全文获取类型
收费全文 | 4287篇 |
免费 | 416篇 |
国内免费 | 267篇 |
出版年
2024年 | 17篇 |
2023年 | 169篇 |
2022年 | 63篇 |
2021年 | 137篇 |
2020年 | 220篇 |
2019年 | 280篇 |
2018年 | 203篇 |
2017年 | 250篇 |
2016年 | 223篇 |
2015年 | 189篇 |
2014年 | 189篇 |
2013年 | 688篇 |
2012年 | 119篇 |
2011年 | 193篇 |
2010年 | 149篇 |
2009年 | 198篇 |
2008年 | 217篇 |
2007年 | 182篇 |
2006年 | 205篇 |
2005年 | 168篇 |
2004年 | 147篇 |
2003年 | 143篇 |
2002年 | 139篇 |
2001年 | 79篇 |
2000年 | 65篇 |
1999年 | 51篇 |
1998年 | 49篇 |
1997年 | 35篇 |
1996年 | 46篇 |
1995年 | 36篇 |
1994年 | 34篇 |
1993年 | 18篇 |
1992年 | 19篇 |
1991年 | 6篇 |
1990年 | 3篇 |
1989年 | 6篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 9篇 |
1984年 | 6篇 |
1983年 | 3篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1977年 | 3篇 |
1976年 | 1篇 |
1975年 | 1篇 |
排序方式: 共有4970条查询结果,搜索用时 15 毫秒
941.
A substantial body of experimental evidence has demonstrated that labels have an impact on infant categorization processes. Yet little is known regarding the nature of the mechanisms by which this effect is achieved. We distinguish between two competing accounts: supervised name-based categorization and unsupervised feature-based categorization. We describe a neurocomputational model of infant visual categorization, based on self-organizing maps, that implements the unsupervised feature-based approach. The model successfully reproduces experiments demonstrating the impact of labeling on infant visual categorization reported in Plunkett, Hu, and Cohen (2008) . It mimics infant behavior in both the familiarization and testing phases of the procedure, using a training regime that involves only single presentations of each stimulus and using just 24 participant networks per experiment. The model predicts that the observed behavior in infants is due to a transient form of learning that might lead to the emergence of hierarchically organized categorical structure and that the impact of labels on categorization is influenced by the perceived similarity and the sequence in which the objects are presented. The results suggest that early in development, say before 12 months old, labels need not act as invitations to form categories nor highlight the commonalities between objects, but they may play a more mundane but nevertheless powerful role as additional features that are processed in the same fashion as other features that characterize objects and object categories. 相似文献
942.
Performance Indicators in Math: Implications for Brief Experimental Analysis of Academic Performance
Brief experimental analysis (BEA) can be used to specify intervention characteristics that produce positive learning gains
for individual students. A key challenge to the use of BEA for intervention planning is the identification of performance
indicators (including topography of the skill, measurement characteristics, and decision criteria) that meaningfully relate
to longer term success in the learning environment. This study investigates the utility of various curriculum-based assessment
and measurement estimates of mathematics performance for predicting functional outcomes (i.e., retention of learned skills
over time and faster learning of related content in the future). All children in grades 2–5 at the participating school participated
in protocol-based computational fluency-building intervention 4 days per week for an entire school year. Specific criteria
were applied each week to systematically increase intervention difficulty classwide according to a pre-established sequence
of computational skill objectives. Three measurements were routinely obtained. Each week children completed a timed probe
of the skill for which intervention was currently occurring and a timed probe of previously mastered skills from the sequence
of computational skill objectives. Each month, all children completed a timed probe of mathematics skills representing computational
skills that students were expected to master by year’s end at each grade level. At all grade levels, learning a skill that
appeared early in the hierarchy or sequence of skills related positively to learning of future related and more complex computational
skills. Fluency criteria were specified that predicted retention of the skill over several months. 相似文献
943.
Amanda W. Harrell Sterett H. Mercer Melissa E. DeRosier 《Journal of child and family studies》2009,18(4):378-387
We evaluated the efficacy of a social skills training intervention designed to improve adolescents’ social, emotional and
behavioral adjustment, Social Skills Group Intervention-Adolescent (S.S.GRIN-A). Seventy-four adolescents (ages 13–16 years)
and their parents were randomly assigned to either the treatment group (N = 40) or a wait-list control group (N = 34). Adolescents in the treatment and control groups were compared on global self-concept, social self-efficacy, internalizing
problems, and externalizing problems pre- and post-intervention. Youth in the treatment group demonstrated enhanced global
self-concept, increased social self-efficacy, and decreased internalizing problems as compared to youth in the control group.
No differences in externalizing behavior were found. We discuss the effectiveness of S.S.GRIN-A as a general program designed
for addressing a range of adjustment issues and social skill deficits in adolescents. 相似文献
944.
Gerhard Minnameier 《Journal of Adult Development》2009,16(3):131-143
The study provides an in-depth analysis of two young adult subjects from a longitudinal study who underwent successive and
significant developmental changes. Their developmental patterns, however, are only revealed by a new conception of moral stages,
which is both more comprehensive and more detailed than Kohlberg’s original approach. In particular, the suggested alternative
taxonomy neatly accommodates what appears as developmental anomalies in the Kohlbergian frame of reference. What is more,
apart from merely matching with the observed data, the new theory also explains why the subjects developed the way they did,
since it reveals the inherent cognitive conflicts at each stage and how these are resolved at the following one. Although
the theory stands against the Kohlberg theory as it is, it may be understood as an extension and further development of the
latter, in the sense that Kohlbergian stages are differentiated, supplemented, and theoretically substantiated within the
new framework.
相似文献
Gerhard MinnameierEmail: |
945.
Kate Adams 《Journal of Beliefs & Values》2009,30(2):113-122
In recent years the notion of the child's voice has gained prominence, particularly influenced by the United Nations Convention on the Rights of the Child (UNCRC) in 1989 which outlined rights for children on an international scale. Many countries, including the UK, subsequently legislated for the child's voice to be heard in a variety of arenas including the education system. Despite the concept of the child's voice now being firmly established within schools in England, this paper argues that one aspect of their voice is not being heard: their spiritual voice. Drawing on evidence from research, this paper proposes that a variety of factors have culminated in a tendency towards a silencing of the child's spiritual voice. It argues that this silencing is an important one which should be acknowledged and rectified if educators in all schools are to treat the concept of the whole child seriously, and fully value their well‐being. 相似文献
946.
Jörg Schimmel 《Journal of Happiness Studies》2009,10(1):93-111
This paper examines to what extent the concept of happiness is complementary to the United Nations Development Program's (UNDP) human development approach in the evaluation of poverty, wealth and development. The deconstruction of UNDP's discourse on and its measurement of these concepts show that its perspective is highly arbitrary. Poverty is exclusively defined as lack and state of ill-being, inferior to wealth regarded as a state of abundance and well-being. Development then becomes a teleological process trying to promote well-being through abundance. Yet, this external perspective of UNDP on well-being is questioned by the subjective perception of the individuals themselves. Happiness studies—which define happiness as the degree to which an individual judges the overall quality of his life-as-a-whole favorably—prove that higher levels of UNDP's development indicators are not necessarily better for subjective well-being. Despite methodological and conceptual problems, happiness studies discover that the individuals' perception of poverty, wealth and development can differ considerably from UNDP's perspective. Increased income, better objective health and higher levels of education do not automatically lead to greater happiness. Furthermore, additional dimensions essential for human happiness are detected by the research, yet not taken into account by UNDP. A country ranking comparison between the two approaches confirms the different visions of well-being. The integration of a happiness indicator in its analysis of poverty, wealth and development is thus indispensable for UNDP in order to correct its analytical and also practical approach to development. 相似文献
947.
948.
虚拟社会关系的心理学研究及展望 总被引:4,自引:0,他引:4
随着计算机及网络的普及,一种新型的、不同于传统“面对面(facetoface)”交往的社会关系——虚拟社会关系(virtualsocialrelationship)——已逐渐形成。该文从心理学角度对虚拟交往的动机、影响虚拟关系发展的因素及“虚拟”与“现实”的关系等进行了阐述,并在此基础上对未来虚拟社会关系的研究取向进行了展望,认为虚拟社会关系形成的心理基础、心理机制等将成为今后的研究热点 相似文献
949.
950.
简要回顾了美国俄勒冈社会学习中心的发展历程,重点介绍了该机构的主要研究课题内容和研究成果。该中心在应用研究领域,主要是针对问题儿童在课堂场景及其家中进行干预。其基础性研究致力于家庭、同伴以及社会背景对青少年行为发展模式的长期影响。俄勒冈社会学习中心针对青少年开展的早期经验、应激神经生理学和病原学的研究,以及以家庭、学校、福利制度、司法制度等背景开展的对收养家庭养育、受虐孩子、受监禁父母的孩子、问题青少年反社会行为的预防与干预研究对我国青少年的干预研究都富有借鉴意义 相似文献