全文获取类型
收费全文 | 408篇 |
免费 | 20篇 |
出版年
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 3篇 |
2020年 | 9篇 |
2019年 | 6篇 |
2018年 | 14篇 |
2017年 | 12篇 |
2016年 | 15篇 |
2015年 | 11篇 |
2014年 | 9篇 |
2013年 | 39篇 |
2012年 | 24篇 |
2011年 | 20篇 |
2010年 | 19篇 |
2009年 | 8篇 |
2008年 | 19篇 |
2007年 | 24篇 |
2006年 | 12篇 |
2005年 | 13篇 |
2004年 | 10篇 |
2003年 | 16篇 |
2002年 | 12篇 |
2001年 | 9篇 |
2000年 | 8篇 |
1999年 | 8篇 |
1998年 | 7篇 |
1997年 | 7篇 |
1996年 | 7篇 |
1995年 | 6篇 |
1994年 | 5篇 |
1993年 | 4篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 6篇 |
1989年 | 6篇 |
1988年 | 5篇 |
1987年 | 2篇 |
1985年 | 3篇 |
1984年 | 8篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1977年 | 4篇 |
1976年 | 5篇 |
1975年 | 1篇 |
1973年 | 2篇 |
排序方式: 共有428条查询结果,搜索用时 15 毫秒
301.
P. Hull Smith Tim W. Loboschefski Brenda K. Davidson Wallace E. Dixon Jr. 《Infant behavior & development》1997,20(4):2009
Five-month-old infants were trained to fixate 4 event locations, and memory for sequential locations was assessed following training. Results of two studies reveal that ordered visual information influences young infants' memory for sequential events. 相似文献
302.
Paul Stallard Brenda Davis Julie Hudson 《Journal of community & applied social psychology》1992,2(4):291-295
Users of a community child and adolescent mental health service were surveyed, 3–4 weeks after their last contact, to determine their satisfaction with the service they received. High levels of overall satisfaction were obtained by general ratings, which tended to mask more specific critical comments to open-ended questions suggesting ways in which the service could be improved. The resulting changes in service provision are identified, the general value of consumer surveys discussed and the need to include open-ended questions in satisfaction surveys emphasized. 相似文献
303.
Randomly formed groups of 160 male students a t St. Francis Xavier University performed both a structured and an unstructured task. Style of leadership and leader position power were experimentally manipulated, while leader member relations were held constant. Although manipulation checks were positive, results failed to support any of the hypotheses derived from Fiedler's contingency theory of leadership effectiveness. 相似文献
304.
An attempt is made to explain certain selected aspects of the school problems of some Mexican-American adolescents by an analysis of major cultural themes. The data presented suggest that for some Mexican-American adolescents, school has at least the following four meanings: (1) a place where teachers are frequently perceived and treated as authority figures similar to their fathers and, therefore, are targets of rebellion; (2) a place lacking strict external prhibition of encounters with the opposite sex; (3) a public arena of activity where one can bring honor or shame to one's family: and (4) an institution which expects participating individuals to value individual competition and success. Finally, these problems are discussed with respect to problems that Mexican-American female adolescents have in direct expression of anger. 相似文献
305.
Four experiments were designed to investigate the effects of systematic observer/recorder error on experimental results where experimenters had been induced to expect certain results. In the first experiment, experimenters were induced to expect certain outcomes for three different tasks. No observer error nor experimenter-effects were observed. Postexperimental interviews indicated some suspiciousness as well as failure to understand the hypotheses on the part of experimenters. In the second experiment expectancies were induced in observers who did not act as experimenters. No observer effects were noted, and again postexperimental interviews indicated manipulation failure. In the third experiment experimenters were asked to attempt to influence subjects' responses. Three tasks were used, but in two of these tasks observer error was controlled rather than measured. No differences in subjects' responses were noted for any of the measures. However, significant observer/recorder error was noted for both male and female experimenters in the task where such error was measurable. In the fourth experiment experimenters were again asked to influence subjects' responses. For the two tasks used observer error was measured. A predicted Task × Observer Error Interaction was obtained. Again, no differences in subjects' responses were noted. 相似文献
306.
Michael G.H Coles Sharon D Herzberger Brenda M Sperber Therese E Goetz 《Journal of research in personality》1975,9(2):168-176
Sixty human subjects were exposed to a mild auditory stress after a fixed anticipatory period during which they performed a reaction time task. Suspense subjects were correctly informed of the time of onset of stress; Surprise subjects were told to expect the stress 10 min. later than it actually occurred. Subjects were provided with elapsed time information either automatically or on demand. Suspence subjects showed larger anticipatory electrodermal responses and smaller responses to stress than Surprise subjects but the two groups did not differ in their ratings of the unpleasantness of the stress. Female subjects showed greater anticipatory responses and consistently slower reaction times than males. The data are discussed in terms of explanations of the negative preception effect. 相似文献
307.
Brenda D. Townes Lee Roy Beach Frederick L. Campbell Donald C. Martin 《Journal of applied social psychology》1977,7(1):73-88
This investigation was a prospective study based upon subjective expected utility theory, of the processes and determinants of birth planning decisions. The hypothesis tested was: Where maximum expected benefit will derive from having a (another) child, a pregnancy will occur and where maximum expected benefit will derive from not having a (another) child a pregnancy will not occur. Values associated with birth planning decisions for 74 married couples were found to be good predictors, one year later, of pregnancy status. The implications of these results were discussed as they related to birth planning counseling and to population policy. 相似文献
308.
Robert C. Granger Barry L. Klein Martha S. Abbott Brenda M. Galina 《Journal of School Psychology》1977,15(2):152-164
A variety of early childhood education programs have been established in the last decade that differ markedly in their philosophical and theoretical foundations. This article illustrates how distinct foundations are reflected in all program variables in a unified program. Two unified early childhood education programs are contrasted: a skill development program based upon behaviorist theory, and a cognitive growth program based upon cognitive developmental theory. Implications of unified programs for classroom behavior and the school psychologist are discussed. 相似文献
309.
The present study examined the role of differentiation matching and level of differentiation in student-teacher relationships. Subjects were residents, mental health specialists, and medical students enrolled in psychiatry courses and in five core curriculum courses, and the respective faculty professors. All subjects completed measures of differentiation at the beginning of the course and students rated the teaching effectiveness of the faculty at the end. Judged teaching "effectiveness" was associated with a high level of interpersonal differentiation on the part of the teacher. Differentiation matching of teachers and student was related to high effectiveness ratings when the student was more differentiated than the teacher under conditions of frequent teacher exposure and familiarity. 相似文献
310.
The facial expressions of 40 newborns of mothers with depressive symptoms (n = 20) and of nondepressive mothers (n = 20) were recorded during the Brazelton Neonatal Behavior Assessment Scale and during the modeling of happy, sad, and surprised faces. Infants of mothers with depressive symptoms demonstrated inferior performance on the orientation cluster of the Brazelton scale and showed fewer interest and more precry expressions during the Brazelton. During the facial expression modeling, they showed less orientation and fewer facial expressions in response to the modeled happy and surprise facial expressions. 相似文献