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131.
Iris Blandón‐Gitlin Kathy Pezdek D. Stephen Lindsay Lisa Hagen 《Applied cognitive psychology》2009,23(7):901-917
Worldwide, the criteria‐based content analysis (CBCA) is probably the most widely used veracity assessment technique for discriminating between accounts of true and fabricated events. In this study, two experiments examined the effectiveness of the CBCA for discriminating between accounts of true events and suggested events believed to be true. In Experiment 1, CBCA‐trained judges evaluated participants' accounts of true and suggestively planted childhood events. In Experiment 2, judges analysed accounts of recent events that were experimentally manipulated to be a (a) true experience, (b) false experience believed to be true and (c) deliberately fabricated experience. In both experiments CBCA scores were significantly higher for accounts of true events than suggested events. However, this difference was not significant for participants classified as experiencing ‘full’ memories for the suggested event. Self‐report memory measures supported the findings of the CBCA analyses. Taken together these results suggest that the CBCA discriminative power is greatly constrained. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
132.
We analyze differences in cooperation between men and women in social dilemma settings. Using a structural social psychological framework, we examine how the actor, the encounter, the microstructure, and the macrostructure might influence when gender differences emerge in cooperation. Many of the interaction differences, often linked to innate differences between men and women, are modified when the context is modified. We pay particular attention to how status and identity are connected to such modifications. 相似文献
133.
This mail survey measured post-traumatic stress symptoms, spiritual and non-spiritual coping strategies, and positive spiritual
outcomes following the tragedies of 9/11/01 in a national, random sample of 1,056 Presbyterians. Respondents reported mild
to moderate degrees of re-experiencing and hyper-arousal symptoms of post-traumatic stress, unrelated to location or knowing
someone involved. People experiencing high stress used greater frequency and variety of both spiritual and non-spiritual types
of coping strategies. Positive spiritual outcomes were remarkably related to positive spiritual coping strategies, in contrast
to no association with negative coping. This study illustrates the significant degree of post-traumatic stress experienced
with vicarious exposure and a wide spectrum of coping strategies used following the major terrorist attacks.
相似文献
John P. Marcum |
134.
135.
This study of infant declarative memory concurrently examined brain-electrical activity and deferred imitation performance in 10-month-old infants. Continuous electroencephalogram (EEG) measures were collected throughout the activity-matched baseline, encoding (modeling) and retrieval (delayed test) phases of a within-subjects deferred imitation task. Infants were divided into two memory performance groups based on the exhibition of ordered-recall after a 24-h delay. Whereas no group differences were found in EEG collected during encoding, performance-group differences in EEG were present during retrieval. Infants who successfully displayed ordered-recall showed a pattern of increasing EEG from baseline to task at anterior temporal scalp locations, whereas infants showing no ordered-recall displayed no changes in EEG from baseline to task. These findings are discussed with respect to the biobehavioral developments underlying declarative memory abilities. 相似文献
136.
Kathy Sanders-Phillips 《Clinical child and family psychology review》2009,12(2):174-195
This article reviews and examines findings on the impact of racial discrimination on the development and functioning of children
of color in the US. Based on current definitions of violence and child maltreatment, exposure to racial discrimination should
be considered as a form of violence that can significantly impact child outcomes and limit the ability of parents and communities
to provide support that promotes resiliency and optimal child development. In this article, a conceptual model of the effects
of racial discrimination in children of color is presented. The model posits that exposure to racial discrimination may be
a chronic source of trauma in the lives of many children of color that negatively influences mental and physical outcomes
as well as parent and community support and functioning. Concurrent exposure to other forms of violence, including domestic,
interpersonal and/or community violence, may exacerbate these effects. The impact of a potential continuum of violence exposure
for children of color in the US and the need for future research and theoretical models on children’s exposure to violence
that attend to the impact of racial discrimination on child outcomes are discussed. 相似文献
137.
'Iwalani R.N. Else Deborah A. Goebert Cathy K. Bell Barry Carlton Michael Fukuda 《Aggression and violent behavior》2009,14(6):470-477
The literature documents a relationship between interpersonal violence and suicide. One tool used to understand interpersonal violence is the Power Wheel, developed from clinical experience and originally used in domestic violence education. We examine the relationship between Teen Power and Control Wheel domains and suicidal indicators (seriously considered suicide, made a suicide plan, and attempted suicide) among Asian American and Pacific Islander high school students, in terms of both victimization and perpetration. Data from a 2007 survey of two multi-ethnic high schools on the island of O'ahu, Hawai'i were used. The survey assessed interpersonal youth violence and a multitude of risk and protective factors. It found that females were significantly more likely to seriously consider suicide and attempt suicide, compared to males. There were no statistically significant differences in seriously considering suicide, making a suicide plan, and attempting suicide by ethnic group, employment status, or hours worked per week. Using the Wheel, we found that all dimensions for victimization and perpetration were associated with the three suicidal indicators. However, the magnitude of this association was dramatically higher for victims than for perpetrators. School- and healthcare-based prevention strategies should ensure that both suicide and violence intervention components are addressed. Professionals who work with youth should be trained to feel comfortable, confident, and competent in discussing suicide and violence, and be willing and capable to assess and intervene. 相似文献
138.
Anthony P.S. Guerrero Deborah A. Goebert Daniel A. Alicata Cathy K. Bell 《Aggression and violent behavior》2009,14(6):499-505
The quality of youth violence prevention practice is dependent on the quality of education and training of professionals who will care for disadvantaged and/or underserved youth. The authors propose that culturally responsive youth violence prevention curricula, focused on Asian Americans and Pacific Islanders, should: 1) target institutions that train health professionals likely to serve Asian Americans and Pacific Islanders; 2) promote the professional development of Asian American and Pacific Islander students and enhance all students' comfort in addressing behavioral, social, and cultural concerns; 3) cover specific issues relevant to Asian Americans and Pacific Islanders, including the role of acculturative stress, socioeconomic hardship, and other risk factors that may account for mental health disparities; and 4) continuously engage researchers, educators, and community stakeholders in cooperatively and creatively applying new knowledge to clinical challenges. The authors summarize resources for youth violence prevention education that have been used for training healthcare professionals in a multicultural context. 相似文献
139.
John M. Ferron Bethany A. Bell Melinda R. Hess Gianna Rendina-Gobioff Susan T. Hibbard 《Behavior research methods》2009,41(2):372-384
Multiple-baseline studies are prevalent in behavioral research, but questions remain about how to best analyze the resulting
data. Monte Carlo methods were used to examine the utility of multilevel models for multiplebaseline data under conditions
that varied in the number of participants, number of repeated observations per participant, variance in baseline levels, variance
in treatment effects, and amount of autocorrelation in the Level 1 errors. Interval estimates of the average treatment effect
were examined for two specifications of the Level 1 error structure (σ2
I and first-order autoregressive) and for five different methods of estimating the degrees of freedom (containment, residual,
between—within, Satterthwaite, and Kenward—Roger). When the Satterthwaite or Kenward—Roger method was used and an autoregressive
Level 1 error structure was specified, the interval estimates of the average treatment effect were relatively accurate. Conversely,
the interval estimates of the treatment effect variance were inaccurate, and the corresponding point estimates were biased. 相似文献
140.
Levinstein IB Boonthum C Pillarisetti SP Bell C McNamara DS 《Behavior research methods》2007,39(2):224-232
iSTART (interactive strategy training for active reading and thinking) is a Web-based reading strategy trainer that develops
students’ ability to self-explain difficult text as a means to improving reading comprehension. Its curriculum consists of
modules presented interactively by pedagogical agents: an introduction to the basics of using reading strategies in the context
of self-explanation, a demonstration of self-explanation, and a practice module in which the trainee generates self-explanations
with feedback on the quality of reading strategies contained in the self-explanations. We discuss the objectives that guided
the development of the second version of iSTART toward the goals of increased efficiency for the experimenters and effectiveness
in the training. The more pedagogically challenging high school audience is accommodated by (1) a new introduction that increases
interactivity, (2) a new demonstration with more and better focused scaffolding, and (3) a new practice module that provides
improved feedback and includes a less intense but more extended regimen. Version 2 also benefits experimenters, who can set
up and evaluate experiments with less time and effort, because pre- and posttesting has been fully computerized and the process
of preparing a text for the practice module has been reduced from more than 1 person-week to about an hour’s time. 相似文献