全文获取类型
收费全文 | 822篇 |
免费 | 53篇 |
国内免费 | 3篇 |
出版年
2024年 | 3篇 |
2023年 | 12篇 |
2022年 | 7篇 |
2021年 | 8篇 |
2020年 | 16篇 |
2019年 | 23篇 |
2018年 | 40篇 |
2017年 | 20篇 |
2016年 | 38篇 |
2015年 | 31篇 |
2014年 | 29篇 |
2013年 | 92篇 |
2012年 | 40篇 |
2011年 | 51篇 |
2010年 | 34篇 |
2009年 | 33篇 |
2008年 | 36篇 |
2007年 | 44篇 |
2006年 | 43篇 |
2005年 | 43篇 |
2004年 | 36篇 |
2003年 | 22篇 |
2002年 | 28篇 |
2001年 | 29篇 |
2000年 | 16篇 |
1999年 | 13篇 |
1998年 | 11篇 |
1997年 | 13篇 |
1996年 | 4篇 |
1995年 | 9篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 5篇 |
1991年 | 5篇 |
1990年 | 3篇 |
1989年 | 2篇 |
1988年 | 4篇 |
1987年 | 7篇 |
1984年 | 2篇 |
1981年 | 3篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 4篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1968年 | 1篇 |
1959年 | 1篇 |
排序方式: 共有878条查询结果,搜索用时 15 毫秒
1.
2.
3.
The relation of the reading interests of Chinese adolescents to their personality (introversion), values (intellectualism and academic achievement), and the reading interests of their family members and peers was studied. A total of 2,114 secondary school students participated in the study. The hypothesized relationship was found to be positive. Specifically, the more introverted students were attracted to more literary materials, whereas the less introverted were fond of more action type of materials. Students high on the value of intellectualism were found to read in general more than those low on the value in almost any kind of materials. Compared to the low ones, students high on the value of academic achievement tended to read more but the differences were not extensive; their interest seemed to focus more on the literary and curriculum-related materials. With respect to family and peer influences, students with parents, siblings, classmates, and friends who read tended to read more and have wider reading interests. 相似文献
4.
Tracy S. Kendler 《Developmental Review》1987,7(4)
Among other things, K. J. Rust and T. S. Kendler (1987, Developmental Review, 7, 326–362) tested and disconfirmed the Tighes' independent subproblem learning hypothesis experimentally. The Tighes defended themselves by claiming that independent subproblem learning (ISPL) is a label, not a hypothesis and that our tests were invalid. In this reply we showed that ISPL is either an erroneous hypothesis or a misnomer because our tests were valid demonstrations that for young children the so-called “subproblems” are dependent rather than independent. 相似文献
5.
6.
Henry Kin Shing Ng Sing-Hang Cheung 《British journal of psychology (London, England : 1953)》2023,114(4):945-968
We investigated the relationship between ambient temperature and prosocial behaviour in real-life settings. It was guided by two mechanisms of opposite predictions, namely (1) higher temperatures decrease prosociality by harming well-being, and (2) higher temperatures increase prosociality by promoting the embodied cognition of social warmth. In Study 1, U.S. state-level time-series data (2002–2015) supported the first mechanism, with higher temperatures predicting lower volunteer rates through lower well-being. Study 2 furthered the investigation by probing the relationship between neighbourhood temperature and civic engagement of 2268 U.S. citizens. The data partially supported the well-being mechanism and reported findings contradictory to the social embodiment mechanism. Higher temperatures predicted lower interpersonal trust and subsequently lower civic engagement. The unexpected finding hinted at a cognitive effect of heat and a compensatory mechanism in social thermoregulation. We discussed the findings regarding their methodological strengths and weaknesses, with cautions made on ecological fallacies and alternative models. 相似文献
7.
Ryan E. Tracy Dvora Zomberg Steven G. Young 《British journal of psychology (London, England : 1953)》2023,114(Z1):172-187
The other-race effect (ORE) is a longstanding phenomenon in experimental psychology, where recognition for same-race faces is superior than for other-race faces. The present research pits two competing theories of perceptual expertise and social motivation against each other to see which is the more robust predictor of the ORE. In Study 1, we measured Black and White participants' prior contact with individuals from the other-race (i.e. expertise) as well as their expected level of future interaction with other-race individuals (i.e. motivation). Of the two theories, anticipated interaction (i.e. motivation) emerged as a significant predictor of the ORE. Study 2 followed the same design, measuring motivation with a self-report assessment of how much participants are willing to have cross-race friendships. Here, neither experience nor motivation predicted the ORE, though an ORE was established. Differences in measures that assess motivation and the experience versus motivation debate are discussed. 相似文献
8.
Three groups of subjects were tested to investigate the effect of language on the relationship between recall span and articulation rate. Native English-speaking monolinguals and native Chinese-speaking monolinguals recalled only English or Chinese words, respectively. Chinese-English bilinguals recalled both English and Chinese words. Articulation rates for English and Chinese monolinguals and Chinese-English bilinguals in each language were also obtained. When recall span was regressed on articulation rate, the slopes for Chinese and English words were significantly different for the Chinese-English bilinguals. This difference was not due to language proficiency but to phonological differences between English and Chinese. 相似文献
9.
10.
Brian K. Martens Tracy A. Bradley Tanya L. Eckert 《Journal of applied behavior analysis》1997,30(3):569-572
We examined the effects of three reinforcement histories on the persistence of task engagement by 2 fourth-grade students using a partially counterbalanced ABCDBCD design. In each condition, an experimenter made four student contacts during the first 2 min of each session (reinforcement baseline), followed by an 8-min extinction period. The reinforcement history that contained an instructional control component produced the greatest persistence in student engagement. The applied relevance of instructional control is discussed. 相似文献