全文获取类型
收费全文 | 416篇 |
免费 | 29篇 |
专业分类
445篇 |
出版年
2023年 | 4篇 |
2020年 | 3篇 |
2019年 | 6篇 |
2018年 | 19篇 |
2017年 | 12篇 |
2016年 | 15篇 |
2015年 | 12篇 |
2014年 | 12篇 |
2013年 | 39篇 |
2012年 | 23篇 |
2011年 | 16篇 |
2010年 | 9篇 |
2009年 | 15篇 |
2008年 | 16篇 |
2007年 | 12篇 |
2006年 | 17篇 |
2005年 | 13篇 |
2004年 | 19篇 |
2003年 | 16篇 |
2002年 | 13篇 |
2001年 | 15篇 |
2000年 | 11篇 |
1999年 | 10篇 |
1998年 | 4篇 |
1997年 | 10篇 |
1996年 | 2篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 5篇 |
1990年 | 9篇 |
1989年 | 3篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1986年 | 7篇 |
1985年 | 6篇 |
1984年 | 10篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1975年 | 4篇 |
1974年 | 4篇 |
1971年 | 4篇 |
1970年 | 3篇 |
1968年 | 2篇 |
1966年 | 1篇 |
排序方式: 共有445条查询结果,搜索用时 15 毫秒
311.
Anne B. Arnett Bruce F. Pennington Erik Willcutt Julia Dmitrieva Brian Byrne Stefan Samuelsson Richard K. Olson 《Journal of abnormal child psychology》2012,40(8):1313-1326
Although previous research has identified contemporaneous associations between cognitive deficits and symptom phenotypes in Attention Deficit/Hyperactivity Disorder, no studies have as yet attempted to identify direction of effect. The present study used cross-lagged path modeling to examine competing hypotheses about longitudinal associations between rapid naming speed and symptoms of inattention in children. 1,506 school-age twins from Australia and the U.S. were tested for inattention, hyperactivity/impulsivity, and rapid naming speed at three and four time points, respectively. Symptom severity of inattention from Kindergarten to fourth grade is consistently predicted by previous rapid naming, over and above auto-regressive and correlational associations in the model. Likewise, inattention symptoms have a small but significant predictive effect on subsequent rapid naming. The findings support a reciprocal relationship between naming speed and ADHD inattentive symptoms. 相似文献
312.
313.
Despite a decline in explicit prejudice, adults and children from majority groups (e.g., White Americans) often express bias implicitly, as assessed by the Implicit Association Test. In contrast, minority-group (e.g., Black American) adults on average show no bias on the IAT. In the present research, representing the first empirical investigation of whether Black children's IAT responses parallel those of Black adults, we examined implicit bias in 7-11-year-old White and Black American children. Replicating previous findings with adults, whereas White children showed a robust ingroup bias, Black children showed no bias. Additionally, we investigated the role of valuing status in the development of implicit bias. For Black children, explicit preference for high status predicted implicit outgroup bias: Black children who explicitly expressed high preference for rich (vs. poor) people showed an implicit preference for Whites comparable in magnitude to White children's ingroup bias. Implications for research on intergroup bias are discussed. 相似文献
314.
315.
This study examines the links between employee perceptions of job insecurity, the work–nonwork interface, and stress‐related outcomes. Drawing on an adaptation perspective, we expect employees feeling greater job insecurity to engage in adaptive work behaviors including less use of work–nonwork support programs and greater willingness to let work permeate into one's personal life, which in turn will associate with greater work–nonwork conflict and emotional exhaustion. Data were collected from employees within a large energy company at 2 points in time. Results support the model, offering important insights into employee behavioral responses to job insecurity and key mechanisms through which insecurity may foster diminished employee well‐being. 相似文献
316.
Dawn M. Howerton Andrea L. Meltzer Michael A. Olson 《Basic and applied social psychology》2013,35(2):146-151
Majority group members often hold inconsistent attitudes and behave inconsistently toward minority group members (LaPiere, 1934). We conceptually replicated LaPiere (1934) to examine discrimination on the basis of sexual orientation in two studies. As predicted, randomly selected bed-and-breakfasts were more likely to discriminate against gay male individuals when impersonally contacted (Study 1) than when personally contacted (Study 2), suggesting an attitude–behavior discrepancy. We reason that establishments were more likely to discriminate when they did not have the motivation to appear nonprejudicial, and we discuss the results in terms of the MODE model of attitude–behavioral processes. 相似文献
317.
Carolyn L. Hafer Paul Conway Irene Cheung David Malyk James M. Olson 《Basic and applied social psychology》2013,35(5):395-409
We propose that actors will perceive justice as more important with respect to a target when they experience moderate versus extremely high or extremely low connection with the target. In two studies, we manipulated actors’ connection with (e.g., similarity to) a target and the target's standing on the appropriate justice criterion. Both studies yielded the predicted curvilinear relation between connectedness and the perceived relevance of justice. In Study 2, actors’ decisions were more affected by the justice criterion in the moderate versus extreme connectedness conditions. Our findings have important implications for the interplay between connection with others and moral motivations. 相似文献
318.
Jonas Olson 《Australasian journal of philosophy》2013,91(4):525-534
Several proponents of the ‘buck-passing’ account of value have recently attributed to G. E. Moore the implausible view that goodness is reason-providing. I argue that this attribution is unjustified. In addition to its historical significance, the discussion has an important implication for the contemporary value-theoretical debate: the plausible observation that goodness is not reason-providing does not give decisive support to the buck-passing account over its Moorean rivals. The final section of the paper is a survey of what can be said for and against the buck-passing account and Moore's views about goodness and reasons. 相似文献
319.
Amanda C. Miller Janice M. Keenan Rebecca S. Betjemann Erik G. Willcutt Bruce F. Pennington Richard K. Olson 《Journal of abnormal child psychology》2013,41(3):473-483
We examined reading comprehension in children with ADHD by assessing their ability to build a coherent mental representation that allows them to recall central and peripheral information. We compared children with ADHD (mean age 9.78) to word reading-matched controls (mean age 9.89) on their ability to retell a passage. We found that even though children with ADHD recalled more central than peripheral information, they showed their greatest deficit, relative to controls, on central information—a centrality deficit (Miller and Keenan, Annals of Dyslexia 59:99–113, 2009). We explored the cognitive underpinnings of this deficit using regressions to compare how well cognitive factors (working memory, inhibition, processing speed, and IQ) predicted the ability to recall central information, after controlling for word reading ability, and whether these cognitive factors interacted with ADHD symptoms. Working memory accounted for the most unique variance. Although previous evidence for reading comprehension difficulties in children with ADHD have been mixed, this study suggests that even when word reading ability is controlled, children with ADHD have difficulty building a coherent mental representation, and this difficulty is likely related to deficits in working memory. 相似文献
320.
This study examined the influence of phonological memory and rapid naming on the development of letter knowledge. Participants were 77 Dutch children, who were followed from the start of their first kindergarten year (mean age 4 years 6.8 months) to the end of their second kindergarten year. Phonological memory was assessed by a nonword repetition test and a sentence repetition test. Rapid naming involved object naming. The study revealed found a substantial effect of phonological memory on the acquisition of letter knowledge that was particularly related to the ability to repeat nonwords. Vocabulary knowledge did not have an independent effect on letter learning after phonological memory was controlled. The study also showed a small effect of rapid naming on the acquisition of letter knowledge that was independent of the effect of phonological memory. Finally, the study also provided further evidence for a specific relation between phonological memory and vocabulary acquisition. 相似文献