全文获取类型
收费全文 | 22060篇 |
免费 | 65篇 |
出版年
2023年 | 11篇 |
2022年 | 11篇 |
2021年 | 23篇 |
2020年 | 25篇 |
2019年 | 34篇 |
2018年 | 3509篇 |
2017年 | 2848篇 |
2016年 | 2291篇 |
2015年 | 230篇 |
2014年 | 110篇 |
2013年 | 264篇 |
2012年 | 646篇 |
2011年 | 2448篇 |
2010年 | 2563篇 |
2009年 | 1519篇 |
2008年 | 1753篇 |
2007年 | 2244篇 |
2006年 | 79篇 |
2005年 | 268篇 |
2004年 | 227篇 |
2003年 | 168篇 |
2002年 | 128篇 |
2001年 | 55篇 |
2000年 | 75篇 |
1999年 | 41篇 |
1998年 | 51篇 |
1997年 | 43篇 |
1996年 | 32篇 |
1995年 | 24篇 |
1994年 | 25篇 |
1993年 | 19篇 |
1992年 | 20篇 |
1991年 | 18篇 |
1990年 | 22篇 |
1989年 | 20篇 |
1988年 | 19篇 |
1987年 | 13篇 |
1986年 | 16篇 |
1985年 | 20篇 |
1984年 | 19篇 |
1983年 | 20篇 |
1982年 | 22篇 |
1981年 | 14篇 |
1980年 | 14篇 |
1979年 | 15篇 |
1978年 | 15篇 |
1977年 | 14篇 |
1976年 | 14篇 |
1975年 | 9篇 |
1973年 | 16篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
161.
Throughout the U.S., state laws require professionals who work with children to report cases of suspected child abuse to child protection services. Both practically and conceptually, however, significant problems arise from a lack of clarity regarding the threshold that has been set for reporting. Specifically, there is no consensus as to what constitutes reasonable suspicion, and little direction for how mandated reporters should gauge their legal and professional responsibilities when they harbor suspicion. In this paper we outline the context of the problem, discuss the nature and scope of its conceptual underpinnings, and offer recommendations for moving towards a concrete, practical solution. 相似文献
162.
Transfer-appropriate processing theory (Roediger, Weldon, & Challis, 1989) proposes that dissociations between performance on explicit and implicit memory tests arise because these tests often rely on different types of information processing (e.g., perceptual processing vs conceptual processing). This perspective predicts that implicit and explicit memory tasks that rely primarily on conceptual processing should show comparable results, not dissociations. Numerous studies have demonstrated such similarities. It is, however, possible that these results arise from explicit memory contamination of performance on implicit memory tasks. To address this issue, an experiment was conducted in which participants were administered the sedative midazolam prior to study. Midazolam is known to create a temporary, but dense, period of anterograde amnesia. The effects of blocking stimulus materials by semantic category at study and generation at study were investigated on category exemplar production and category-cued recall. The results of this study demonstrated a dissociation of the effects of midazolam on category exemplar production and category-cued recall. Specifically, midazolam reduced the effect of blocking stimulus materials in category-cued recall, but not in category exemplar production. The differential effect of midazolam on explicit and implicit memory is at odds with transfer-appropriate processing theory and suggests that theories of memory must distinguish the roles of different types of conceptual processing on implicit and explicit memory tests. 相似文献
163.
Morrison AP 《Memory (Hove, England)》2004,12(4):517-524
There has been a long tradition of studying imagery in relation to psychotic symptoms. Recent studies have suggested that imagery may be involved in the development and maintenance of psychotic symptoms (hallucinations and delusions in particular). Following a review of this literature, including work conducted by the author and colleagues, a case study is used to illustrate the clinical applications of this work. Working with images that were associated with persecutory delusions appeared to contribute to a reduction in distress, preoccupation, and conviction in relation to these beliefs, which were assessed using a standardised measure (PSYRATS). The implications for theory, practice, and future research are considered. 相似文献
164.
165.
Anthony?R.?PratkanisEmail author Melissa?D.?Gliner 《Current psychology (New Brunswick, N.J.)》2004,23(4):279-304
In two crucial test experiments pitting altercasting against traditional source credibility theories (Hovland, Janis, & Kelley,
1953; Kelman, 1958), students received a message emphasizing either technical or protective themes attributed to a child or
an expert. Traditional theories predict an expert should be more effective than a child. According to altercasting theory,
credibility is a function of the privileges and responsibilities associated with positions in a role-set. A child places a
message recipient into the role of protector and is most effective when arguing for protective as opposed to technical messages.
An expert is most effective when arguing within a domain of expertise (technical issues) as opposed to common opinion. The
results overwhelmingly support an altercasting interpretation of source credibility. 相似文献
166.
A number of lines of study suggest that word meanings are not always fully exploited in comprehension. In two experiments,
we used a text-change paradigm to study depth of semantic processing during reading. Participants were instructed to detect
words that changed across two consecutive presentations of short texts. The results suggest that the full details of word
meanings are not always incorporated into the interpretation and that the degree of semantic detail in the representation
is a function of linguistic focus. The results provide evidence for the idea that representations are only good enough for
the purpose at hand (Ferreira, Bailey, & Ferraro, 2002). 相似文献
167.
The purpose of this study was to investigate convergent and discriminant validity of the five-factor model of adolescent personality in a school setting using three different raters (methods): self-ratings, peer ratings, and teacher ratings. The authors investigated validity through a multitrait-multimethod matrix and a confirmatory factor analysis correlated trait, uncorrelated method model. With the exception of Emotional Stability, each analysis demonstrated similar patterns and together provided support for the convergent and discriminant validity of the five-factor model structure of adolescent personality. However, among the three raters, self-ratings of personality provided a comparatively weaker method for assessing adolescent personality. The influences of agreement between self and other raters are discussed in relation to contrast, perceiver, and target effects; expert observer effects; the degree of acquaintanceship; and the effect of the social context. 相似文献
168.
Catalano GD 《Science and engineering ethics》2004,10(2):409-415
A senior level capstone design experience has been developed and offered with a particular emphasis on many of the professional
issues raised in Accreditation Board for Engineering and Technology (ABET) Engineering Criterion IV. The course has sought
to develop student awareness of the ethical foundation of the engineering profession, the global and societal framework within
which engineers practice, and the environmental impact on engineering. The capstone design course also focused upon improving
the technical communications skills of the graduating senior class with both extensive instruction in writing and multiple
workshops dealing with the art of making an effective oral presentation. The effectiveness of the design course was assessed
using Kirkpatrick’s model for evaluating training programs.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
169.
170.
High interrater reliability was noted among academics selecting students for professional psychology training. Women raters showed higher concordance than men, although all raters showed significant agreement about the male and the female applicants. 相似文献