全文获取类型
收费全文 | 668篇 |
免费 | 17篇 |
出版年
2023年 | 3篇 |
2021年 | 2篇 |
2020年 | 5篇 |
2019年 | 9篇 |
2018年 | 6篇 |
2017年 | 7篇 |
2016年 | 16篇 |
2015年 | 3篇 |
2014年 | 8篇 |
2013年 | 40篇 |
2012年 | 2篇 |
2011年 | 1篇 |
2010年 | 4篇 |
2009年 | 11篇 |
2008年 | 11篇 |
2007年 | 11篇 |
2006年 | 4篇 |
2005年 | 6篇 |
2004年 | 4篇 |
2003年 | 1篇 |
2002年 | 5篇 |
2001年 | 3篇 |
2000年 | 2篇 |
1998年 | 3篇 |
1997年 | 1篇 |
1995年 | 1篇 |
1992年 | 1篇 |
1987年 | 1篇 |
1985年 | 45篇 |
1984年 | 46篇 |
1983年 | 33篇 |
1982年 | 47篇 |
1981年 | 56篇 |
1980年 | 39篇 |
1979年 | 46篇 |
1978年 | 53篇 |
1977年 | 42篇 |
1976年 | 32篇 |
1975年 | 18篇 |
1974年 | 29篇 |
1973年 | 28篇 |
排序方式: 共有685条查询结果,搜索用时 15 毫秒
31.
32.
33.
A potential cause for children's failure to transfer learning strategies was explored in the present study. A self-monitoring process was suggested to be essential for evaluating one's own level of performance and the effectiveness of various mnemonic strategies. Matched on free recall scores in this study's first sort-and-recall phase, first, third, and fifth graders (ages 7, 9, and 11 years, respectively) were assigned to one of three treatment groups or a control group. During Phase II, the treatment groups received instruction in sorting pictures according to semantic similarities in preparation for future recall. In addition, Groups 3 and 4 later received feedback indicating their Phase II improvement in performance. A cause-and-effect relationship between strategy use and enhanced recall was further suggested to Group 4. Among third graders, only those provided with feedback and strategy instruction continued to rely upon the input organization strategy when faced with transfer tasks in Phase III. Both enhanced recall and improved sorting styles were observed for these subjects in Phase III. Some first graders also showed improved sorting styles and improved recall following feedback, while fifth graders showed enhanced recall even without experimenter-provided feedback. Subject's responses to a metamemory interview provided additional support for the hypothesis that the self-monitoring of memory performance is more likely to be part of fifth graders' (than first graders') memory abilities. 相似文献
34.
Bruno Kohn 《Brain and language》1980,9(2):350-361
Comprehension of language and visuo-spatial abilities were studied in 12 surgical patients with left cerebral lesions and right-hemisphere speech representation verified by sodium amobarbital tests. When left-hemisphere symptoms preceded the acquisition of speech, impaired understanding of syntactically complex sentences was associated with an early, but not late, onset of convulsive seizures. Other behavioral measures did not show a similar effect of age at seizure onset. Sparing or loss of comprehension could not be related to any aspects of the neurological histories in cases with right-hemisphere speech acquired before the onset of left-hemisphere symptoms. Factors which may have influenced the development of right-hemisphere language comprehension are discussed. 相似文献
35.
J.E.R. Frijters 《Acta psychologica》1981,49(1):1-16
There are two principal differences between the Triangular Method and the 3-Alternative Forced-Choice (3-AFC) procedure originating from the theory of signal detection. These are the instructions given and the types of three-stimulus sets (‘triangles’) presented to the subject.In the Triangular Method the subjects are instructed to select the odd stimulus from each triangle presented, whilst in the 3-AFC task the subject must either select the strongest or identify the weakest stimulus.The triangles presented in the Triangular Method sometimes contain two physically weak stimuli plus one stronger, and at other times two strong stimuli plus one weaker. In contrast, in a 3-AFC experiment all the triangles comprise either two weak plus one stronger, or two strong plus one weaker stimulus.Previous research has shown that the parameter d' is invariant with the two procedures, if the appropriate models are used for conversion of proportions of correct responses into corresponding values of d'.The present experiments provide evidence that the Triangular Method instructions (to select the odd stimulus) used in combination with the 3-AFC task design (using three types of triangles) does not result in biased estimates of d'. In addition, it was shown that even after a large number of presentations the value of d' remained stable, which supports the notion of stability of the decision rule implied by the oddity instructions. 相似文献
36.
Barbara J Yanico 《Journal of Vocational Behavior》1981,19(3):290-301
This study explored the relationship of sex-role self-concept and general attitudes toward women's roles to patterns of career preferences and to career salience among 50 undergraduate women. Sex-role self-concept was measured by the Bem Sex-Role Inventory, and attitudes by the Attitudes Toward Women Scale. Patterns in career preferences were determined by studying the degree of gender dominance in past occupational daydreams as well as in present college major and intended future occupation. Career salience was measured using a content analysis of written future fantasies. Sex-role self-concept was related to past occupational preferences, with masculine-typed women showing a pattern of nontraditional daydreams compared to those of feminine-typed women. Attitude variables were related to present career choices, with liberal women in more male-dominant fields than conservative women. Both self-concept and attitude variables were related to career salience, measured by the proportion of fantasies about the future devoted to work themes. Masculine women showed evidence of more career salience than androgynous or undifferentiated women, and liberal women more than conservative women. 相似文献
37.
38.
39.
John J Godfrey A.K. Syrdal-Lasky Kathleen K Millay Carol M Knox 《Journal of experimental child psychology》1981,32(3):401-424
Several researchers who have compared the performance of dyslexic and normal-reading children on a variety of different tasks have suggested that dyslexic children may have subtle deficits in the phonemic analysis of spoken as well as written language. Thus it is of interest to know how children who have extraordinary difficulty learning to read can perform explicity auditory-phonetic tasks. Seventeen dyslexic children (10 years of age) and a group of 17 controls were administered tests of identification and discrimination of synthesized voiced stop consonants differing in place of articulation. These were tests of the type used to study categorical perception in adults, adapted for use with young children. Significant differences between dyslexics and controls were found in both kinds of tasks; the pattern of identification and discrimination differences suggests an inconsistency in the dyslexics' phonetic classification of auditory cues. A significant relationship was found between reading level and speech discrimination. 相似文献
40.
David J Hargreaves Philip M Jones Diane Martin 《Journal of experimental child psychology》1981,32(1):11-20
The “air gap” phenomenon was found to be very common in the free landscape drawings of middle and later childhood. Three experiments are reported in which the contextual cues for such drawings were systematically manipulated. When subjects were supplied with drawing sheets constructed to imply the absence of the air gap, the phenomenon was eliminated in most of their drawings. When supplied with sheets constructed to imply its presence, most subjects produced air gap drawings using contextually provided reference lines. There were no consistent transfer effects across different cuing orders. The susceptibility of the air gap phenomenon to modification by task manipulation suggests that it results from problems of production rather than from defects in the child's internal representation of the world. 相似文献