全文获取类型
收费全文 | 1934篇 |
免费 | 63篇 |
专业分类
1997篇 |
出版年
2023年 | 12篇 |
2022年 | 12篇 |
2021年 | 24篇 |
2020年 | 27篇 |
2019年 | 32篇 |
2018年 | 46篇 |
2017年 | 55篇 |
2016年 | 63篇 |
2015年 | 45篇 |
2014年 | 43篇 |
2013年 | 210篇 |
2012年 | 94篇 |
2011年 | 87篇 |
2010年 | 62篇 |
2009年 | 68篇 |
2008年 | 68篇 |
2007年 | 87篇 |
2006年 | 64篇 |
2005年 | 65篇 |
2004年 | 65篇 |
2003年 | 65篇 |
2002年 | 72篇 |
2001年 | 29篇 |
2000年 | 27篇 |
1999年 | 28篇 |
1998年 | 35篇 |
1997年 | 31篇 |
1996年 | 26篇 |
1995年 | 24篇 |
1994年 | 27篇 |
1993年 | 19篇 |
1992年 | 22篇 |
1991年 | 20篇 |
1990年 | 15篇 |
1989年 | 19篇 |
1988年 | 21篇 |
1987年 | 13篇 |
1986年 | 15篇 |
1985年 | 20篇 |
1984年 | 20篇 |
1983年 | 20篇 |
1982年 | 24篇 |
1981年 | 17篇 |
1980年 | 15篇 |
1979年 | 15篇 |
1978年 | 15篇 |
1977年 | 15篇 |
1976年 | 13篇 |
1975年 | 11篇 |
1973年 | 17篇 |
排序方式: 共有1997条查询结果,搜索用时 15 毫秒
61.
Anthony D. Pellegrini 《Journal of applied developmental psychology》1983,4(4):389-397
Two studies were conducted to determined the effects of specific learning centers on preschoolers' functional uses of language. In Study 1, preschoolers in three separate same-age classrooms (2-, 3-, and 5-year-olds) were observed on a time sampling scheduling during their free play periods for four weeks. Preschoolers' individual utterances were coded as serving one or more than one function; functions were defined following Halliday. The housekeeping and block centers tended to elicit the most individual and multifunctional utterances. The fantasy play and social interaction among children in these centers were thought to be responsible for this mature use of language.In Study 2, same-age and same-sex dyads from two age groups (4- and 5-year-olds) were observed in experimental settings playing with blocks alone and with dramatic props alone. Both contexts elicited a predominance of imaginative language, though the dramatic context elicited more imaginative language than the blocks. With age, children generated more individual functions and multifunctional utterances. 相似文献
62.
Dr. Anthony H. Winefield 《Motivation and emotion》1983,7(2):145-155
Private secondary school students differing in achievement motivation took part in a learned helplessness experiment using a triadic design and noncontingent rewards. A clear learned helplessness effect was observed in both high and low achievement motivation groups. The findings confirmed those from an earlier study using younger subjects drawn from a lower socioeconomic background. However, the results of both experiments were quite different from those of another recently reported investigation using university students that found facilitation as well as an interaction between achievement motivation level and treatment (Jardine & Winefield, 1981). It is concluded that the development of learned helplessness probably depends on the kind of environment in which noncontingent outcomes are experienced. 相似文献
63.
The present research was designed to test the hypothesis that perceptions of consensus about the collective experience of psychological problems, as well as the distinctive presence of a community disaster, would affect attributions of externality about such problems. Specifically, it was hypothesized that (1) higher levels of consensus would be associated with greater external attributions of causality, (2) attributions would be more external if the problem began after the disaster (high distinctiveness) than before the disaster, and (3) the occurrence of the disaster would magnify the positive relationship between high consensus and external causality attributions, because of the presence of a distinctive and salient external event. These hypotheses were tested with victims of a flash flood. Results supported the interaction prediction (Hypothesis 3) for the problem of depression, but not for anxiety. In addition, for depression and anxiety, greater consensus was indirectly associated with greater externality, regardless of distinctiveness (Hypothesis 1). However, for somatization, none of the hypotheses were supported. The results are discussed in terms of the applied implications for postdisaster intervention programs to reduce psychopathology. 相似文献
64.
Analysis of the elements of attention: A neuropsychological approach 总被引:15,自引:0,他引:15
Allan F. Mirsky Bruno J. Anthony Connie C. Duncan Mary Beth Ahearn Sheppard G. Kellam 《Neuropsychology review》1991,2(2):109-145
A model for conceptualizing the components or elements of attention is presented. The model substitutes for the diffuse and global concept of attention a group of four processes and links them to a putative system of cerebral structures. Data in support of the model are presented; they are derived from neuropsychological test scores obtained from two samples, the first consisting of 203 adult neuropsychiatric patients and normal control subjects, and the second, an epidemiologically-based sample of 435 elementary school children. Principal components analyses of test scores from these two populations yielded similar results: a set of independent elements of attention that are assayed by different tests. This work presents a heuristic for clinical research in which the measurement of attention is essential. 相似文献
65.
66.
67.
In study 1, 52 male and 52 female undergraduates allocated rewards to pairs of children for their performances in team and competitive situations. Males allocated rewards more equitably, especially when allocating to boys in competition, while females allocated rewards more equally. Boys, but not girls, who did more work received more rewards than their partner; and children with greater work inputs under competitive conditions received more rewards than children in team conditions. In study 2, the sex-role orientation of 60 college students was found to be related to their reward allocations. Males and females with a masculine sex-role orientation allocated rewards equitably, while individuals with a feminine sex-role orientation allocated rewards equally. Results indicated that sex and situational differences in reward allocations are affected by sex-role orientation and differential socialization practices by adults.Portions of study 1 were presented at the Midwestern Psychological Association Meeting, Chicago, May 1978. 相似文献
68.
Two strategies used to test prerequisite relationships among intellectual skills were employed to examine the sequence of three types of subtraction tasks. A psychometric validation strategy yielded results similar to an instructional validation strategy. This finding provides support for the use of the more efficient psychometric approach for validating large numbers of learning hierarchies in relatively short periods of time. 相似文献
69.
70.
Fazio, Zanna, and Cooper (Dissonance and self-perception: An integrative view on each theory's proper domain of application. Journal of Experimental Social Psychology, 1977, 13, 464–479) specified mutually exclusive domains of application for dissonance and self-perception theory and used a misattribution-of-arousal procedure to distinguish between dissonance reduction and self-perception processes. Because their proposed limitations of the domains of the two theories and their use of the misattribution procedure are not directly derivable from earlier statements of either theory, it may be best to regard their analysis as a new theory, rather than as a conciliation of the parent theories. New analyses based on the Fazio et al. results indicate that their data provide an insufficient basis for preferring their theory to earlier versions of dissonance and self-perception theories. Dissonance and self-perception: An integrative view of each theory's proper domain of application. Journal of Experimental Social Psychology, 1977, 13, 464–479. 相似文献