand. It is argued that children are biased to enumerate objects and to measure substances without counting. 相似文献
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