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111.
S Taubner A Buchheim R Rudyk H Kächele G Bruns 《American journal of psychoanalysis》2012,72(3):269-286
One of the counterarguments against empirical research in psychoanalysis is that research negatively influences the treatment situation. In this paper, the impact of a neurobiological study on psychoanalytically oriented treatments is presented from three different perspectives: patients' views, a study group of participating psychoanalysts and a clinical case example. Twenty chronically depressed patients, 20 healthy controls and 16 psychoanalysts participated in the project on research. Results show a clear influence of the neurobiological study on the course of treatments. Patients consistently reported that study participation had a positive impact on their treatment experiences. However, study participation was conflictual for the psychoanalysts and forced them to carefully reflect on their unconscious and conscious involvement to establish a psychoanalytic stance independent from empirical research. 相似文献
112.
113.
Oldershaw A Simic M Grima E Jollant F Richards C Taylor L Schmidt U 《Suicide & life-threatening behavior》2012,42(3):255-265
Research shows poor decision making in adolescents who self-harm and a positive correlation between decision-making abilities and duration since last self-harm episode. This exploratory study investigated whether decision making in self-harming adolescents could be improved through treatment with a novel cognitive behavior therapy (CBT). It also investigated whether improvement in decision making following treatment was linked to self-harm cessation. Adolescent self-harmers receiving CBT (n = 24) or no treatment (n = 9) and healthy controls (n = 22) were longitudinally compared on the Iowa gambling task (IGT). Significant IGT improvements were only observed for adolescents who self-harm following CBT. CBT may benefit adolescent self-harmers and generate decision-making improvements. 相似文献
114.
Developmental studies have provided mixed evidence with regard to the question of whether children consider sample size and sample diversity in their inductive generalizations. Results from four experiments with 105 undergraduates, 105 school-age children (M = 7.2 years), and 105 preschoolers (M = 4.9 years) showed that preschoolers made a higher rate of projections from large samples than from small samples when samples were diverse (Experiments 1 and 3) but not when samples were homogeneous (Experiment 4) and not when the task required a choice between two samples (Experiment 2). Furthermore, when a property occurred in large and diverse samples, preschoolers exhibited a broad pattern of projection, generalizing the property to items from categories not represented in the evidence. In contrast, adults followed a normative pattern of induction and never attributed properties to items from categories not represented in the evidence. School-age children showed a mixed pattern of results. 相似文献
115.
Blood GW Blood IM Tramontana GM Sylvia AJ Boyle MP Motzko GR 《Perceptual and motor skills》2011,113(2):353-364
Self-reported self-esteem, life orientation, satisfaction with life, and bullying were examined in relation to victimization experiences among 54 students who stuttered and 54 students who did not stutter. Those who stuttered reported greater, i.e., clinically significant, victimization (44.4%) than students who did not stutter (9.2%). Significant differences were found between means for self-esteem and life orientation, with students who stuttered reporting lower self-esteem and less optimistic life orientation than those who did not stutter. In both groups of students, high victimization scores had statistically significant negative correlations with optimistic life orientation, high self-esteem, and high satisfaction with life scores. Given the increased likelihood of students who stuttered being bullied, the negative relation of adjustment variables and bullying, and the potentially negative long-term effects of bullying, increased vigilance and early intervention are discussed. 相似文献
116.
This article is concerned with how information about time and position in a sequence is represented in short-term memory and
expressed in the dynamics of serial recall. Temporal-distinctiveness theories of memory predict that isolating a list item
in time will improve recall accuracy for that item. Although the majority of research in short-term memory has failed to demonstrate
a temporal isolation effect (TIE), there are occasions on which a TIE is observed. The disparity in results has been explained
by assuming that participants can adaptively weight temporal and nontemporal information at retrieval, with differences between
experiments promoting or discouraging reliance on time as a source of episodic information. A particular focus of the present
study is the finding that the TIE is substantially observed in standard serial recall only when participants are instructed
to group the list into minisequences. The findings of two experiments using instructed grouping replicated this effect but
showed that it is attributable to a longer gap at the group boundary enhancing the positive effect of grouping on recall accuracy.
These results show that the hierarchical representations usually associated with temporal grouping are also elicited by instructed
grouping but that an additional and nonspecific benefit to recall obtains from lengthening the pause between groups. An additional
role for time is identified in the timing of responses: The dynamics of input sequences tend to be mirrored in output sequences
for ungrouped lists, whereas the primacy pattern in grouped lists is for a longer duration to speed access to the following
group when that duration occurs at an instructed group boundary. 相似文献
117.
Neumann A van Lier PA Frijns T Meeus W Koot HM 《Journal of abnormal child psychology》2011,39(5):657-669
This study examined the role of the level and variability of happiness, anger, anxiety, and sadness in the development of
adolescent-reported anxiety disorder symptoms, depressive symptoms, and aggressive behavior in 452 adolescents (250 male)
followed from age 13 to 14. Level and between-day variability of emotions were assessed through adolescent report at 3-month
intervals across a 1 year period. Level and variability of the four emotions contributed to changes in anxiety disorder and
depressive symptoms more consistently than to changes in aggressive behavior. All four emotions were predictive of changes
in internalizing problems, while anger played the most prominent role in the development of aggressive behavior. Variability
of emotions contributed to changes in anxiety disorder symptoms, while heightened levels of negative emotions and diminished
happiness contributed to changes in depression. Results suggested somewhat stronger effects of negative affect on aggressive
behavior for females than for males. Results underscore the role of emotion dysregulation in the development of psychopathology. 相似文献
118.
This study examined transactional associations between responses to peer stress and depression in youth. Specifically, it
tested the hypotheses that (a) depression would predict fewer effortful responses and more involuntary, dysregulated responses
to peer stress over time; and (b) fewer adaptive and more maladaptive responses would predict subsequent depression. Youth
(M age = 12.41; SD = 1.19; 86 girls, 81 boys) and their maternal caregivers completed semi-structured interviews and questionnaires at three
annual waves. Multi-group comparison path analyses were conducted to examine sex and stress-level differences in the proposed
reciprocal-influence model. In girls and in youth exposed to high levels of peer stress, maladaptive stress responses predicted
more depressive symptoms and adaptive stress responses predicted fewer depressive symptoms at each wave. These findings suggest
the utility of preventive interventions for depression designed to enhance the quality of girls’ stress responses. In boys,
depression predicted less adaptive and more maladaptive stress responses, but only at the second wave. These findings suggest
that interventions designed to reduce boys’ depressive symptoms may help them develop more adaptive stress responses. 相似文献
119.
Cynthia Suveg Marni L. Jacob Monica Whitehead Anna Jones Julie Newman Kingery 《Anxiety, stress, and coping》2014,27(5):494-508
Social difficulties are commonly associated with anxiety disorders in youth, yet are not well specified in the literature. The aim of this study was to identify patterns of social experiences in clinically anxious children and examine the associations with indices of emotional functioning. A model-based cluster analysis was conducted on parent-, teacher-, and child-reports of social experiences with 64 children, ages 7–12 years (M = 8.86 years, SD = 1.59 years; 60.3% boys; 85.7% Caucasian) with a primary diagnosis of separation anxiety disorder, social phobia, and/or generalized anxiety disorder. Follow-up analyses examined cluster differences on indices of emotional functioning. Findings yielded three clusters of social experiences that were unrelated to diagnosis: (1) Unaware Children (elevated scores on parent- and teacher-reports of social difficulties but relatively low scores on child-reports, n = 12), (2) Average Functioning (relatively average scores across all informants, n = 44), and (3) Victimized and Lonely (elevated child-reports of overt and relational victimization and loneliness and relatively low scores on parent- and teacher-reports of social difficulties, n = 8). Youth in the Unaware Children cluster were rated as more emotionally dysregulated by teachers and had a greater number of diagnoses than youth in the Average Functioning group. In contrast, the Victimized and Lonely group self-reported greater frequency of negative affect and reluctance to share emotional experiences than the Average Functioning cluster. Overall, this study demonstrates that social maladjustment in clinically anxious children can manifest in a variety of ways and assessment should include multiple informants and methods. 相似文献
120.
Johanna Rahmqvist Michael B. Wells Anna Sarkadi 《Journal of child and family studies》2014,23(5):934-944
Triple P is a parenting program that aims to prevent behavioral, emotional, and developmental problems in children. Because Triple P is a new parenting program in Sweden, it is important to see how parents felt about the intervention. The aim of this study was to find out why parents of preschool children chose to participate in Triple P in Sweden, what they thought of the Triple P curriculum, and how the program related to their parenting philosophy in general. This is a qualitative study using semi-structured interviews with seven mothers and three fathers who participated in Triple P. The interviews were transcribed verbatim and were analysed using Malterud’s method of Systematic Text Condensation. Parents chose to participate in Triple P for several reasons: they wanted to learn more about the intervention; they had specific problems that they sought help for; or they felt encouraged to participate due to advertisements and recommendations from friends. Of the Triple P curriculum, the participants especially enjoyed the “directed discussion” technique, the positive reinforcement sections, and the instructions on how to communicate effectively with their child by staying calm, close, and maintaining eye contact. It was important for many of the parents to feel validated and respected, and they liked having discussions with the preschool teacher rather than being told what to do. Parents in this Swedish sample generally liked and selectively used the strategies they learned from participating in Triple P, depending on how well these fit with their own parenting experiences and philosophy. 相似文献