全文获取类型
收费全文 | 471篇 |
免费 | 64篇 |
国内免费 | 36篇 |
出版年
2024年 | 1篇 |
2023年 | 12篇 |
2022年 | 13篇 |
2021年 | 25篇 |
2020年 | 24篇 |
2019年 | 24篇 |
2018年 | 19篇 |
2017年 | 30篇 |
2016年 | 28篇 |
2015年 | 18篇 |
2014年 | 28篇 |
2013年 | 79篇 |
2012年 | 14篇 |
2011年 | 21篇 |
2010年 | 9篇 |
2009年 | 29篇 |
2008年 | 17篇 |
2007年 | 31篇 |
2006年 | 26篇 |
2005年 | 17篇 |
2004年 | 19篇 |
2003年 | 10篇 |
2002年 | 9篇 |
2001年 | 8篇 |
2000年 | 7篇 |
1999年 | 6篇 |
1998年 | 3篇 |
1997年 | 7篇 |
1996年 | 7篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1992年 | 4篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1985年 | 2篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1976年 | 2篇 |
1974年 | 1篇 |
排序方式: 共有571条查询结果,搜索用时 15 毫秒
181.
182.
Erik De Corte 《Current directions in psychological science》2003,12(4):142-146
Historically, the notion of transfer has been very controversial, conceptually as well as empirically. Therefore, there is an obvious need for further inquiry aimed at a better understanding of the processes underlying transfer. Taking into account the recent literature, this article defines transfer as the broad, productive, and supported use of acquired knowledge, skills, and motivations in new contexts and learning tasks. As an illustration, an intervention study is briefly discussed. This study shows the possibility of designing a powerful learning environment that yields transfer effects in accordance with this reconceptualized perspective on transfer. 相似文献
183.
Peers serve as reinforcers and models of behavior, and consequently classrooms containing high numbers of students with poor academic skills or behavior problems are likely to promote these behaviors in individual students. This study examined how variations in social and academic classroom composition as well as the larger school context affected behavior in a normative sample of children over a 2-year period. Teachers provided ratings of individual students, which were then aggregated to form teacher-based measures of classroom environment. Concurrent and longitudinal effects of classroom and school environments on individual behaviors were examined for students in 65 classrooms in 17 schools. Poorer classroom environments were associated with poorer levels of student aggression, peer relations, and academic focus. Changes in student behavior over time could be explained by the current classroom environment. 相似文献
184.
185.
186.
Yael Latzer Zipora Hochdorf Eitan Bachar Laura Canetti 《Contemporary Family Therapy》2002,24(4):581-599
This study sought to examine the extent to which family environment and attachment styles are concurrently related to eating disorders. The Adult Attachment Scale and the Family Environment Scale were administered to 25 anorexic and 33 bulimic female patients at intake in an eating disorder clinic, and 37 age-matched female controls. Eating disorder patients were found to be less secure, more avoidant, and more anxious than controls. The families of eating disorder patients were found to be less cohesive, expressive, and encouraging of personal growth than were controls. Low encouragement of personal growth and uncertain attachment styles may be manifestations of family difficulties in supporting the child during the process of separation individuation, and exploration of the outside world. 相似文献
187.
ABSTRACT— Childhood maltreatment elevates risk for antisocial behavior, depression, and other problems over the life span, but a subset of maltreated individuals avoids maladaptive development and shows resilience. Resilience reflects a dynamic confluence of factors that promotes positive adaptation despite exposure to adverse experiences. Recent replicated findings of gene–environment interactions (abbreviated G × E) involving maltreatment have identified two genes, monoamine oxidase A ( MAOA ) and serotonin transporter ( 5-HTT ), that moderate the association between childhood maltreatment and psychopathology. Accordingly, G × E raise new questions about potential biological mechanisms by which some individuals are able to cope adaptively and function relatively well despite experiencing early adversity. We summarize advances toward greater specification of G × E mechanisms, including genetic and environmental moderation of G × E effects and imaging genomics that provide clues regarding resilience processes in development. 相似文献
188.
ABSTRACT— Interactions between genes and the environment are a critical feature of development. Insights into the dynamic interplay between these factors have come from laboratory studies exploring experience-dependent changes in gene function, which illustrate the importance of environmental factors in determining activity of the genome. These studies have implications for our understanding of the origins of individual differences in behavior and may provide new ways of thinking about the transmission of traits across generations. Here we will highlight how these new findings illustrate the importance of putting genes in context. 相似文献
189.
Research investigated classroom environment antecedent variables and student affective outcomes in Australian high schools.
The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was used to assess 10 classroom environment
dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, equity, differentiation,
computer usage and young adult ethos. A sample of 4,146 high school students from Western Australia and Tasmania responded
to the TROFLEI and three student outcome measures: attitude to the subject, attitude to computer use and academic efficacy.
Confirmatory factor analysis using LISREL supported the 10 scale a priori structure of the instrument. Structural equation
modeling using LISREL was used to test a postulated model involving antecedent variables, classroom environment and outcomes.
The modeling indicated that: improving classroom environment has the potential to improve student outcomes, antecedents did
not have any significant direct effect on outcomes, and academic efficacy mediated the effect of several classroom environment
dimensions on attitude to subject and attitude to computer use.
相似文献
Jeffrey P. DormanEmail: |
190.
A real-world open-field search task was implemented with humans as an analogue of Blaisdell and Cook’s (Anim Cogn 8:7–16,
2005) pigeon foraging task and Sturz, Bodily, and Katz’s (Anim Cogn 9:207–217, 2006) human virtual foraging task to 1) determine whether humans were capable of integrating independently learned spatial maps
and 2) make explicit comparisons of mechanisms used by humans to navigate real and virtual environments. Participants searched
for a hidden goal located in one of 16 bins arranged in a 4 × 4 grid. In Phase 1, the goal was hidden between two landmarks
(blue T and red L). In Phase 2, the goal was hidden to the left and in front of a single landmark (blue T). Following training,
goal-absent trials were conducted in which the red L from Phase 1 was presented alone. Bin choices during goal-absent trials
assessed participants’ strategies: association (from Phase 1), generalization (from Phase 2), or integration (combination of Phase 1 and 2). Results were inconsistent with those obtained with pigeons but were consistent with those
obtained with humans in a virtual environment. Specifically, during testing, participants did not integrate independently
learned spatial maps but used a generalization strategy followed by a shift in search behavior away from the test landmark.
These results were confirmed by a control condition in which a novel landmark was presented during testing. Results are consistent
with the bulk of recent findings suggesting the use of alternative navigational strategies to cognitive mapping. Results also
add to a growing body of literature suggesting that virtual environment approaches to the study of spatial learning and memory
have external validity and that spatial mechanisms used by human participants in navigating virtual environments are similar
to those used in navigating real-world environments. 相似文献