全文获取类型
收费全文 | 2763篇 |
免费 | 141篇 |
专业分类
2904篇 |
出版年
2022年 | 23篇 |
2021年 | 28篇 |
2020年 | 45篇 |
2019年 | 67篇 |
2018年 | 78篇 |
2017年 | 94篇 |
2016年 | 91篇 |
2015年 | 74篇 |
2014年 | 88篇 |
2013年 | 351篇 |
2012年 | 131篇 |
2011年 | 137篇 |
2010年 | 90篇 |
2009年 | 81篇 |
2008年 | 108篇 |
2007年 | 99篇 |
2006年 | 94篇 |
2005年 | 107篇 |
2004年 | 98篇 |
2003年 | 90篇 |
2002年 | 92篇 |
2001年 | 53篇 |
2000年 | 44篇 |
1999年 | 45篇 |
1998年 | 45篇 |
1997年 | 36篇 |
1996年 | 30篇 |
1995年 | 22篇 |
1994年 | 20篇 |
1993年 | 28篇 |
1992年 | 32篇 |
1991年 | 25篇 |
1990年 | 20篇 |
1989年 | 26篇 |
1988年 | 20篇 |
1987年 | 26篇 |
1986年 | 19篇 |
1985年 | 34篇 |
1984年 | 26篇 |
1983年 | 21篇 |
1982年 | 30篇 |
1981年 | 26篇 |
1980年 | 19篇 |
1979年 | 20篇 |
1978年 | 16篇 |
1977年 | 16篇 |
1976年 | 18篇 |
1975年 | 13篇 |
1974年 | 13篇 |
1973年 | 17篇 |
排序方式: 共有2904条查询结果,搜索用时 0 毫秒
171.
172.
Schwartz LA Kazak AE Derosa BW Hocking MC Hobbie WL Ginsberg JP 《Journal of clinical psychology in medical settings》2012,19(2):138-146
In addition to the potential for ongoing health concerns, adolescent and young adult (AYA) childhood cancer survivors frequently
report posttraumatic stress symptoms (PTSS). The current study examines whether beliefs about health moderate the relationship
between the number of health problems and PTSS 2 months later in 140 survivors. Beliefs, as measured by scales of the Health
Competence Beliefs Inventory (HCBI), negatively related to PTSS while health problems positively related to PTSS. Three scales
of the HCBI-health perceptions, satisfaction with healthcare and cognitive competence—were significant moderators. The relationship
between health problems and PTSS was stronger in the presence of less adaptive beliefs. These beliefs represent potentially
malleable intervention targets for reducing PTSS in childhood cancer survivors. 相似文献
173.
Anne‐Lise Goddings Stephanie Burnett Heyes Geoffrey Bird Russell M. Viner Sarah‐Jayne Blakemore 《Developmental science》2012,15(6):801-811
The social brain undergoes developmental change during adolescence, and pubertal hormones are hypothesized to contribute to this development. We used fMRI to explore how pubertal indicators (salivary concentrations of testosterone, oestradiol and DHEA; pubertal stage; menarcheal status) relate to brain activity during a social emotion task. Forty‐two females aged 11.1 to 13.7 years underwent fMRI scanning while reading scenarios pertaining either to social emotions, which require the representation of another person’s mental states, or to basic emotions, which do not. Pubertal stage and menarcheal status were used to assign girls to early or late puberty groups. Across the entire sample, the contrast between social versus basic emotion resulted in activity within the social brain network, including dorsomedial prefrontal cortex (DMPFC), the posterior superior temporal sulcus, and the anterior temporal cortex (ATC) in both hemispheres. Increased hormone levels (independent of age) were associated with higher left ATC activity during social emotion processing. More advanced age (independent of hormone levels) was associated with lower DMPFC activity during social emotion processing. Our results suggest functionally dissociable effects of pubertal hormones and age on the adolescent social brain. 相似文献
174.
Lance D. Erickson James W. Phillips 《Journal for the scientific study of religion》2012,51(3):568-587
Although research has found a positive relationship between various forms of adolescent religious involvement and educational outcomes, little research has examined connections to educational attainment. Using a nationally representative sample of youth (the National Longitudinal Study of Adolescent Health—Add Health), we examine the extent to which adolescent religiosity facilitates educational attainment (i.e., high school completion and college enrollment) and whether informal mentorships formed during adolescence with religious and nonreligious adults can help explain the link between adolescent religious involvement and educational attainment. The findings confirm that, like academic outcomes, religious youth are more likely to complete high school and enroll in college even when controlling for other individual and interpersonal factors that affect educational attainment. Furthermore, informal mentorships, particularly those with adults who have official religious positions (e.g., priest, minister, rabbi) play an important role in college enrollment. 相似文献
175.
Russell E. Phillips Clara Michelle Cheng Carmen Oemig Lisa Hietbrink Erica Vonnegut 《Journal for the scientific study of religion》2012,51(1):156-172
Researchers have developed scales to measure religious coping among Christians, Jews, Muslims, and Hindus. However, there is no quantitative measure of religious coping for Buddhists. The present study describes the development and initial validation of a scale of Buddhist coping (BCOPE). Eight hundred sixty participants in the United States completed the BCOPE along with demographic information and scales of adjustment to stress. Construct validity of the BCOPE is demonstrated through exploratory and confirmatory factor analyses, which reveals 14 types of Buddhist coping. BCOPE subscales exhibited criterion validity through significant correlations with outcome measures. The BCOPE has incremental validity, predicting adjustment over and above demographic and global religious measures. The research and practical implications of the BCOPE are discussed. 相似文献
176.
The purpose of the current study was to examine the degree to which instruction based on stimulus equivalence procedures could be used to teach single-subject design methodology to graduate-level professionals through a Web-based course management system known as Blackboard (see http://www.blackboard.com). Specifically, we used the stimulus equivalence paradigm to teach relations among the names, definitions, graphical representations of the designs, and two practical scenarios of when it would be appropriate to implement each design. Most participants demonstrated the emergence of untaught relations, and some participants showed generalization to novel vignettes and graphs. Relations largely were not maintained at follow-up but were retaught. 相似文献
177.
Saylor S Sidener TM Reeve SA Fetherston A Progar PR 《Journal of applied behavior analysis》2012,45(1):185-190
We evaluated the effects of 3 types of noncontingent auditory stimulation (music, white noise, recordings of vocal stereotypy) on 2 children with autism who engaged in high rates of vocal stereotypy. For both participants, the music condition was the most effective in decreasing vocal stereotypy to near-zero levels, resulted in the highest parent social validity ratings, and was selected as most preferred in treatment preference evaluations. 相似文献
178.
Two experiments (N=136) studied how 4- to 6-month-olds perceive a simple schematic event, seen as goal-directed action and reaction from 3 years of age. In our causal reaction event, a red square moved toward a blue square, stopping prior to contact. Blue began to move away before red stopped, so that both briefly moved simultaneously at a distance. Primarily, our study sought to determine from what age infants see the causal structure of this reaction event. In addition, we looked at whether this causal percept depends on an animate style of motion and whether it correlates with tasks assessing goal perception and goal-directed action. Infants saw either causal reactions or noncausal delayed control events in which blue started some time after red stopped. These events involved squares that moved either rigidly or nonrigidly in an apparently animate manner. After habituation to one of the four events, infants were tested on reversal of the habituation event. Spatiotemporal features reversed for all events, but causal roles changed only in reversed reactions. The 6-month-olds dishabituated significantly more to reversal of causal reaction events than to noncausal delay events, whereas younger infants reacted similarly to reversal of both. Thus, perceptual causality for reaction events emerges by 6 months of age, a younger age than previously reported but, crucially, the same age at which perceptual causality for launch events has emerged in prior research. On our second question, animate/inanimate motion had no effect at any age, nor did significant correlations emerge with our additional tasks assessing goal perception or goal-directed object retrieval. Available evidence, here and elsewhere, is as compatible with a view that infants initially see A affecting B, without differentiation into physical or psychological causality, as with the standard assumption of distinct physical/psychological causal perception. 相似文献
179.
Newton JS Horner RH Algozzine B Todd AW Algozzine K 《Journal of School Psychology》2012,50(4):421-441
Members of Positive Behavior Interventions and Supports (PBIS) teams from 34 elementary schools participated in a Team-Initiated Problem Solving (TIPS) Workshop and follow-up technical assistance. Within the context of a randomized wait-list controlled trial, team members who were the first recipients of the TIPS intervention demonstrated greater implementation integrity in using the problem-solving processes during their team meetings than did members of PBIS Teams in the Wait-List Control group. The success of TIPS at improving implementation integrity of the problem-solving processes is encouraging and suggests the value of conducting additional research focused on determining whether there is a functional relation between use of these problem-solving processes and actual resolution of targeted student academic and social problems. 相似文献
180.
Phillips BM Piasta SB Anthony JL Lonigan CJ Francis DJ 《Journal of School Psychology》2012,50(4):461-481
We examined the developmental sequence of letter name knowledge acquisition by children from 2 to five years of age. Data from 2 samples representing diverse regions, ethnicity, and socioeconomic backgrounds (ns = 1074 and 500) were analyzed using item response theory (IRT) and differential item functioning techniques. Results from factor analyses indicated that letter name knowledge represented a unidimensional skill; IRT results yielded significant differences between letters in both difficulty and discrimination. Results also indicated an approximate developmental sequence in letter name learning for the simplest and most challenging to learn letters--but with no clear sequence between these extremes. Findings also suggested that children were most likely to first learn their first initial. We discuss implications for assessment and instruction. 相似文献