全文获取类型
收费全文 | 1240篇 |
免费 | 169篇 |
国内免费 | 62篇 |
出版年
2024年 | 8篇 |
2023年 | 34篇 |
2022年 | 22篇 |
2021年 | 30篇 |
2020年 | 75篇 |
2019年 | 70篇 |
2018年 | 84篇 |
2017年 | 88篇 |
2016年 | 81篇 |
2015年 | 36篇 |
2014年 | 63篇 |
2013年 | 178篇 |
2012年 | 34篇 |
2011年 | 41篇 |
2010年 | 45篇 |
2009年 | 32篇 |
2008年 | 60篇 |
2007年 | 60篇 |
2006年 | 69篇 |
2005年 | 58篇 |
2004年 | 49篇 |
2003年 | 35篇 |
2002年 | 37篇 |
2001年 | 32篇 |
2000年 | 24篇 |
1999年 | 13篇 |
1998年 | 15篇 |
1997年 | 15篇 |
1996年 | 10篇 |
1995年 | 12篇 |
1994年 | 7篇 |
1993年 | 4篇 |
1992年 | 8篇 |
1991年 | 8篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1985年 | 4篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 4篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1975年 | 2篇 |
排序方式: 共有1471条查询结果,搜索用时 15 毫秒
71.
Monique Constance-Huggins 《Reflective Practice》2018,19(1):81-88
Teaching about race and racism is important in social work education, yet at times it can present perplexing experiences for some faculty members. Using the concept of intersectionality, this paper presents a narrative on my experience of teaching race and racism as a Black, female professor from the Caribbean. Examples of my pedagogical responses during these experiences are presented. 相似文献
72.
Brian L. Matthews 《Journal of Loss and Trauma》2018,23(1):29-43
Informal caregivers (ICs) are forced to make adaptive lifestyle changes to meet the significant demand of caring for loved ones who are terminally ill. Open-ended questions were administered with 26 ICs who cared for loved ones diagnosed with terminal illnesses whose prognosis was less than six months. The results add substantive information to parsimonious literature and demonstrate a correlation with existing studies that coincide with the debilitating effects that caregiving has on the informal carer. The study clarifies the complexities of the caregiving role characterized by the involvement that may adversely affect socialization, physical health conditions, and marital dynamics, among other areas of the IC’s personal life. 相似文献
73.
74.
75.
Aloysius Wei Lun Koh Sze Chi Lee Stephen Wee Hun Lim 《Applied cognitive psychology》2018,32(3):401-410
Teaching educational materials to others enhances the teacher's own learning of those to‐be‐taught materials, although the underlying mechanisms remain largely unknown. Here, we show that the learning‐by‐teaching benefit is possibly a retrieval benefit. Learners (a) solved arithmetic problems (i.e., they neither taught nor retrieved; control group), (b) taught without relying on teaching notes (i.e., they had to retrieve the materials while teaching; teaching group), (c) taught with teaching notes (i.e., they did not retrieve the materials while teaching; teaching without retrieval practice [TnRP] group), or (d) retrieved (i.e., they did not teach but only practised retrieving; retrieval practice group). In a final comprehension test 1 week later, learners in the teaching group, as did those in the retrieval practice group, outperformed learners in the TnRP and control groups. Retrieval practice possibly causes the learning benefits of teaching. 相似文献
76.
A Computational Model of the Self‐Teaching Hypothesis Based on the Dual‐Route Cascaded Model of Reading
下载免费PDF全文
![点击此处可从《Cognitive Science》网站下载免费的PDF全文](/ch/ext_images/free.gif)
The self‐teaching hypothesis describes how children progress toward skilled sight‐word reading. It proposes that children do this via phonological recoding with assistance from contextual cues, to identify the target pronunciation for a novel letter string, and in so doing create an opportunity to self‐teach new orthographic knowledge. We present a new computational implementation of self‐teaching within the dual‐route cascaded (DRC) model of reading aloud, and we explore how decoding and contextual cues can work together to enable accurate self‐teaching under a variety of circumstances. The new model (ST‐DRC) uses DRC’s sublexical route and the interactivity between the lexical and sublexical routes to simulate phonological recoding. Known spoken words are activated in response to novel printed words, triggering an opportunity for orthographic learning, which is the basis for skilled sight‐word reading. ST‐DRC also includes new computational mechanisms for simulating how contextual information aids word identification, and it demonstrates how partial decoding and ambiguous context interact to achieve irregular‐word learning. Beyond modeling orthographic learning and self‐teaching, ST‐DRC’s performance suggests new avenues for empirical research on how difficult word classes such as homographs and potentiophones are learned. 相似文献
77.
Previous research has shown that praise is an effective reinforcer; however, few researchers have evaluated whether qualitative differences in praise affect responding. The purpose of the current study was to compare the effects of neutral, enthusiastic, and no praise on the rate of matching‐to‐sample acquisition during discrete‐trial training with adults diagnosed with autism and an intellectual disability. In addition, we evaluated preference for neutral, enthusiastic, and no praise. All three participants acquired responses slightly faster during the enthusiastic praise condition. Preference assessment results showed that one participant preferred enthusiastic praise, whereas the two other participants showed indiscriminate selections. 相似文献
78.
Octavio Luque-Reca Manuel Pulido-Martos José M. Augusto-Landa 《The Journal of general psychology》2018,145(2):120-133
Despite previous evidence showing a positive relationship between emotional intelligence (EI) and quality of life (QoL), associating older adults' emotional processing with several health indicators, few studies have explored both the IE and the a mechanisms through which they affect QoL. This cross-sectional study analyzes the mediator role of optimistic and pessimistic cognitive styles in the relationship between perceived EI (PEI) and QoL in 115 institutionalized older adults from Southern Spain. Regression analyses showed, after controlling for cognitive style, that PEI predicted a significant percentage of variance in: Health (β = .25, p < .01), Functional abilities (β = .20, p < .05), Activity and leisure (β = .17, p < .05) and Life satisfaction (β = .21, p < .05). Additionally, multiple mediation analysis revealed that cognitive style partially mediated the relationship between PEI and Health, Activity and leisure and Life satisfaction. Thus, PEI could promote personal but not external or environmental QoL aspects, highlighting the importance of developing emotional skills for healthy aging. 相似文献
79.
采用眼动记录技术和恋人概念威胁启动范式探讨自我和恋人面孔优势效应的产生和维持过程。结果发现:与概念非威胁启动条件下相比,概念威胁启动条件下,被试搜索恋人面孔时的兴趣区个数和搜索自我面孔时的平均眼跳次数与搜索陌生人面孔时比差异变得不显著;恋人面孔与陌生人面孔在兴趣区内总注视时间上的差异变得不显著。结果表明,自我与恋人面孔存在注意的优先捕获和维持优势,恋人概念的威胁启动会减少对恋人的关注,证明了建立恋人的积极概念是恋人面孔优势效应产生和维持的重要原因。 相似文献
80.
Adolescents' relationships with parents are considered to be a major learning source and emotional base for developing expectations and styles of behaviour in close relationships. Using a longitudinal sample of late adolescents from nuclear families drawn from the German Family Panel pairfam (N = 720; mean age: 18.6 years), we investigated how adolescents' relationships with both parents influenced their romantic relationship quality one year later. Bagged (Averaged) Binary Recursive Partitioning was used to compare features of adolescents' relationships with mother and father (relatedness, negative conflict, emotional insecurity, and parental dominance) in respect of their importance in predicting similar aspects of romantic relationship quality. Overall, our findings suggest some degree of domain-specific continuities in adolescents' relationships with parents and partner, particularly for negative conflict, as well as more global effects for most features of the parent–adolescent relationship. Emotional insecurity with mother was most broadly linked to all features of adolescents' romantic relationship. Overall, adolescents' relationship with mother was found to be more influential than their relationship with father. The findings are discussed with reference to a behavioural systems perspective and attachment theory. 相似文献