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1.
Bryan S. Rennie 《Religion》1992,22(4)
Adriana Berger has attacked Mircea Eliade's connection with the Romanian right-wing movement, the Iron Guard, or Legion of the Archangel Michael. Her article ‘Fascism and religion in Romania’, makes much of certain British Foreign Office documents which I have inspected in detail. Not only do these documents fail to corroborate Berger's conclusions but they cast real doubt on Berger's critical detachment. Her claim that Eliade was detained in England because of his political activities on behalf of the Iron Guard, and also of Nazi Germany, is without foundation. Other insinuations which she has made about Eliade's political motivations are subject to alternative interpretations. Eliade undoubtedly was vehemently nationalist in his youth and gave some support to the Legion of the Archangel Michael. However, we must constantly guard against permitting our pre-existent judgements of nationalism and fascism to dictate our reading of historical event. Even if justified, prejudice is still prejudice and is not acceptable scholarship. 相似文献
2.
Mental health professionals who lack medical training may also lack knowledge and understanding of the potential utility of medications in the treatment of emotional disturbance. They may also lack information regarding the effects and side-effects of medications which their clients may already be taking, or be uncertain when the nature of their client's situation suggests a psychiatric assessment regarding drug therapy. This paper offers an educational review in one such area: the pharmacological treatment of depression. It includes a brief review of theories regarding the aetiology of affective disorder, examines the methodes, mechanisms and efficacy of anti-depressants, and draws conclusions regarding the appropriate use of pharmacological treatment. 相似文献
3.
Joseph M. Byrne Daphne J. Smith Joan E. Backman 《Journal of abnormal child psychology》1987,15(2):239-246
This study evaluated the clinical validity of the Intellectual Screening, Development, and Achievement scales of the Personality Inventory for Children-Revised (PIC-R), as well as the newly derived PIC-R Factor IV scale, in identifying cognitive impairment in a clinic-referred sample of preschoolers. The clinical validity of these PIC-R subscales was also compared to that of the Minnesota Child Development Inventory (MCDI). The results showed that the PIC-R scales and Factor IV were reasonably successful in identifying cognitively impaired preschoolers, but much less successful in identifying cognitively normal preschoolers. Overall, the MCDI was the most successful in correctly identifying the preschoolers' cognitive status. 相似文献
4.
Aubrey J. Yates Peter J. Smith Bryan D. Burke Maureen A. Keane 《Behavior research methods》1969,1(7):257-258
Procedures are described for the generation, synchronization. and accurate spacing of discrete dichotic stimulation material. A suggested standard definition of interpair interval is proposed. 相似文献
5.
6.
Holland's Self-Directed Search was administered to 247 male and 252 female high school students, aged 16 to 18 years, attending state schools in New Zealand. Principal factor analysis was used in an attempt to identify six orthogonal factors analogous to Holland's six personality types. The Social and Enterprising scales could not be split into two factors in either sample, and the Investigative and Realistic scales defined a single factor for the female students. Computed distances between pairs of the six personality types in five dimensional factorial space were compared with the relative ordering of the distances expected from Holland's hexagonal model. The positions of the types in space corresponded more closely with the model for the males than they did for the females. The results, in conjunction with those of similar studies in Israel and the United States, imply that the correspondence between some summary codes on the SDS and existing occupational classifications based on Holland's types may be less than perfect, particularly for females. Also, care should be taken when using codes on the SDS to calculate Holland's indices of “consistency,” especially for females. 相似文献
7.
跨文化发展心理学的研究方法和新趋势 总被引:5,自引:0,他引:5
本文论述了跨文化发展心理学研究所依据的方法学原则以及当前的研究动向和发展趋势。 相似文献
8.
Deborah G Kemler Bryan E Shepp Katharine E Foote 《Journal of experimental child psychology》1976,21(2):226-240
Crane and Ross reported that second graders learned more than sixth graders about attributes made relevant after solution of a discrimination task. Here two experiments are reported that enlighten the sources of this developmental difference. Both make use of an experimental technique whereby children verbalize their hypotheses during solution of a discrimination problem. The results indicate that ten-year-olds do not learn about incidental attributes that they tested while irrelevant in the pre-solution period, but that five-year-olds and seven-year-olds do. Children of all three ages process incidental information about attributes that they did not sample pre-solution. With some qualification, the incidentally processed information is retained throughout a five-minute delay interval. The results bear on developmental trends in the distribution of attention and on theoretical accounts of incidental learning in discrimination tasks. 相似文献
9.
Ethical Theory and Moral Practice - It is a core feature of the conception of freedom as non-domination that freedom requires the absence of exposure to arbitrary power across a range of relevant... 相似文献
10.
Elena Spiridon Linda K. Kaye Rod I. Nicolson Heather J. Ransom Angel J. Y. Tan Bryan W. X. Tang 《Journal of applied social psychology》2020,50(7):394-405
Peer Mentoring schemes tend to be developed as retention strategies, however, they can also serve other purposes (psychosocial or career-related). However, evidence of the effectiveness of these presents mixed results and less is known about the horizontal peer support schemes which may help students capitalize on existing peer relationships. We developed an integrated learning communities (ILC) peer support scheme, building on the theoretical principles of social identity theory, which we embedded within our existing teaching framework and designed functional activities. Collective activities were undertaken to promote the processes of social identity with the intention that these may foster social and academic integration experiences. This intervention was undertaken with an entire cohort of first year undergraduate psychology students. We conducted semi-structured interviews with a self-selected sample of these students (N = 17). Thematic analysis revealed two main themes, each with two sub-themes. These were: “Divergent Experiences” with the sub-themes of “dependent on people” and “types of support”, and “Good idea in principle” with the sub-themes of “Theory ≠ Practice” and “Dependent on student engagement”. Although identifying with a peer group was not transparent in the interviews, the existence of a peer support scheme was perceived positively by students which might explain the success of the newly developed student-led Psychology Society. Indeed, this Psychology Society can provide a lasting framework for further amplification of the student voice. We conclude that our embedded ILC was both feasible and potentially valuable, but it is crucial for the peer support approach to have transactional significance. 相似文献