全文获取类型
收费全文 | 334篇 |
免费 | 7篇 |
专业分类
341篇 |
出版年
2022年 | 2篇 |
2021年 | 3篇 |
2020年 | 7篇 |
2019年 | 7篇 |
2018年 | 7篇 |
2017年 | 7篇 |
2016年 | 8篇 |
2015年 | 4篇 |
2014年 | 2篇 |
2013年 | 20篇 |
2012年 | 12篇 |
2011年 | 10篇 |
2010年 | 11篇 |
2009年 | 6篇 |
2008年 | 10篇 |
2007年 | 13篇 |
2006年 | 15篇 |
2005年 | 18篇 |
2004年 | 14篇 |
2003年 | 15篇 |
2002年 | 11篇 |
2001年 | 7篇 |
2000年 | 8篇 |
1999年 | 6篇 |
1998年 | 3篇 |
1997年 | 6篇 |
1996年 | 2篇 |
1992年 | 4篇 |
1990年 | 6篇 |
1989年 | 2篇 |
1988年 | 3篇 |
1987年 | 7篇 |
1986年 | 4篇 |
1985年 | 4篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1979年 | 4篇 |
1978年 | 8篇 |
1975年 | 8篇 |
1974年 | 6篇 |
1973年 | 6篇 |
1972年 | 4篇 |
1971年 | 2篇 |
1970年 | 4篇 |
1969年 | 5篇 |
1968年 | 4篇 |
1955年 | 2篇 |
1953年 | 2篇 |
排序方式: 共有341条查询结果,搜索用时 0 毫秒
121.
This study tests the hypothesis that cultural differences in group orientation predict an interaction between the student variable—ethnicity—and a learning context variable—reward structure—on math performance after group learning. One hundred and thirty-two African-American and European-American female and male fourth and fifth grade students studied math estimation in one of three group learning contexts. The learning contexts operationalized were: intergroup competitive, interpersonally competitive, and communal-no reward. ANCOVA confirmed a predicted interaction of ethnicity with learning context on post study session performance. Although there was no difference overall, African-American and European-American students performed best in the aggregate in different contexts. Independent ratings of students' group-positive behaviors mirrored the two-way interaction between learning context and ethnicity. The findings suggest that important student variables interact with the variable elements of group learning and should be studied in greater detail. They also support Boykin's (1994) contention that the cultural context of learning is a critical mediator of children's achievement. 相似文献
122.
A method for collecting multiple dependent variables (DVs) on stabilometer performance is described. The relative sensitivity of 6 measures of stabilometer performance was determined within a 2 × 2 × 2 × 6 (blocks of 5 trials) factorial design. Two levels each of Plane of Balance, KR, and Starting Position were independent variables. Ss (N=80) performed 30 trials with a 30-sec. intertrial rest. Univariate ANOVA revealed significant changes across blocks on four of the six DVs measured. Multivariate ANOVA of the three treatment effects revealed KR significant, p<.01. Discriminant function analysis indicated a measure of S’s variability about a chosen balance point as the best discriminator for the KR factor. Recording continuous analog information of S’s response revealed the stabilometer sensitive to S’s learning. Results were discussed in terms of the role of KR, task criterion manipulations, and the use of the stabilometer as a motor task within theoretical frameworks. 相似文献
123.
124.
Ashley H. Hackler David L. Vogel Nathaniel G. Wade 《Journal of counseling and development : JCD》2010,88(4):424-431
This study examined the relationship between self‐stigma, anticipated risks and benefits associated with seeking counseling, and attitudes toward seeking counseling among college students with disordered eating attitudes and behaviors. The results of hierarchical regression analyses demonstrated that self‐stigma and the anticipated risks and benefits significantly predicted attitudes toward counseling for people with disordered eating. In addition, self‐stigma had a stronger relationship with men's attitudes toward counseling than with women's, and anticipated benefits had a stronger relationship with women's attitudes toward counseling than with men's. 相似文献
125.
Kenneth M. Tyler A. Wade Boykin Oronde Miller Eric Hurley 《Social Psychology of Education》2006,9(4):363-380
The present study examined the presence of specific cultural values within the preferred classroom and home activities of
African-American upper elementary students. Written scenarios were constructed and used to determine whether students preferred
their home and classroom activities carried out under specific cultural terms. Students also reported their perceptions of
teachers and parents’ cultural value-based preferences for classroom and home activities. With analysis of variance techniques,
it was shown that students and their parents have significantly stronger preferences for communal and vervistic activities
at home and at school than for individualistic and competitive activities. Perceived teacher classroom preferences, however,
were significantly higher for individualistic and competitive activities. Such findings underscore the presence of cultural
mismatch in the classroom experiences of African-Americans and illustrate a need to enhance school-based efforts to appreciate
and utilize cultural value variation. 相似文献
126.
Andrew J. Seidman Nathaniel G. Wade David L. Vogel Patrick Armistead-Jehle 《Military psychology》2019,31(1):11-17
This study assessed the relationship between the stigma of seeking psychological help and use of outpatient behavioral health services over a 2-year period among active duty military service members initially referred for neuropsychological evaluation secondary to their histories of mild traumatic brain injury. Although research has examined how stigma predicts proxies for help-seeking (i.e., attitudes towards/intentions to use services), very little research has looked at actual behavior, and studies that do have largely focused on previous use. In this study, we examined the relationship between participants’ stigma and subsequent behavioral health use. Our results indicated that whereas greater self-stigma (i.e., negative self-judgments for seeking psychological help) was associated with attending fewer behavioral health care sessions, public stigma (i.e., perceptions of public attitudes towards people who seek psychological help) was not associated with service use. These findings support the need for addressing the self-stigma associated with seeking behavioral health care. 相似文献
127.
128.
Creating false memories for events that occurred before versus after the offset of childhood amnesia
We examined whether false images and memories for childhood events are more likely when the event supposedly took place during the period of childhood amnesia. Over three interviews, participants recalled six events: five true and one false. Some participants were told that the false event happened when they were 2 years old (Age 2 group), while others were told that it happened when they were 10 years old (Age 10 group). We compared participants' reports of the false event to their reports of a true event from the same age. Consistent with prior research on childhood amnesia, participants in the Age 10 group were more likely than participants in the Age 2 group to remember their true event and they reported more information about it. Participants in the Age 2 group, on the other hand, were more likely to develop false images and memories than participants in the Age 10 group. Furthermore, once a false image or memory developed, there were no age-related differences in the amount of information participants reported about the false event. We conclude that childhood amnesia increases our susceptibility to false suggestion, thus our results have implications for court cases where early memories are at issue. 相似文献
129.
130.
The question of whether or not life success halo effects occur for weight for Black and White women was examined in an experiment using a 2 (race of woman) × 2 (weight of woman) × 2 (sex of participant) design and measures of perceived life success, attractiveness, and personality. The thinner White woman was expected to receive higher life success, attractiveness, and personality ratings than the heavy White woman. However, the heavy Black woman was expected to receive higher ratings than the thinner Black woman. The results were consistent with expectations. These results are discussed in terms of prior research on beauty, weight, and stereotyping. 相似文献