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131.
Wiebe SA Sheffield T Nelson JM Clark CA Chevalier N Espy KA 《Journal of experimental child psychology》2011,108(3):436-452
Although the structure of executive function (EF) during adulthood is characterized by both unity and diversity, recent evidence suggests that preschool EF may be best described by a single factor. The latent structure of EF was examined in 228 3-year-olds using confirmatory factor analysis. Children completed a battery of executive tasks that differed in format and response requirements and in putative working memory and inhibitory control demands. Tasks appeared to be age appropriate, with adequate sensitivity across the range of performance and without floor or ceiling effects. Tests of the relative fit of several alternative models supported a single latent EF construct. Measurement invariance testing revealed less proficient EF in children at higher sociodemographic risk relative to those at lower risk and no differences between boys and girls. At 3 years of age, when EF skills are emerging, EF appears to be a unitary, more domain-general process. 相似文献
132.
Han Bleichrodt Amit Kothiyal Drazen Prelec Peter P. Wakker 《Journal of mathematical psychology》2013,57(3-4):68-77
Behavioral conditions such as compound invariance for risky choice and constant decreasing relative impatience for intertemporal choice have surprising implications for the underlying decision model. They imply a multiplicative separability of outcomes and either probability or time. Hence the underlying model must be prospect theory or discounted utility on the domain of prospects with one nonzero outcome. We indicate implications for richer domains with multiple outcomes, and with both risk and time involved. 相似文献
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134.
LIU Chuang 《Frontiers of Philosophy in China》2015,10(4):647
This paper argues for an invariantist view of scientific representation. First, it introduces the deflationary view that sees models in science as no different in essence from symbolic vehicles, which are derivative and adopted pragmatically, as a matter of convention. After analyzing this deflationary view and pointing out its shortcomings, it argues that representations play at least two radically different roles: one purely symbolic and therefore conventional, and the other epistemic. Finally, it argues that although it is correct to say that all particular external vehicles are introduced via some conventions, they get their jobs done because they are invariant with respect to particular conventions. 相似文献
135.
研究介绍了针对等级数据的模型建构(LRV,潜在反应变量模型)和参数估计(WLSMV)方法,以及在此基础上的测量不变性检验(DIFFTEST)方法,同时采用蒙特卡洛模拟研究方法,考察样本总量大小、组间样本量对比情况、阈值差异程度、量表长度等因素,对DIFTEST进行针对等级数据的测量不变性检验效果的影响情况,以及WLSMV估计方法下的参数复原情况。研究结果发现WLSMV估计方法参数的复原效果很好;DIFFTEST的一类错误概率达到可接受水平,在大样本情况下、组间样本量基本相等、阈值差异程度较大时,DIFFTEST检测力较好。在控制测量不变性遭受破坏的项目个数情况下,随着测验长度的增加,DIFFTEST的检测力下降。 相似文献
136.
The present study investigated newborns' ability to discriminate, recognize, and learn visual information embedded in the schematic face-like patterns preferred at birth. Four experiments were carried out using the visual-paired comparison paradigm. Results indicated that newborns discriminated face-like stimuli relying on their internal features (Experiments 1 and 4) and recognized a perceptual invariance between face-like configurations in conditions of low (Experiment 2) and high-perceptual variability (Experiment 3) of their inner elements. Altogether, data show that the presence of the preferred structure that schematically defines a face, displaying a triplet of elements in the correct locations for eyes and mouth, does not constitute a limit that constrains newborns' face learning processes. 相似文献
137.
Baptiste Barbot Sascha Hein Suniya S. Luthar Elena L. Grigorenko 《Journal of applied developmental psychology》2014
Estimation of age-group differences and intra-individual change across distinct developmental periods is often challenged by the use of age-appropriate (but non-parallel) measures. We present a short version of the Behavior Assessment System (Reynolds & Kamphaus, 1998) Parent Rating Scales for Children (PRS-C) and Adolescents (PRS-A), which uses only their common-items to derive estimates of the initial constructs optimized for developmental studies. Measurement invariance of a three-factor model (Externalizing, Internalizing, Adaptive Skills) was tested across age-groups (161 mothers using PRS-C; 200 mothers using PRS-A) and over time (115 mothers using PRS-C at baseline and PRS-A five years later) with the original versus short PRS. Results indicated that the short PRS holds a sufficient level of invariance for a robust estimation of age-group differences and intra-individual change, as compared to the original PRS, which held only weak invariance leading to flawed developmental inferences. The importance of test–content parallelism for developmental studies is discussed. 相似文献
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139.
Olivier Laverdière Alexandre J.S. Morin France St-Hilaire 《Personality and individual differences》2013
The main purpose of this study is to assess the factor structure and the measurement invariance of the Mini-International Personality Item Pool (Mini-IPIP; Donnellan, Oswald, Baird, & Lucas, 2006). The Mini-IPIP is a brief instrument evaluating personality traits according to the Big Five models. Two samples were collected comprising nearly 800 participants. Confirmatory factor analyzes revealed a five-factor solution consistent with the Big Five model. Measurement invariance analyses showed that the Mini-IPIP was reasonably invariant across samples, genders and age groups. Overall, results pointed to a satisfactory factorial structure and an adequate invariance of the measure. 相似文献
140.
The construct of school engagement has attracted growing interest as a way to ameliorate the decline in academic achievement and increase in dropout rates. The current study tested the fit of a second-order multidimensional factor model of school engagement, using large-scale representative data on 1103 students in middle school. In order to make valid model comparisons by group, we evaluated the extent to which the measurement structure of this model was invariant by gender and by race/ethnicity (European-American vs. African-American students). Finally, we examined differences in latent factor means by these same groups. From our confirmatory factor analyses, we concluded that school engagement was a multidimensional construct, with evidence to support the hypothesized second-order engagement factor structure with behavioral, emotional, and cognitive dimensions. In this sample, boys and girls did not substantially differ, nor did European-American and African-American students, in terms of the underlying constructs of engagement and the composition of these constructs. Finally, there were substantial differences in behavioral and emotional engagement by gender and by racial/ethnic groups in terms of second-order factor mean differences. 相似文献