全文获取类型
收费全文 | 661篇 |
免费 | 24篇 |
出版年
2021年 | 8篇 |
2020年 | 5篇 |
2019年 | 8篇 |
2018年 | 10篇 |
2017年 | 11篇 |
2016年 | 20篇 |
2015年 | 13篇 |
2014年 | 19篇 |
2013年 | 72篇 |
2012年 | 21篇 |
2011年 | 28篇 |
2010年 | 14篇 |
2009年 | 14篇 |
2008年 | 19篇 |
2007年 | 25篇 |
2006年 | 20篇 |
2005年 | 21篇 |
2004年 | 21篇 |
2003年 | 26篇 |
2002年 | 18篇 |
2001年 | 15篇 |
2000年 | 9篇 |
1999年 | 13篇 |
1998年 | 11篇 |
1997年 | 8篇 |
1996年 | 8篇 |
1995年 | 9篇 |
1993年 | 8篇 |
1992年 | 7篇 |
1991年 | 11篇 |
1990年 | 7篇 |
1989年 | 11篇 |
1988年 | 9篇 |
1987年 | 9篇 |
1986年 | 6篇 |
1985年 | 6篇 |
1984年 | 13篇 |
1983年 | 12篇 |
1981年 | 5篇 |
1980年 | 14篇 |
1979年 | 12篇 |
1978年 | 9篇 |
1977年 | 8篇 |
1976年 | 6篇 |
1975年 | 13篇 |
1974年 | 12篇 |
1973年 | 7篇 |
1971年 | 5篇 |
1970年 | 5篇 |
1968年 | 4篇 |
排序方式: 共有685条查询结果,搜索用时 31 毫秒
661.
662.
Seth C Kalichman Demetria Cain Lance Weinhardt Eric Benotsch Kelly Presser Allan Zweben Bonnie Bjodstrup Geoffrey R Swain 《Health psychology》2005,24(2):198-208
An experimental components analysis of brief HIV risk-reduction counseling based on the information-motivation-behavioral skills (IMB) model was conducted with 432 men and 193 women receiving sexually transmitted infection (STI) clinic services. Following baseline assessments, participants were randomly assigned to 1 of 4 90-min risk-reduction counseling sessions that deconstructed the IMB model within a full factorial design. Participants were followed for 9 months, with STI diagnoses monitored over 12 months. Men who received the full IMB session evidenced relatively greater use of risk-reduction behavioral skills and relatively lower rates of unprotected intercourse over 6-months follow-up and had fewer new STIs. For women, however, the motivational counseling demonstrated the most positive outcomes. Results suggest that brief single-exposure HIV prevention counseling can reduce HIV transmission risks. 相似文献
663.
Allan R. Wagner 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》2003,56(1):7-29
My theories of associative learning, like those of N. J. Mackintosh and almost all learning theorists, have employed elemental representations of the stimuli involved. We must take notice when two important contributors to elemental theory, J. M. Pearce and W. K. Estes, find sufficient problems with the theory type to cause them to defect from it. I will describe some of the essential problems, concerning the substantial influence of context on learning and retrieval, characterize the different responses of Pearce and Estes, and, then, propose a variation on a recently developed elemental model that was similarly inspired. The resulting elemental theory has a close quantitative relationship to the “product-rule” of Estes and D. L. Medin, and may help us to rationalize how the same formal experimental design can sometimes produce results that favour the configural interpretation of Pearce and at other times the elemental interpretation of R. A. Rescorla and A. R. Wagner, as these have often been pitted against each other. 相似文献
664.
665.
Allan Arkush 《Jewish History》2006,20(3-4):377-379
666.
Stephanie A. Shields 《Cognition & emotion》2013,27(4):359-374
Abstract Recent conceptual developments in the psychology of gender can be productively applied to understanding two facets of emotion: the biological manifestation of emotion and the psychological embodiment of emotion. Gender researchers distinguish between sex, the biologically based categories of female and male and gender, the psychological features that are often associated with biological states and that involve social categories rather than biological categories. In other words, the term sex is used to refer to the physical fact of primary and secondary sex characteristics; the term gender is used to refer to a psychological and cultural construct, a loose translation of sex into social terms. It is proposed that two analogous facets of emotion can be identified, namely, one which is comprised of emotion's hardwired, pan-cultural, developmentally persistent qualities, the analogue to sex. The second, constructed aspect of emotion is the analogue to gender. Six dimensions on which sex and gender can be contrasted are described, and the application of each to the study of emotion is discussed. 相似文献
667.
668.
669.
Allan Lee Alison Legood David Hughes Amy Wei Tian Alexander Newman Caroline Knight 《European Journal of Work and Organizational Psychology》2020,29(1):1-35
ABSTRACTThis paper reports the most comprehensive meta-analytic examination of the relationship between leadership and both followers’ creative and innovative performance. Specifically, we examined 13 leadership variables (transformational, transactional, ethical, humble, leader-member exchange, benevolent, authoritarian, entrepreneurial, authentic, servant, empowering, supportive, and destructive) using data from 266 studies. In addition to providing robustly estimated correlations, we explore two theoretically and pragmatically important issues: the relative importance of the different leadership constructs and moderators of the relationship between leadership and employee creativity and innovation. Regrading creative performance, authentic, empowering, and entrepreneurial leadership demonstrated the strongest relationships. For innovative performance, both transactional (contingent reward) and supportive leadership appear particularly relevant. The current study synthesizes an important, burgeoning, diverse body of research, and in doing so, generates nuanced evidence that can be used to guide theoretical advancements, improved research designs, and up-to-date policy recommendations regarding leading for creativity, and innovation. 相似文献
670.
Gregory R. Maio Paul H.P. Hanel Robin Martin Allan Lee Geoff Thomas 《Psychologie appliquee》2020,69(2):284-290
Arieli, Sagiv, and Roccas’s lead article provides a timely and important review of the role of individual values and their role in organisations. At the same time as identifying several key areas of progress, the review identifies significant gaps. In this commentary, we focus on additional gaps that merit attention. In particular, we highlight a need for greater theoretical clarity in the literature about the concrete ways in which values are instantiated in different organisational contexts, roles, and cultural settings. We argue that the growing importance of values in studies of organisational contexts would be well-served by more precision in how they are conceptualised and operationalised in studies of organisational behaviour. 相似文献