全文获取类型
收费全文 | 557篇 |
免费 | 74篇 |
国内免费 | 41篇 |
出版年
2024年 | 4篇 |
2023年 | 17篇 |
2022年 | 10篇 |
2021年 | 16篇 |
2020年 | 28篇 |
2019年 | 30篇 |
2018年 | 36篇 |
2017年 | 35篇 |
2016年 | 17篇 |
2015年 | 29篇 |
2014年 | 29篇 |
2013年 | 58篇 |
2012年 | 24篇 |
2011年 | 29篇 |
2010年 | 11篇 |
2009年 | 16篇 |
2008年 | 27篇 |
2007年 | 20篇 |
2006年 | 21篇 |
2005年 | 23篇 |
2004年 | 14篇 |
2003年 | 9篇 |
2002年 | 14篇 |
2001年 | 5篇 |
2000年 | 8篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 7篇 |
1996年 | 4篇 |
1995年 | 2篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1985年 | 6篇 |
1984年 | 7篇 |
1983年 | 10篇 |
1982年 | 7篇 |
1981年 | 9篇 |
1980年 | 6篇 |
1979年 | 11篇 |
1978年 | 11篇 |
1977年 | 13篇 |
1976年 | 15篇 |
1975年 | 7篇 |
1974年 | 2篇 |
1973年 | 4篇 |
排序方式: 共有672条查询结果,搜索用时 15 毫秒
131.
Two experiments investigated the role of children's spontaneous cognitive “sets” in pictorial discrimination learning. Lists were constructed to highlight either perceptual or conceptual similarities among the stimuli. In each experiment age by treatment interactions revealed that in comparison to the behavior of older children (sixth graders), that of younger children (kindergartners) is governed more by the perceptible than by the conceptual attributes of stimuli—data in complete accord with Bruner's view of cognitive development. 相似文献
132.
In a visual memory task, two degrees of stimulus detail were compared to test Reese's hypothesis that stimulus detail would facilitate retention of paired associates for young children. Stimuli were presented in an elaborated or nonelaborated fashion so that the effect of detail on retention of both types of materials could be investigated. Four and 5 year-old children were included to assess a reported developmental trend that elaboration facilitates retention for older children but fails to do so for younger children. Both age groups performed equally well, and detail had no effect. Elaboration aided retention significantly. A second study, in which difficulty of the task was increased, yielded equivalent results. The constraints on performance by recall and recognition tasks were discussed. 相似文献
133.
Four brief, interpersonal coping courses were conducted in a junior high school setting for early adolescent students who volunteered for the experience. Two of the classes (N=24) consisted of students who regularly utilized school guidance personnel; the remaining two classes (N=19) consisted of adolescents from the general school population. Course objectives included higher self-esteem and increased ability to perceive, interpret, and express nonverbal communication and feeling. Session tape recordings provided verbal data for analysis by the Hill Interaction Matrix (HIM) procedure. Results showed that the intervention had significant impact on students' patterns of interaction: interactions were fewer, but longer; conventional interactions decreased, while speculative ones increased; and personal and relationship content increased. Generally, the two class types exhibited similar patterns and changes, although some specific differences were detected. Social class background, stressful life events, and the intensity of the problems experienced by the two types of student were postulated as the sources of this variability. When coupled with ancillary postcourse data, these results support the conclusion that students' interpersonal coping skills were improved by the experience. 相似文献
134.
Fear, conditioned to apparatus cues associated with electric shock, was measured by recording freezing. Pain reactivity was simultaneously measured by recording the paw-licking and paw-lifting response to Formalin injected into a paw. Stimuli associated with shock produced freezing and inhibited the responses to Formalin; whereas various control stimuli did neither. These results indicate that one of the responses to fear is analgesia. The opiate antagonist naltrexone reversed this analgesia, suggesting that the analgesia has an opiate nature. The results were interpreted in terms of a two-aversive-motivational-systems model. One system, the pain system, is instigated by tissue-damaging stimuli and produces recuperative behavior that functions to promote healing. The other system, the fear system, is triggered by conditioned fear stimuli. It produces species-specific defensive reactions and also inhibits the pain system via analgesia. 相似文献
135.
Errors made by young children when they are asked to draw a model were investigated in two studies. In the first study, the experimenter asked 5- and 8-year-old children to draw a cup that had a flower decal (transfer) attached to its outside surface, attached to its inside surface or positioned beside it. The 8-year-old children in all conditions produced visually accurate drawings. The 5-year-old children produced visually accurate drawings when the flower decal was positioned beside the cup and when the flower decal was attached to the inside surface of the cup but not when the flower decal was attached to the cup's outside surface. In the second study, 5- and 8-year-old children were asked to draw a cup that had either an intact or a broken handle. The handle area of the cup was either in view or not in view. The 5- and 8-year-old children performed comparably in this experiment. The children had difficulty producing accurate copies of the model only when the cup had a handle and the handle was not in view. Taken together, these studies indicate that 5-year-old children are more likely to produce visually accurate drawings than has previously been supposed. Difficulty in producing accurate drawings occurred when drawing rules and drawing conventions interfered with the task. 相似文献
136.
Adult performance on verbal analogy and classification problems was assessed in terms of the outcomes of process execution. Measures were obtained for the accuracy of stem processing and subsequent alternative processing. The process-outcome measures obtained within each task accounted for overall performance scores and were differentially related to ability. This was shown by ability differences in the models accounting for subjects' overall accuracy and in the correlational patterns. Analogy and classification problem forms differed in the measures most important for predicting individual differences. Specifically, measures of alternative processing were more important in classification than analogy solution and application was shown to be important for analogy solution. In addition, common process-outcome measures showed the highest correlations across problem forms, consistent with the assumption that both induction tasks tap similar psychological processes. The results are discussed with respect to previous studies assessing commonality and individual differences among children in process-outcomes. 相似文献
137.
138.
本研究采用建构主义教学评估问卷、认知压力问卷、一般元思维量表与情境元思维量表对381名学生进行测量,考察了建构主义教学与元思维之间的关系,以及一级、二级认知压力在其中的中介或解释作用。研究采用结构方程模型分析,结果显示:(1)仅考虑一级认知压力时,建构主义教学能正向预测两种元思维,一级认知压力在建构主义教学与两种元思维间皆起部分中介作用;(2)仅考虑二级认知压力时,其在建构主义教学与两种元思维间皆起完全中介作用;(3)同时加入两种认知压力时,仅二级认知压力的中介作用显著。 相似文献
139.
140.
MEASURING REFLECTIVE SUPERVISION WITHIN HOME VISITING: CHANGES IN SUPERVISORS’ SELF‐PERCEPTION OVER TIME
下载免费PDF全文
![点击此处可从《Infant mental health journal》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Christine M. Low Rebecca Newland Rebecca B. Silver Stephanie Parade Sara Remington Stacey Aguiar Kristine Campagna 《Infant mental health journal》2018,39(5):608-617
Despite widespread belief in the early childhood field of the benefits of reflective supervision, there has been limited empirical evidence to support the effectiveness of reflective supervision for home visitors and the children and families they serve. The present study examined the psychometric properties of four adapted self‐report measures assessing supervisors’ reflective supervision capacities; the study also investigated whether these measures captured change in reflective capacity over time as supervisors participated in professional development activities focused on reflective supervision. Results from 33 participants (home visiting supervisors and program managers) suggested that three of the four measures demonstrated acceptable internal consistency, and these three measures were correlated with each other. Two of these measures also captured significant change over time. Finally, there was some evidence that those with less education demonstrated more substantial improvement in their reflective supervision capacities than did those with an advanced degree. Findings provide initial evidence for reliable, efficient, and cost‐effective supervisor self‐report measures that could be used in research and program evaluation to assess change in supervisor reflective capacity over time. 相似文献