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991.
Autism spectrum disorder (ASD) is characterized by deficits in social functioning and language and communication, with restricted interests or stereotyped behaviors. Anatomical differences have been found in the parietal cortex in children with ASD, but parietal subregions and associations between Sylvian fissure (SF) and parietal anatomy have not been explored. In this study, SF length and anterior and posterior parietal volumes were measured on MRI in 30 right-handed boys with ASD and 30 right-handed typically developing boys (7-14 years), matched on age and non-verbal IQ. There was leftward SF and anterior parietal asymmetry, and rightward posterior parietal asymmetry, across groups. There were associations between SF and parietal asymmetries, with slight group differences. Typical SF asymmetry was associated with typical anterior and posterior parietal asymmetry, in both groups. In the atypical SF asymmetry group, controls had atypical parietal asymmetry, whereas in ASD there were more equal numbers of individuals with typical as atypical anterior parietal asymmetry. We did not find significant anatomical-behavioral associations. Our findings of more individuals in the ASD group having a dissociation between cortical asymmetries warrants further investigation of these subgroups and emphasizes the importance of investigating anatomical relationships in addition to group differences in individual regions. 相似文献
992.
Orr Joanna Kenny Rose Anne McGarrigle Christine A. 《Journal of religion and health》2022,61(4):2927-2944
Journal of Religion and Health - This study used a mixed methods approach to understand the ways in which religion and quality of life (QoL) are associated in later life in Ireland. Longitudinal... 相似文献
993.
Moore Amanda Marie Holding Anne Catherine Levine Shelby Powers Theodore Koestner Richard 《Motivation and emotion》2022,46(4):476-485
Motivation and Emotion - Social distancing (SD) was an effective way of reducing virus transmission during the deadly and highly infectious COVID-19 pandemic. Using a prospective longitudinal... 相似文献
994.
McArthur Brae Anne Browne Dillon Racine Nicole Tough Suzanne Madigan Sheri 《Journal of abnormal child psychology》2022,50(6):709-720
Research on Child and Adolescent Psychopathology - Socio-demographic risks are associated with higher child screen time and higher screen time is associated with poor socioemotional and... 相似文献
995.
How do children’s interpretations of the generality of learning episodes affect what they encode? In the present studies, we investigated the hypothesis that children encode distinct aspects of learning episodes containing generalizable and non-generalizable properties. Two studies with preschool (N = 50) and young school-aged children (N = 49) reveal that their encoding is contingent on the generalizability of the property they are learning. Children remembered generalizable properties (e.g., morphological or normative properties) more than non-generalizable properties (e.g., historical events or preferences). Conversely, they remembered category exemplars associated with non-generalizable properties more than category exemplars associated with generalizable properties. The findings highlight the utility of remembering distinct aspects of social learning episodes for children’s future generalization. 相似文献
996.
Society matters: The mediational role of social recognition in the relationship between victimization and life satisfaction among gay men
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This article examines the role of social recognition in the relationship between gay men's victimization and their life satisfaction. Using a comprehensive catalog of victimization, we obtained empirical evidence that strongly suggests that victimization negatively affects gay men's life satisfaction and that this relationship is mainly mediated by a perceived lack of social recognition in society. In addition, although active involvement in the gay community served as a coping mechanism, concealment of one's sexual identity played no role in the victimization–life satisfaction relationship, neither as a coping mechanism nor as a competing mediator. The mediational role of societal recognition underlines the importance of the symbolic meaning of victimization. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
997.
MATERNAL SENSITIVITY AND LATENCY TO POSITIVE EMOTION FOLLOWING CHALLENGE: PATHWAYS THROUGH EFFORTFUL CONTROL
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Anne Conway Susan C. Mcdonough Michael Mackenzie Alison Miller Carolyn Dayton Katherine Rosenblum Maria Muzik Arnold Sameroff 《Infant mental health journal》2014,35(3):274-284
The ability to self‐generate positive emotions is an important component of emotion regulation. In this study, we focus on children's latency to express positive emotions following challenging situations and assess whether this ability operates through early maternal sensitivity and children's effortful control. Longitudinal relations between maternal sensitivity, infant negative affect, effortful control, and latency to positive emotion following challenge were examined in 156 children who were 33 months of age. Structural equation models supported the hypothesis that maternal sensitivity during infancy predicted better effortful control and, in turn, shorter latencies to positive emotions following challenge at 33 months. Directions for future research are discussed. 相似文献
998.
Christine M. Rubie-Davies Rhona S. Weinstein Francis L. Huang Anne Gregory Philip A. Cowan Carolyn P. Cowan 《Journal of applied developmental psychology》2014
The capacity for teacher expectation effects to interact and compound across a child's schooling offers a largely untested mechanism for magnifying or minimizing effects. This study examined four types of long-term teacher expectation effects: within-year effects of single teachers, cross-year effects of single teachers, mediated effects of single and multiple teachers, and compounded effects of multiple teachers. Participants were 110 students tracked from preschool through Grade 4 on measures of achievement and teacher expectations. Evidence was found for within-year but not direct cross-year effects. However, path models demonstrated enduring indirect effects of teacher expectations on cross-year achievement. Multiple years of teacher expectation effects were additive in predicting student achievement at fourth grade, with similar effects for teachers' over- and underestimates of student ability. The study extends understanding of longer-term teacher expectation effects. 相似文献
999.
The focus of this article is on the impact of early life stress on the neurodevelopment of the stress response mechanisms of the brain. The functioning of the stress response system and mechanisms of neurodevelopmental change are described. The theoretical and clinical implications of the reviewed literature are discussed. 相似文献
1000.