全文获取类型
收费全文 | 1657篇 |
免费 | 97篇 |
出版年
2024年 | 4篇 |
2023年 | 22篇 |
2022年 | 16篇 |
2021年 | 24篇 |
2020年 | 38篇 |
2019年 | 35篇 |
2018年 | 65篇 |
2017年 | 59篇 |
2016年 | 71篇 |
2015年 | 69篇 |
2014年 | 48篇 |
2013年 | 202篇 |
2012年 | 95篇 |
2011年 | 107篇 |
2010年 | 63篇 |
2009年 | 68篇 |
2008年 | 77篇 |
2007年 | 71篇 |
2006年 | 59篇 |
2005年 | 65篇 |
2004年 | 62篇 |
2003年 | 58篇 |
2002年 | 65篇 |
2001年 | 29篇 |
2000年 | 21篇 |
1999年 | 19篇 |
1998年 | 19篇 |
1997年 | 14篇 |
1996年 | 18篇 |
1995年 | 17篇 |
1994年 | 15篇 |
1993年 | 15篇 |
1992年 | 13篇 |
1991年 | 8篇 |
1990年 | 7篇 |
1989年 | 12篇 |
1988年 | 7篇 |
1987年 | 4篇 |
1986年 | 8篇 |
1985年 | 9篇 |
1984年 | 8篇 |
1983年 | 11篇 |
1982年 | 9篇 |
1981年 | 10篇 |
1980年 | 5篇 |
1979年 | 6篇 |
1978年 | 10篇 |
1977年 | 5篇 |
1975年 | 3篇 |
1974年 | 3篇 |
排序方式: 共有1754条查询结果,搜索用时 15 毫秒
901.
This study reports two experiments assessing the spelling performance of French first graders after 3 months and after 9 months of literacy instruction. The participants were asked to spell high and low frequency irregular words (Experiment 1) and pseudowords, some of which had lexical neighbours (Experiment 2). The lexical database which children had been exposed to was strictly controlled. Both a frequency effect in word spelling accuracy and an analogy effect in pseudoword spelling were obtained after only 3 months of reading instruction. The results suggest that children establish specific orthographic knowledge from the very beginning of literacy acquisition. 相似文献
902.
903.
J. Farley Norman Catherine J. Dowell Alexia J. Higginbotham Nicholas W. Fedorka Hideko F. Norman 《Attention, perception & psychophysics》2018,80(8):2022-2032
An experiment was conducted to evaluate the ability of 28 younger and older adults to visually bisect distances in depth both indoors and outdoors; half of the observers were male and half were female. Observers viewed 15-m and 30-m distance extents in four different environmental settings (two outdoor grassy fields and an indoor hallway and atrium) and were required to adjust the position of a marker to place it at the midpoint of each stimulus distance interval. Overall, the observers’ judgments were more accurate indoors than outdoors. In outdoor environments, many individual observers exhibited perceptual compression of farther distances (e.g., these observers placed the marker closer than the actual physical midpoints of the stimulus distance intervals). There were significant modulatory effects of both age and sex upon the accuracy and precision of the observers’ judgments. The judgments of the male observers were more accurate than those of the female observers and they were less influenced by environmental context. In addition, the accuracies of the younger observers’ judgments were less influenced by context than those of the older observers. With regard to the precision of the observers’ judgments, the older females exhibited much more variability across repeated judgments than the other groups of observers (younger males, younger females, and older males). The results of our study demonstrate that age and sex are important variables that significantly affect the visual perception of distance. 相似文献
904.
Catherine Monnier Arielle Syssau Nathalie Blanc Claire Brechet 《The journal of positive psychology》2018,13(2):174-180
The objective of our study was to examine the effectiveness of a new version of the autobiographical recall procedure (i.e., drawing a happy personal event) in eliciting a positive mood in 6-, 8-, and 10-year-old children and to compare the drawing condition to the more classical telling condition. The mood of children was assessed before and after induction using the Self-Assessment Manikin (SAM) and across the two emotional dimensions of valence and arousal. The results showed that the drawing condition was as effective as the telling condition for inducing a positive mood. Furthermore, in the drawing condition, children reported feeling calmer than in the telling condition, suggesting that drawing was more likely to help children regulate their emotional state. The drawing procedure could be used in future research aiming to induce positive moods in school-aged children, to help further investigate the relationship between cognition and emotion. 相似文献
905.
Marie McCann Carmela Pestell Catherine M. Hill Romola S. Bucks 《Child neuropsychology》2018,24(3):304-321
The objective of this study is to investigate whether sleep problems might account for the increased working memory deficits observed in school-aged children with neurological conditions. A novel, transdiagnostic approach to the investigation was chosen, and sleep is treated as a process that can potentially account for working memory difficulties across a range of neurological conditions. Prevalence estimates of sleep problems are also examined. Archival data of 237 children aged 6 to 11 years were collected from a Western Australian statewide neuropsychological service for the period 26 July 2011 to 14 January 2014. Measures of parent-reported sleep quality, snoring, and daytime sleepiness were obtained, in addition to objective measures of verbal and spatial working memory, storage capacity, and processing speed. The results of the data analysis reveal that over one third of participants reported having clinically-significant levels of sleep problems and that poor sleep quality is significantly associated with verbal working memory difficulties. This association remains after partialling out the variance contributed to performance by storage capacity and processing speed, suggesting that sleep is impacting upon an executive component of working memory. No other significant associations are observed. The results suggest that poor sleep quality is associated with an executive component of verbal (rather than spatial) working memory in children with neurological conditions. This has implications for the biological mechanisms thought to underlie the relationship between sleep and cognition in children. The results also demonstrate the clinical utility of a transdiagnostic approach when investigating sleep and cognition in children with neurological conditions. 相似文献
906.
Marie McCann Mike Anderson Catherine Campbell Noel French Judy McMichael 《Child neuropsychology》2018,24(1):124-144
In two studies, the relationship between sleep and working memory performance was investigated in children born very preterm (i.e., gestation less than 32 weeks) and the possible mechanisms underlying this relationship. In Study 1, parent-reported measures of snoring, night-time sleep quality, and daytime sleepiness were collected on 89 children born very preterm aged 6 to 7 years. The children completed a verbal working memory task, as well as measures of processing speed and verbal storage capacity. Night-time sleep quality was found to be associated with verbal working memory performance over and above the variance associated with individual differences in processing speed and storage capacity, suggesting that poor sleep may have an impact on the executive component of working memory. Snoring and daytime sleepiness were not found to be associated with working memory performance. Study 2 introduced a direct measure of executive functioning and examined whether sleep problems would differentially impact the executive functioning of children born very preterm relative to children born to term. Parent-reported sleep problems were collected on 43 children born very preterm and 48 children born to term (aged 6 to 9 years). Problematic sleep was found to adversely impact executive functioning in the very preterm group, while no effect of sleep was found in the control group. These findings implicate executive dysfunction as a possible mechanism by which problematic sleep adversely impacts upon cognition in children born very preterm, and suggest that sleep problems can increase the cognitive vulnerability already experienced by many of these children. 相似文献
907.
Diana Younan Catherine Tuvblad Meredith Franklin Fred Lurmann Lianfa Li Jun Wu Kiros Berhane Laura A. Baker Jiu-Chiuan Chen 《Journal of abnormal child psychology》2018,46(6):1283-1293
Animal experiments and cross-sectional human studies have linked particulate matter (PM) with increased behavioral problems. We conducted a longitudinal study to examine whether the trajectories of delinquent behavior are affected by PM2.5 (PM with aerodynamic diameter?≤?2.5 μm) exposures before and during adolescence. We used the parent-reported Child Behavior Checklist at age 9–18 with repeated measures every ~2–3 years (up to 4 behavioral assessments) on 682 children from the Risk Factors for Antisocial Behavior Study conducted in a multi-ethnic cohort of twins born in 1990–1995. Based on prospectively-collected residential addresses and a spatiotemporal model of ambient air concentrations in Southern California, monthly PM2.5 estimates were aggregated to represent long-term (1-, 2-, 3-year average) exposures preceding baseline and cumulative average exposure until the last assessment. Multilevel mixed-effects models were used to examine the association between PM2.5 exposure and individual trajectories of delinquent behavior, adjusting for within-family/within-individual correlations and potential confounders. We also examined whether psychosocial factors modified this association. The results sμggest that PM2.5 exposure at baseline and cumulative exposure during follow-up was significantly associated (p?<?0.05) with increased delinquent behavior. The estimated effect sizes (per interquartile increase of PM2.5 by 3.12–5.18 μg/m3) were equivalent to the difference in delinquency scores between adolescents who are 3.5–4 years apart in age. The adverse effect was stronger in families with unfavorable parent-to-child relationships, increased parental stress or maternal depressive symptoms. Overall, these findings sμggest long-term PM2.5 exposure may increase delinquent behavior of urban-dwelling adolescents, with the resulting neurotoxic effect aggravated by psychosocial adversities. 相似文献
908.
Catherine L. Grus David Shen-Miller Suzanne H. Lease Sue C. Jacobs Kimberly E. Bodner Kristi S. Van Sickle 《Ethics & behavior》2018,28(6):450-464
Despite the burgeoning literature on professionalism in other health professions, psychology lags behind in the level of attention given to this core competency. In this article, we review definitions from other health professions and how they address professionalism. Next, we review how this competency evolved within health service psychology (HSP), and we propose a definition. We offer an approach for assessing professionalism within HSP. Consideration is given to strategies and methods for providing effective education and training in this multifaceted competency. Finally, recommendations are made for creating a culture of professionalism within HSP and honoring psychology’s social contract with multiple publics. 相似文献
909.
Nadine J. Kaslow Catherine L. Grus Lucy J. Allbaugh David Shen-Miller Kimberly E. Bodner Jennifer Veilleux 《Ethics & behavior》2018,28(6):429-449
Increasingly, professionalism has been recognized as a core competency for health service professionals and is the domain in which vexing competence problems are observed in trainees. We begin by describing manifestations of problems of professionalism in accord with the values that fall within the rubric of this multifaceted construct. We provide an approach for evaluating problems of professionalism and discuss intervention for trainees with mild, moderate, or severe problems in this domain. We propose implications for training focused on enhancing the culture of programs; bolstering the education, guidance, and mentoring provided related to professionalism; and encouraging best practices for addressing trainees with problems of professionalism. We conclude by sharing ideas about defining professionalism, identifying problems of professionalism, strengthening our approach to assessing professionalism and intervening when problems are evident, developing strategies for preventing professionalism problems, and ensuring that psychologists take seriously their responsibility to address professionalism concerns with colleagues. 相似文献
910.
Marie Millau Mélina Rivard Catherine Mello 《Journal of child and family studies》2018,27(11):3468-3481
Compared to families from their host country, families from immigrant backgrounds who have a child with autism spectrum disorder (ASD) tend to experience greater difficulties in accessing, using, and complying with intervention services for their child. This disparity may be partially accounted for by cultural differences in how families perceive the causes and symptoms of ASD as well as their treatment priorities. The present study sought to document these perceptions in immigrant families living in a Canadian city. Forty-five parents from Latin America, Africa, Western and Eastern Europe, the Caribbean, East Asia, and the Middle East participated in a semi-structured interview. These data were examined qualitatively through thematic analysis to first document all parents’ perceptions, then to contrast mothers’ and fathers’ responses, and finally to examine common themes as a function of country of origin. The most frequently mentioned causes of ASD were environmental factors such as vaccines and diet. Moreover, some participants did not know the cause of their child’s ASD. The majority of parents cited the absence of speech as one of the first symptoms noted in their child. Priorities for intervention varied: mothers tended to prioritize speech therapy, whereas fathers favored support in school. Taken as a whole, these findings highlight the need to implement informational programs for these families. 相似文献