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201.
《Revue Européene de Psychologie Appliquée》2020,70(5):100527
ObjectivesThis research aimed to investigate female emerging adult students’ self-perception in relation to their adjustment to academic context in France.MethodFirst, a preliminary study was a validation of the French version of the Self-Perception Profile for College Students (SPPCS, Neeman & Harter, 2012). Second, the study explored freshman year emerging adult females’ self-perception profiles based on the SPPCS, and their association with adjustment to academic context (depression and academic results).ResultsCluster analysis revealed seven self-perception profiles characterized by both global self-worth and self-esteem domains. These profiles were differently associated with positive and negative adjustment.ConclusionOverall, the findings highlight the importance of considering both global self-worth and domain-specific self-esteem to emphasize emerging adult students’ self-perception and its links with adjustment. 相似文献
202.
Kathryn Zimmermann Qingqing Yang Kelly Purtell Arya Ansari 《Infant and child development》2024,33(2):e2360
Many studies have established that there are important life-long benefits of attending pre-K. At the same time, recent research suggests that pre-K attenders may enter and exit kindergarten exhibiting less optimal social and learning behaviours than their non-attending peers, and little attention has been paid to what factors may contribute to these patterns of development after children enter kindergarten. The current study will address these gaps in knowledge using nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 to examine the social and learning behaviours of pre-K attenders and nonattenders at kindergarten entry and exit. Moreover, we will determine the extent to which children's social and behavioural skills change at differential rates across the kindergarten year as a function of pre-K attendance and their kindergarten classroom experiences, with a focus on the academic rigour, activity settings and teacher-student relationships. 相似文献
203.
Hamid Roodbari Carolyn Axtell Karina Nielsen Glorian Sorensen 《Psychologie appliquee》2022,71(3):1058-1081
Although organisational interventions have shown promising results in improving employees' health and wellbeing, reviews of the effectiveness of such interventions conclude results are inconsistent. Realist synthesis is considered an appropriate method of literature review to improve the consistency of empirical evidence by developing generalisable statements of ‘what works for whom in which circumstances’. In this article, to identify and synthesise existing evidence from the empirical studies of organisational interventions, we conducted a realist synthesis according to the RAMESES publication standards. We reviewed 28 articles. Six realist programme theories were developed that explain how different mechanisms of organisational interventions may bring about different outcomes in different contexts. These realist programme theories are based on the process mechanisms of implementation adherence, communication, employees' participation, senior management support, middle management support and external consultants/researchers support. This realist synthesis enhances the understanding of how organisational interventions may improve employees' health and wellbeing, in which contexts, and for which group of employees. As such, it makes an important potential contribution to designing, implementing and evaluating future organisational interventions. 相似文献
204.
Neural localization of semantic context effects in electromagnetic and hemodynamic studies 总被引:5,自引:0,他引:5
Measures of electrical brain activity (event-related potentials, ERPs) have been useful in understanding language processing for several decades. Extant data suggest that the amplitude of the N400 component of the ERP is a general index of the ease or difficulty of retrieving stored conceptual knowledge associated with a word, which is dependent on both the stored representation itself, and the retrieval cues provided by the preceding context. Recordings from patients with brain damage, intracranial recordings, and magnetoencephalographic data implicate a (probably large portion of) the left temporal lobe as the largest source of the N400 semantic context effect, with a substantial but lesser contribution from the right temporal lobe. Event-related functional magnetic resonance (fMRI) studies using semantic context manipulations are dominated by observations of greater hemodynamic activity for incongruent sentence completions or semantically unrelated words than congruent or related words, consistent with the direction of the ERP effect. The locations of the hemodynamic effects show some variability across studies, but one commonly identified region is the left superior temporal gyrus, which is compatible with the electrophysiological results. A second commonly identified region in the fMRI studies is the left inferior frontal gyrus, which does not appear to make a substantial contribution to the N400 effect. 相似文献
205.
Languages differ with respect to how aspects of motion events tend to be lexicalized. English typically conflates MOTION with MANNER, but Japanese and Spanish typically do not. We report a set of experiments that assessed the effect of this cross-linguistic difference on participants' decisions in a similarity-judgment task about scenes containing novel animations as stimuli. In Experiment 1, which required participants to encode the stimuli briefly into memory, we observed a language effect; in Experiment 2, which required participants to analyze the same stimuli, but not remember them, the language effect disappeared. Hence, these experiments reveal a task-dependent effect, which, we argue, points to working memory as the source of the language effect observed in Experiment 1 and, potentially, other experiments that have shown a linguistic relativity effect. 相似文献
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运用听读理解测验的方法探讨言语表情标记对6~8岁儿童寓言故事理解的影响。结果表明。言语表情标记能促进各年龄组儿童对故事的理解,这种促进作用在6、7岁儿童身上表现得非常显著。男、女儿童对有、无言语表情标记的故事的理解不存在显著差异。 相似文献
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This study examined linguistic intergroup bias in Japan. Linguistic intergroup bias is the tendency to describe positive in‐group and negative out‐group behaviors more abstractly than negative in‐group and positive out‐group behaviors. Participants were 26 Japanese high school students. Fans of the participants' favorite professional baseball team were employed as in‐groups and those of their least‐favorite professional baseball team as out‐groups. The students described the negative behaviors of out‐groups more abstractly than the negative behaviors of in‐groups, but there was no intergroup bias with regard to positive behaviors. It is suggested that linguistic intergroup bias contributes to the formation and maintenance of negative out‐group stereotypes in Japan. 相似文献