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81.
ABSTRACT The aim of this study was to explore the multiple outcomes of a class visit to a science center, and to investigate changes in these outcomes over time. The study is significant because relatively little research has been conducted on the long-term effects of school museum visits. The study was carried out in the National Museum of Science, Technology and Space in Israel, which is the largest science museum in the country. Participants were 8th-grade students who had a guided visit in the museum. Students from this class were interviewed immediately after and then again 16 months after the visit. The short- and the long-term interviews were analyzed according to 3 main categories that addressed meaningful learning outcomes: connecting knowledge, communicating knowledge, and fostering lifelong learning. After 16 months the students retained details of the experience; indicated the contribution of the visit to their knowledge; and emphasized peer interactions during the visit. This highlights the significant educational values that students take to their life's journey from the informal learning experience. 相似文献
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83.
Sorel Cahan Charles Greenbaum Lavee Artman Nilly Deluya Yael Gappel-Gilon 《Cognitive development》2008,23(2):258-277
Using the “between-grade levels” regression discontinuity design, this study examined the hypothesized differential sensitivity of logico-mathematical (LM) and infralogical (IL) operational tasks to the effects of chronological age and first grade schooling in a sample of 580 1st and 2nd grade Israeli children. The results indicate that the development of logico-mathematical operational skills (classification, class inclusion and transitivity) is mainly attributable to schooling. In contrast, the effect of schooling on the development of conservation of mass, liquid quantity and number (clearly an infralogical task) is negligible; acquisition of conservation is almost exclusively due to maturation and out-of-school experiences. The results support the theoretical predictions derived from French-Swiss research of the last two decades and are inconsistent with claims regarding the specificity of schooling effects to tasks that are taught in school. 相似文献
84.
Children who understand that knowledge may have different origins produce more information in their free‐recall accounts than children who are less aware of source. We examined whether the tendency to make knowledge attributions was related to the number and proportion of details elicited from child witnesses using open‐ended invitations and whether this relationship varied depending on the number of incidents of abuse reported. The tendency to make knowledge attributions was measured in the presubstantive portion of protocol‐guided interviews with 3‐ to 11‐year‐old alleged victims of abuse. Hierarchical regression analyses revealed that the production of knowledge attribution details was positively related to the proportion of substantive episodic details produced by 3‐ to 6‐year‐olds recalling a single incident and by 3‐ to 11‐year‐olds recalling multiple incidents of abuse. Presubstantive source details were also positively correlated with the amount of source information recalled about incidents of abuse. These findings remained significant after controlling for the children's verbosity, the relative prominence of open‐ended invitations, and the children's ages. © 2003 US Government work. 相似文献
85.
Changes in Interviewers' Use of Supportive Techniques during the Revised Protocol Training
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Irit Hershkowitz Elizabeth C. Ahern Michael E. Lamb Uri Blasbalg Yael Karni‐Visel Michal Breitman 《Applied cognitive psychology》2017,31(3):340-350
Summary: Although many children are reluctant to disclose abuse due to embarrassment, fear, and the anticipation of negative consequences, researchers have only recently begun to examine whether forensic interviewers can be trained to manage children's reluctance. In this study, the supportiveness of 53 experienced interviewers was assessed in their interviews with 321 3‐ to 14‐year‐old alleged victims, each conducted during the course of training to use the Revised Protocol (RP). The use of support increased, especially between levels evident at baseline and in the last two interviews assessed. Over time, instances of inadequate support and insensitivity to children's reluctance became less common. Younger children received proportionally more support, including inadequate support, than older children. The RP training did not affect the extensive use of free recall‐based questions. Findings highlight the benefits of continued supervision and training.Copyright © 2017 John Wiley & Sons, Ltd. 相似文献
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Yael I. Nillni Suzanne L. Pineles Kelly J. Rohan Michael J. Zvolensky Ann M. Rasmusson 《Cognitive behaviour therapy》2017,46(3):239-249
Clinically significant premenstrual symptoms (PMS) is conceptualized as a depressive disorder in DSM-5, however, it may share pathophysiological processes with anxiety- and fear-related disorders. Specifically, women with PMS panic at higher rates during biological challenge procedures. It is unclear if this increased interoceptive sensitivity is a general vulnerability or specific to the premenstrual phase. The current study examined the role of menstrual cycle phase on reactivity to a CO2 challenge among women with (n = 11) and without (n = 26) clinically significant PMS (N = 37). During the late follicular phase (days 6–12), women with and without PMS responded similarly to the CO2 challenge, whereas during the premenstrual phase (within 5 days before menses), women with PMS reported significantly more intense panic symptoms in response to the challenge than women without PMS. Vulnerability to panic in women with PMS may be specific to the premenstrual phase. Potential psychological and neurobiological mechanisms underlying this phenomenon are discussed. 相似文献
88.
Based on the closure motivation theory proposed by Kruglanski and Webster (1996), it was hypothesized that the extent of perceived
variability of target group members would be related to dispositional need for closure. Israeli teachers (n = 160) judged their professors by means of two methods and answered the need for cognitive closure questionnaire (NFCS, Webster
& Kruglanski, 1994). The findings show that need for closure is related to social judgment. The perception of participants
high in need for closure was less differentiated and more extreme, in comparison to participants low in need for closure.
Findings also yielded that measures of variability are method dependent. 相似文献
89.
This research examines the joint effect of dispositional self-control and situational involvement on performance in two successive resource-demanding tasks. We demonstrate that being highly involved and having high self-control facilitates high performance in the first task but, contrary to intuition, may jeopardize performance in a second, unexpected task. We term this the “sprinter effect” and demonstrate it in both lab and field settings. We further explore how a “marathon” mindset can debias this effect. 相似文献
90.
Yael Fisher 《Social Psychology of Education》2011,14(1):93-117
The main purpose of this longitudinal study was to conceptualize the self-efficacy of aspiring principals as a dynamic concept.
This study aimed to explore the structure and relations between the components of self-efficacy and to determine the nature
and direction of change in the perceived self-efficacy of aspiring principals following a 2-year training program. The study
was based on Facet Theory (Gutman, Psychmetrika 33:469–506, 1968), but also included some traditional statistics. The present
study was carried out in two stages during 2005–2007. One-hundred and fifty aspiring principals from five academic colleges
and universities in Israel who participated in a 2-year training program completed the same self-efficacy questionnaire during
the first month of the program (October 2005—stage 1 and during the last month of the program (May 2007—stage 2). The nature
as well as the direction of the aspiring principals’ perceived self-efficacy changed following the 2-year training program.
The perception of the nature of the principal’s role remained unchanged. 相似文献