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Can empathic concern be generalized from one person to others? Another positive side of the ‘one‐among‐others’ effect
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Tamara Ambrona Luis Oceja Belén López‐Pérez Pilar Carrera 《Scandinavian journal of psychology》2016,57(6):547-553
Previous research on the one‐among‐others effect has shown that inducing empathic concern towards a victim presented among other individuals in need enhances: (1) awareness of these others and (2) the willingness to help them individually. In this work, we test that these outcomes are linked by an additional process: the generalization of empathic concern felt for the victim towards the others in need. Study 1 revealed that inducing empathic concern for a victim presented as one‐among‐others led to see the others as separate and different individuals, not as a unitary group. Study 2 showed that the one‐among‐others presentation (vs. only‐one‐victim) increased empathic concern towards those presented along with the main victim. Study 3 showed that the one‐among‐others presentation (vs. a single‐victim or a statistical presentation) increased the empathic concern felt for other individuals in need. Therefore, the one‐among‐others presentation does not weaken empathic concern but, instead, it leads to its generalization from one to others. 相似文献
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Relation of infant motor development with nonverbal intelligence,language comprehension and neuropsychological functioning in childhood: a population‐based study
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![点击此处可从《Developmental science》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Fadila Serdarevic Tamara van Batenburg‐Eddes Sabine E. Mous Tonya White Albert Hofman Vincent W.V. Jaddoe Frank C. Verhulst Akhgar Ghassabian Henning Tiemeier 《Developmental science》2016,19(5):790-802
Within a population‐based study of 3356 children, we investigated whether infant neuromotor development was associated with cognition in early childhood. Neuromotor development was examined with an adapted version of Touwen's Neurodevelopmental Examination between 9 and 20 weeks. Parents rated their children's executive functioning at 4 years. At age 6 years, children performed intelligence and language comprehension tests, using Dutch test batteries. At age 6–9 years, neuropsychological functioning was assessed in 486 children using the validated NEPSY‐II–NL test battery. We showed that less optimal neurodevelopment in infancy may predict poor mental rotation, immediate memory, shifting, and planning; but not nonverbal intelligence or language comprehension. 相似文献
276.
Rachel C. Leung Vanessa M. Vogan Tamara L. Powell Evdokia Anagnostou Margot J. Taylor 《Child neuropsychology》2016,22(3):336-344
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by socio-communicative impairments. Executive dysfunction may explain some key characteristics of ASD, both social and nonsocial hallmarks. Limited research exists exploring the relations between executive function and social impairment in ASD and few studies have used a comparison control group. Thus, the objective of the present study was to investigate the relations between executive functioning using the Behavioral Rating Inventory of Executive Functioning (BRIEF), social impairment as measured by the Social Responsiveness Scale (SRS), and overall autistic symptomology as measured by the Autism Diagnostic Observation Schedule (ADOS) in children and adolescents with and without ASD. Seventy children and adolescents diagnosed with ASD and 71 typically developing controls were included in this study. Findings showed that behavioral regulation executive processes (i.e., inhibition, shifting, and emotional control) predicted social function in all children. However, metacognitive executive processes (i.e., initiation, working memory, planning, organization, and monitoring) predicted social function only in children with ASD and not in typically developing children. Our findings suggest a distinct metacognitive executive function-social symptom link in ASD that is not present in the typical population. Understanding components of executive functioning that contribute to the autistic symptomology, particularly in the socio-communicative domain, is crucial for developing effective interventions that target key executive processes as well as underlying behavioral symptoms. 相似文献
277.
Research showed that source memory functioning declines with ageing. Evidence suggests that encoding visual stimuli with manual pointing in addition to visual observation can have a positive effect on spatial memory compared with visual observation only. The present study investigated whether pointing at picture locations during encoding would lead to better spatial source memory than naming (Experiment 1) and visual observation only (Experiment 2) in young and older adults. Experiment 3 investigated whether response modality during the test phase would influence spatial source memory performance. Experiments 1 and 2 supported the hypothesis that pointing during encoding led to better source memory for picture locations than naming or observation only. Young adults outperformed older adults on the source memory but not the item memory task in both Experiments 1 and 2. In Experiments 1 and 2, participants manually responded in the test phase. Experiment 3 showed that if participants had to verbally respond in the test phase, the positive effect of pointing compared with naming during encoding disappeared. The results suggest that pointing at picture locations during encoding can enhance spatial source memory in both young and older adults, but only if the response modality is congruent in the test phase. 相似文献
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Training self‐assessment and task‐selection skills to foster self‐regulated learning: Do trained skills transfer across domains?
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![点击此处可从《Applied cognitive psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Steven F. Raaijmakers Martine Baars Fred Paas Jeroen J. G. van Merriënboer Tamara van Gog 《Applied cognitive psychology》2018,32(2):270-277
Students' ability to accurately self‐assess their performance and select a suitable subsequent learning task in response is imperative for effective self‐regulated learning. Video modeling examples have proven effective for training self‐assessment and task‐selection skills, and—importantly—such training fostered self‐regulated learning outcomes. It is unclear, however, whether trained skills would transfer across domains. We investigated whether skills acquired from training with either a specific, algorithmic task‐selection rule or a more general heuristic task‐selection rule in biology would transfer to self‐regulated learning in math. A manipulation check performed after the training confirmed that both algorithmic and heuristic training improved task‐selection skills on the biology problems compared with the control condition. However, we found no evidence that students subsequently applied the acquired skills during self‐regulated learning in math. Future research should investigate how to support transfer of task‐selection skills across domains. 相似文献
280.
Tamara Ramiro-Sánchez María Teresa Ramiro María Paz Bermúdez Gualberto Buela-Casal 《International Journal of Clinical and Health Psychology》2018,18(3):245-253
Background/Objective: This study examines whether there are differences in the maintenance of ambivalent sexist beliefs on the basis of gender and sexual experience in adolescents. The study also investigates whether the sexist beliefs themselves are linked to sexual risk behaviors. Method: A representative sample of 2,703 Spanish adolescents was carried out in public and private secondary schools, with an age range of 14 to 20 years old (M = 15.89; SD = 1.29). Results: Males maintain more hostile, benevolent and ambivalent sexist beliefs compared to females. Sexual experience (both coital and non-coital) is linked to a greater degree of hostile and benevolent sexist beliefs, but only within the male group. In males, greater benevolent sexism is linked to vaginal sex initiation at an earlier age, while greater hostile sexism is linked to a lower proportion of condom use. In females, greater hostile sexism is linked to a greater number of sex partners. Conclusions: It is necessary to include specific actions on sexist beliefs in programs for the prevention of sexually transmitted infections and HIV. 相似文献