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This study tested the sensitivity of J. L. Holland's (Making vocational choices: A theory of careers, Englewood Cliffs, N.J.: Prentice-Hall, 1973) congruence method for predicting differential outcomes in the case of subtle person-environment congruence differences. This question is relevant to engineering programs, where students with adjacent Holland orientations of Investigative (I) and Realistic (R) aspire to complete theoretically oriented engineering majors, such as electrical and mechanical engineering. It was hypothesized that high congruence (e.g., I-type student in I-type engineering major) compared to moderately high congruence (e.g., R-type in I-type major) would result in more positive educational outcomes. A preliminary analysis verified that subgroups of I- and R-type students possessed similar scores on measures of general and math aptitude. Results on both outcome measures favored the high student-curriculum congruence hypothesis. I- compared to R-type subjects demonstrated greater persistence in their initial engineering major over a 2-year period and attained higher grades. Persistence findings replicated across two separate classes of entering students, but academic performance differences were not as consistent.  相似文献   
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Children in prekindergarten, kindergarten, and second grade were tested on a delayed match-to-sample task using abstract visual patterns. The patterns varied both in type of visual organization (unstructured, diagonally symmetrical, vertically symmetrical, and horizontally symmetrical) and in amount of contour. Following the initial memory task, we attempted to train half of the children at each grade by directing their attention to axes of symmetry; the other half of the children received a control task. Subsequently, the subjects were given a second delayed match-to-sample test. On both pre- and post-training trials, structure influenced performance, especially in the two younger groups. Vertical and horizontal symmetry generally facilitated performance in the prekindergarteners, while all three types of symmetry facilitated performance in the kindergarteners. In addition, children generally responded more accurately to patterns with lower levels of contour. They also made more like-contour than unlike-contour confusions, indicating that quantitative aspects of patterns were encoded. Group differences suggested that both processing capacity and memory increase during the age range studied. Finally, there was no indication that training improved performance at any age.  相似文献   
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The object-naming abilities of 83 normal children were examined using the Boston Naming Test developed by E. Kaplan, H. Goodglass, and S. Weintraub (1976, The Boston Naming Test (experimental edition), unpublished test, Veterans Hospital, Boston, Massachusetts). There is currently a lack of available norms for this instrument, especially for populations of younger children. Cue utilization in this sample is explored and attention is focused upon possible gender differences in naming performance and cue strategies. Seven summary scores derived from the test are presented in this report. Results indicate that the Boston Naming Test can discriminate within a normal population sample of young children and provides a relatively normal distribution for six of seven derived scores. Boys were found to have a significantly greater number of items correctly named but no gender differences in cue utilization were evident. A major proportion of the children in this sample of 6- and 7-year-olds used phonological cues almost exclusively, rather than semantic cues also provided. Cue use was not related to age or spontaneously given responses, and none of the children were found to be highly proficient at using both types of cues.  相似文献   
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Although both substantive knowledge and enabling skills are important to the development of referential communication, deficits in procedural knowledge may account for a significant portion of preschoolers' communicative failures. The results of this training study with 5-year-olds revealed that they lack two major procedural skills. They do not know the importance of differentiating referents from nonreferents. They also are unaware that the speaking and listening roles are, at least in part, complementary; that is, certain rules are applicable to both. After training which provided specific instruction on the nature of informative messages (in either the speaking or listening mode, but not both) and role-switching experience, performance improved both on tasks in the trained and in the nontrained modalities. Discussion focuses on both the practical implications and the theoretical significance of these results.  相似文献   
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Social facilitation refers to cases in which the presence of others increases the probability of certain responses on the part of an independently operating individual. Drive theory attributes these effects to an unconscious facilitation of dominant responses, as defined by Hull-Spence learning theory. Self-presentation explanations posit changes in motivation and cognitive strategies that result from an increased concern with favorable private and public images. The present paper reviews evidence and presents an experiment indicating both points of view are valid, but that neither perspective by itself can account for all relevant data.  相似文献   
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