全文获取类型
收费全文 | 408篇 |
免费 | 71篇 |
国内免费 | 39篇 |
出版年
2024年 | 1篇 |
2023年 | 13篇 |
2022年 | 12篇 |
2021年 | 13篇 |
2020年 | 28篇 |
2019年 | 40篇 |
2018年 | 22篇 |
2017年 | 32篇 |
2016年 | 29篇 |
2015年 | 19篇 |
2014年 | 18篇 |
2013年 | 64篇 |
2012年 | 19篇 |
2011年 | 14篇 |
2010年 | 7篇 |
2009年 | 14篇 |
2008年 | 16篇 |
2007年 | 17篇 |
2006年 | 24篇 |
2005年 | 9篇 |
2004年 | 19篇 |
2003年 | 14篇 |
2002年 | 12篇 |
2001年 | 5篇 |
2000年 | 7篇 |
1999年 | 5篇 |
1998年 | 6篇 |
1997年 | 15篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 3篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
排序方式: 共有518条查询结果,搜索用时 15 毫秒
81.
82.
音乐对幼儿身心发展起重要的促进作用.利用实验法探讨莫扎特“D大调双钢琴奏鸣曲”(K.448)对幼儿时空推理能力的影响,并试图探究“莫扎特效应”产生的机制.采用相同唤醒度和情绪效价但不同结构化和周期性的三首音乐为刺激,共342名大班幼儿参与实验.结果显示:高度结构化、长时程周期性的莫扎特音乐K.448显著提高了女童时空推理能力,而在男童未发现此效应;而不具备高度结构化与周期性的科普兰“猫和老鼠”类似无声静息,对幼儿时空推理能力无显著影响.综上,产生“莫扎特效应”,音乐需具备长时程周期性和高度结构化特点,支持“直接启动说”理论. 相似文献
83.
84.
The aim of this study was to investigate the usefulness of convenience samples in research on interpersonal aggression among adults. It was hypothesised that convenience sampled targets of aggression differs from targets in general with regards to both demographic characteristics and degree of aggression exposed to. A convenience sample comprising support-seeking targets of workplace bullying was compared with a representative sample of Norwegian targets of bullying. The results showed that the two samples differed significantly on all demographic variables investigated, except gender. A far higher percentage of the convenience sample had blown the whistle on illegal, immoral or illegitimate practice at their workplace, whereas they also reported significantly more frequent and more intense exposure to aggression. The findings confirm that convenience samples have low external validity when generalising to the general population. Such samples should therefore mainly be used to investigate tendencies in, and the phenomenology of, interpersonal aggression, in studies where generalisability is not the principal objective. 相似文献
85.
A new multiple indicator method of assessing bullying behaviour is employed (Direct and Indirect Prisoner behaviour Checklist - Scaled version [DIPC-SCALED]) with 605 adult prisoners (487 men and 118 women). The study explores if the DIPC-SCALED is a reliable method comprising of identifiable aggression factors; if prisoners can be classified into groups based on behavioural frequency; and if there is evidence for mutual victim/perpetrator groups. The DIPC-SCALED proved reliable, comprising of a number of aggression factors. Prisoners could be classified into groups based on behavioural frequency with one-fifth classified into an "intense" perpetrator and/or victim group. Evidence for mutual perpetrator/victims was found. Results are discussed with regards to the method used and the value in accounting for behavioural frequency in group classification. 相似文献
86.
Lerman DC Tetreault A Hovanetz A Strobel M Garro J 《Journal of applied behavior analysis》2008,41(2):243-248
The purpose of this study was to further evaluate the outcomes of a model program that was designed to train current teachers of children with autism. Nine certified special education teachers participating in an intensive 5-day summer training program were taught a relatively large number of specific skills in two areas (preference assessment and direct teaching). The teachers met the mastery criteria for all of the skills during the summer training. Follow-up observations up to 6 months after training suggested that the skills generalized to their classrooms and were maintained for most teachers with brief feedback only. 相似文献
87.
Previous research, primarily in North America, has found that individual factors (e.g., ‘internalising problems’) and social factors (e.g., friendship) interact to influence children's levels of peer victimisation. Some research has found that the identity of children's friends and friendship quality (as ‘protective factors’) are more important than the sheer number of friends. However, studies have produced conflicting findings. A peer nomination inventory was used to assess social skills problems, peer victimisation, peer acceptance, and several different aspects of friendship. Four hundred and forty‐nine children aged 9 to 11 years completed the inventory at two time points over the course of an academic year. Social skills problems were found to predict an increase in peer victimisation over time. Two friendship variables were found to moderate this relationship: a) number of friends, and b) the peer acceptance of the very best‐friend. The relationship was found to be weaker for those children with lots of friends and for those children with a ‘popular’ best‐friend. The findings advance understanding of the factors that promote peer victimisation. Aggr. Behav. 32:110–121, 2006. © 2006 Wiley‐Liss, Inc. 相似文献
88.
This paper investigates the relationship between cognitive and affective empathy and bullying. A bullying questionnaire was completed by 376 males and 344 females aged about 15 in Hertfordshire. Low affective empathy was significantly related to bullying for females, but not for males. However, for both males and females low affective empathy was related to frequent vs. occasional bullying. Low total empathy was related to violent bullying by males and to indirect bullying by females. Cognitive empathy was not significantly related to any type of bullying by males or females. Aggr. Behav. 32:540–550. 2006. © 2006 Wiley‐Liss, Inc. 相似文献
89.
测量能力是儿童早期数学认知能力的一个重要方面,其中直接比较和非标准测量能力作为儿童早期测量能力发展的主要形式,在一定程度上代表着儿童早期测量能力的发展。本研究对92名3岁儿童的测量能力进行了为期一年的追踪研究,结果发现:(1)在3~4岁期间,儿童直接比较测量能力和非标准测量能力均得到显著发展,但直接比较测量能力的水平提高得更快;(2)儿童直接比较测量能力的年龄主效应、任务主效应以及年龄和任务的交互效应显著;(3)儿童非标准测量能力的年龄主效应和任务主效应均达到显著水平,非标准测量单位应用能力的水平显著高于非标准测量单位形成能力的水平。 相似文献
90.
Mary E. Curtner-Smith Ph.D. Anne M. Culp Ph.D. Rex Culp Ph.D. J.D. Carrie Scheib B.S. Kelly Owen B.S. Angela Tilley Molly Murphy Lauren Parkman Peter W. Coleman B.S. 《Journal of child and family studies》2006,15(2):177-189
We examined links between mothers' parenting and children's relational bullying and overt bullying in a sample of children attending a Head Start program. Mothers completed surveys and face-to-face interviews. Head Start teachers completed assessments on children. Results indicated that a small percentage of children in the sample was rated by teachers as engaging in relational bullying “frequently to almost always,” and slightly over half of the sample was rated by teachers as engaging in relational bullying “occasionally to about half of the time.” Similar results were found for the frequency with which children engaged in overt physical bullying. Regarding mothers' parenting, maternal empathy was most strongly correlated with both children's relational bullying and overt physical bullying. In addition, mothers' inappropriate developmental expectations for children and mothers' need to exert power over children rather than grant them independence were related to children's relational bullying. A composite variable for mothering predicted 11% of the variance in children's relational bullying. No gender differences were found for children's relational bullying and children's overt bullying. 相似文献