全文获取类型
收费全文 | 1111篇 |
免费 | 126篇 |
国内免费 | 115篇 |
出版年
2024年 | 6篇 |
2023年 | 28篇 |
2022年 | 16篇 |
2021年 | 25篇 |
2020年 | 51篇 |
2019年 | 62篇 |
2018年 | 47篇 |
2017年 | 69篇 |
2016年 | 50篇 |
2015年 | 53篇 |
2014年 | 49篇 |
2013年 | 195篇 |
2012年 | 27篇 |
2011年 | 61篇 |
2010年 | 40篇 |
2009年 | 65篇 |
2008年 | 50篇 |
2007年 | 52篇 |
2006年 | 45篇 |
2005年 | 51篇 |
2004年 | 36篇 |
2003年 | 36篇 |
2002年 | 46篇 |
2001年 | 34篇 |
2000年 | 20篇 |
1999年 | 17篇 |
1998年 | 18篇 |
1997年 | 25篇 |
1996年 | 13篇 |
1995年 | 18篇 |
1994年 | 13篇 |
1993年 | 6篇 |
1992年 | 5篇 |
1991年 | 5篇 |
1990年 | 1篇 |
1989年 | 3篇 |
1988年 | 4篇 |
1987年 | 2篇 |
1985年 | 4篇 |
1982年 | 3篇 |
1978年 | 1篇 |
排序方式: 共有1352条查询结果,搜索用时 15 毫秒
1.
Blanche-Noelle Grunig 《Argumentation》1988,2(1):117-132
Three levels are proposed to explain lying as a process in discourse production, to characterize different types of lies and to distinguish them from mistakes, ignorance and forgetting as well fr from ill-timed or irrelevant utterances. 相似文献
2.
3.
4.
Two cebus monkeys, with many years of experience matching a variety of static visual stimuli (forms and colors) within a standard matching-to-sample paradigm, were trained to press a left lever when a pair of displayed static stimuli were the same and to press a right lever when they were different. After learning the same/different task, the monkeys were tested for transfer to dynamic visual stimuli (flashing versus steady green disks), with which they had no previous experience. Both failed to transfer to the dynamic stimuli. A third monkey, also with massive past experience matching static visual stimuli, was tested for transfer to the dynamic stimuli within our standard matching paradigm, and it, too, failed. All 3 subjects were unable to reach a moderate acquisition criterion despite as many as 52 sessions of training with the dynamic stimuli. These results provide further evidence that, in monkeys, the matching (or identity) concept has a very limited reach; they consequently do not support the view held by some theorists that an abstract matching concept based on physical similarity is a general endowment of animals. 相似文献
5.
6.
Zexuan Pan Ying Cui Jacqueline P. Leighton Maria Cutumisu 《Applied cognitive psychology》2023,37(1):71-95
This systematic review examines 35 empirical studies featuring the use of think-aloud interviews in computational thinking (CT) research. Findings show that think-aloud interviews (1) are typically conducted in Computer Science classrooms and with K-12 students; (2) are usually combined with other exploratory CT assessment tools; (3) have the potential to benefit learners with special needs and identify the competency gaps through involving diverse participants; (4) are conducted in the absence of cognitive models and standard procedures; and (5) display insufficient definitional and methodological rigor. Theoretically, this review presents a systematic assessment about the application of think-aloud interviews in CT studies and identifies the limitations in existing CT-related think-aloud studies. Practically, this review serves as a reference for studying the cognitive processes during CT problem-solving and provides suggestions for CT researchers who intend to incorporate think-aloud interviews in their studies. 相似文献
7.
Evelyn Mercado Marielena Barbieri Se Min Suh 《Social and Personality Psychology Compass》2023,17(11):e12861
The current paper examined the temporal linkage of internalizing symptoms among parent-adolescent dyads during the beginning of the COVID-19 pandemic, and whether COVID-19-related concerns were associated with parent-adolescent linkage of symptoms. Using a 5-week survey-based study, parent-adolescent dyads filled out weekly surveys measuring COVID-19 concerns and internalizing symptoms. Parent and adolescent depressive symptoms did not change over time; however, adolescents experienced decreases in anxiety. Parent-adolescent dyads exhibited linkage in depressive symptoms but not anxiety symptoms. However, linkage in anxiety symptoms varied by parent's COVID-related stress. Study findings provide insight into how COVID-19 disruptions impacted family well-being during adolescence. 相似文献
8.
Jeremy M. Hamm Meaghan A. Barlow Odalis G. Garcia Katherine A. Duggan 《Social and Personality Psychology Compass》2023,17(8):e12771
The ability to reengage with new attainable goals after major setbacks is a core self-regulatory trait linked to health and well-being. Yet little is known about the extent to which such goal reengagement capacities may shift over time in response to changing contextual circumstances. Using a nationally-representative sample of U.S. adults aged 18–80 (n = 293), the present 1-year study examined whether changes in opportunity to influence life circumstances (perceived control) were coupled with dynamic shifts in goal reengagement capacity for individuals who differed in their levels of control at pandemic onset. Results from multilevel models showed that within-person increases in perceived control during the pandemic predicted corresponding within-person increases in goal reengagement capacity. Moderation models showed that the positive within-person association between perceived control and goal reengagement was pronounced for individuals with lower levels of control at pandemic onset who may be particularly sensitive to periods of opportunity to pursue new attainable goals. Findings inform theories of personality and self-regulation in pointing to contextual circumstances under which goal reengagement capacity exhibits dynamic shifts in populations who differ in their perceived opportunities for control. 相似文献
9.
Reene M. Sterling Patricia M. Barbetta William L. Heward Timothy E. Heron 《Journal of Behavioral Education》1997,7(2):151-165
An alternating treatments design was used to compare the effects of active student response (ASR) and on-task (OT) instruction on the acquisition and maintenance of health facts during small-group lessons. Five students with learning difficulties (4 students identified as developmentally handicapped and 1 student identified as learning disabled) participated in daily instruction on weekly sets of 20 unknown health facts (10 facts assigned to the ASR condition and 10 to the OT condition). During ASR instruction, the teacher modeled the correct response to a health question that was presented visually on a health fact card, and the students immediately repeated the correct response in unison three times. During OT instruction, students attended visually to the health fact card as the teacher modeled the correct response. All 5 students made more correct responses on end-of-day tests on health facts taught with ASR instruction than they did on health facts taught with OT instruction. ASR instruction also produced consistently superior results on maintenance tests administered 2 weeks after instruction. 相似文献
10.