全文获取类型
| 收费全文 | 479篇 |
| 免费 | 5篇 |
专业分类
| 484篇 |
出版年
| 2023年 | 2篇 |
| 2022年 | 3篇 |
| 2021年 | 5篇 |
| 2020年 | 11篇 |
| 2019年 | 8篇 |
| 2018年 | 15篇 |
| 2017年 | 13篇 |
| 2016年 | 18篇 |
| 2015年 | 11篇 |
| 2014年 | 9篇 |
| 2013年 | 43篇 |
| 2012年 | 39篇 |
| 2011年 | 22篇 |
| 2010年 | 24篇 |
| 2009年 | 12篇 |
| 2008年 | 19篇 |
| 2007年 | 26篇 |
| 2006年 | 13篇 |
| 2005年 | 15篇 |
| 2004年 | 9篇 |
| 2003年 | 18篇 |
| 2002年 | 15篇 |
| 2001年 | 8篇 |
| 2000年 | 7篇 |
| 1999年 | 8篇 |
| 1998年 | 8篇 |
| 1997年 | 8篇 |
| 1996年 | 7篇 |
| 1995年 | 6篇 |
| 1994年 | 6篇 |
| 1993年 | 4篇 |
| 1992年 | 7篇 |
| 1991年 | 4篇 |
| 1990年 | 4篇 |
| 1989年 | 6篇 |
| 1988年 | 5篇 |
| 1987年 | 2篇 |
| 1985年 | 3篇 |
| 1984年 | 6篇 |
| 1983年 | 3篇 |
| 1982年 | 6篇 |
| 1981年 | 3篇 |
| 1980年 | 3篇 |
| 1979年 | 4篇 |
| 1977年 | 4篇 |
| 1976年 | 5篇 |
| 1973年 | 2篇 |
| 1958年 | 1篇 |
| 1956年 | 1篇 |
| 1951年 | 1篇 |
排序方式： 共有484条查询结果，搜索用时 0 毫秒
221.
Stimulus overselectivity occurs when only one of potentially many aspects of the environment controls behavior. Adult participants were trained and tested on a trial-and-error discrimination learning task while engaging in a concurrent load task, and overselectivity emerged. When responding to the overselected stimulus was reduced by reinforcing a novel stimulus in the presence of the previously overselected stimulus in a second trial-and-error discrimination task, behavioral control by the underselected stimulus became stronger. However, this result was only found under certain circumstances: when there was substantial overselectivity in the first training phase; when control by the underselected stimulus in the first phase was particularly low; and when there was effective reduction in the behavioral control exerted by the previously overselected stimuli. The emergence of behavioral control by the underselected stimulus suggests that overselectivity is not simply due to an attention deficit, because for the emergence to occur, the stimuli must have been attended to and learned about in the training phase; but that a range of additional learning factors may play a role. 相似文献
222.
Brenda Hannon Gregorio Lozano Sarah Frias Sandra Picallo‐Hernandez Robert Fuhrman 《Applied cognitive psychology》2010,24(9):1222-1244
For many students concepts like fluid and crystallized intelligence are difficult to learn because they have highly‐similar definitions that are easy to confuse. The challenge of learning these highly‐similar, yet often confused concepts is further complicated by the fact that students are tested on exams about differences between the concepts. In this theoretically‐motivated research we test a new strategy for learning highly‐similar pairs of concepts, called differential‐associative processing. The results revealed that performance on multiple‐choice questions was higher when students learned highly‐similar concepts using differential‐associative processing rather than a strategy of their own choice, text‐based elaboration, or identifying similarities and differences. The results also revealed that students spontaneously transferred differential‐associative processing to a neutral control condition. Taken as a whole, the present study supports differential‐associative processing as a useful strategy for learning similar concepts. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
223.
Sarah J. Kertz Kimberly T. Stevens R. Kathryn McHugh Thröstur Björgvinsson 《Anxiety, stress, and coping》2013,26(4):408-424
Background and Objectives: Distress intolerance (DI) has been identified as a potential risk factor for a variety of maladaptive avoidance behaviors, including worry. However, mechanisms linking DI to specific behaviors remain poorly understood. One hypothesis is that DI is a general vulnerability that confers risk of particular avoidance behaviors via more specific, lower-order vulnerabilities. The current study examined associations between DI and worry-related cognitions. Design: A multiple mediator model tested the hypothesis that worry-related variables (intolerance of uncertainty [IU], cognitive avoidance, beliefs about worry, and negative problem orientation) mediated the association between DI and worry. Methods: An undergraduate student (n = 281) and a clinical (n = 123) sample completed self-report measures. Results: Across samples, worry was associated with higher levels of DI, IU, cognitive avoidance, beliefs about worry, and negative problem orientation. Mediation results differed somewhat between the two samples. In the undergraduate sample, IU, negative beliefs about worry, and positive beliefs about worry mediated the association between DI and worry. In the clinical sample, negative problem orientation and negative beliefs about worry mediated the association between DI and worry. Conclusions: Results provide initial evidence that DI may be associated with worry via unique risk factors. 相似文献
224.
Paul Florin Karen B. Friend Stephen Buka Crystelle Egan Linda Barovier Brenda Amodei 《American journal of community psychology》2012,50(3-4):402-414
The Interactive Systems Framework for Dissemination and Implementation (ISF) was introduced as a heuristic systems level model to help bridge the gap between research and practice (Wandersman et al., in Am J Commun Psychol 41:171–181, 2008). This model describes three interacting systems with distinct functions that (1) distill knowledge to develop innovations; (2) provide supportive training and technical assistance for dissemination to; (3) a prevention delivery system responsible for implementation in the field. The Strategic Prevention Framework (SPF) is a major prevention innovation launched by the Center for Substance Abuse Prevention (CSAP) of the Substance Abuse and Mental Health Services Administration (SAMHSA). The SPF offers a structured, sequential, data‐driven approach that explicitly targets environmental conditions in the community and aims for change in substance use and problems at the population level. This paper describes how the ISF was applied to the challenges of implementing the SPF in 14 Rhode Island communities, with a focus on the development of a new Training and Technical Assistance Resources Center to support SPF efforts. More specifically, we (1) describe each of the three ISF interacting systems as they evolved in Rhode Island; (2) articulate the lines of communication between the three systems; and (3) examine selected evaluation data to understand relationships between training and technical assistance and SPF implementation and outcomes. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith 相似文献
225.
Negative self-cognitions are assumed to play an important role in the onset of anxiety disorders. Current dual-process models emphasize the relevance of differentiating between more automatic and more deliberate self-cognitions in this respect. Therefore, this study was designed to test the prognostic value of both deliberate and automatic self-anxious associations as a generic vulnerability factor for the onset of anxiety disorders between baseline and 2-year follow-up. To test the disorder specificity of negative self-associations, we also measured self-depressed associations. Self-report measures of depressive symptoms, anxiety symptoms, neuroticism, and fearful avoidance were included as covariates. Healthy controls (n=593), individuals who had depression (n=238), and individuals remitted from an anxiety disorder (n=448) were tested as part of the Netherlands Study of Depression and Anxiety. Deliberate self-anxious associations predicted the onset of anxiety disorders in all groups. Automatic self-anxious associations showed predictive validity only in individuals remitted from an anxiety disorder or in currently depressed individuals. Although deliberate self-depressed associations were related to the onset of anxiety disorders as well, automatic self-depressed associations were not. In the (remitted) patient groups, only deliberate self-anxious associations showed independent predictive value for the onset of anxiety disorders together with self-reported fearful avoidance behavior. In the healthy controls, only a composite index of negative emotionality (depressive or anxiety symptoms and neuroticism) showed independent predictive validity. This study provides the first evidence that automatic and deliberate self-anxious associations have predictive value for the future onset of anxiety disorders. 相似文献
226.
The encoding of temporal order information improves with practice (Zacks, Hasher, Alba, Sanft, & Rose, 1984), but this improvement may be a result of task performance factors and may have little or nothing to do with encoding phenomena. In the present study, a forced-choice recency discrimination procedure was used to obviate the use of retrieval/performance strategies on the temporal order test. No improvement in temporal order judgments was observed. 相似文献
227.
Jennifer Wareham Brenda Sims Blackwell Bonnie Berry Denise Paquette Boots 《Deviant behavior》2013,34(8):912-929
ABSTRACTExtralegal factors, including physical attractiveness, may bias juristic opinions. The present study provided 450 university students with hypothetical scenarios of physical, domestic, and sexual assault in which complainant’s attractiveness and other legal and extralegal characteristics were independently varied. Results indicate complainant’s attractiveness mattered in sexual assault scenarios only for guilt of the defendant, but not for physical or domestic assault. Complainant’s attractiveness was not related to perceptions of blameworthiness of complainant or punishment of defendant. Overall, legal factors of injury level, prior offending, and intoxication mattered more than attractiveness or race of the victim. Implications are discussed. 相似文献
228.
Brenda Y. Cartwright Michael D'Andrea 《Journal of counseling and development : JCD》2005,83(2):214-221
Paul Pedersen's journey into becoming culturally competent has encountered interesting twists and turns. An introduction, a discussion of historical factors that help shape his life, a discussion of some of his major contributions, an assessment of the current state of multiculturalism, as well as Paul's vision of the future are all presented. 相似文献
229.
Brenda Major Virginia Vanderslice Dean B. McFarlin 《Journal of applied social psychology》1984,14(5):399-412
Previous research suggests that women have lower pay expectations and a lower sense of personal entitlement with respect to pay than similarly qualified men (cf. Major & Konar, in press; Major, McFarlin, & Gagnon, 1984). The present research examined, in two liking simulation experiments, the impact of a job applicant's pay expectations and gender on starting salary offers, hiring recommendations, and evaluations made by management students. Results of both experiments indicated that, given identical applicant qualifications, the higher the salary requested by an applicant, the higher the salary he or she was offered, regardless of the applicant's gender. However, women with moderate pay expectations were offered significantly more money (Experiment 1) and were significantly more likely to be hired (Experiment 2) than were men with moderate expectations. Amount of pay expected had no impact on other evaluations of the applicant. The role that gender differences in pay expectations may play in perpetuating nonperformance-related pay differences between women and men is discussed. 相似文献
230.
Melissa B. McHugh Daniel H. Tingstrom Keith C. Radley Christopher T. Barry Kelly M. Walker 《Behavioral Interventions》2016,31(4):332-354
The current study was designed to replicate and extend the literature on the effectiveness of a classroom intervention known as Tootling, a strategy that encourages and prompts students to report instances of their peers' positive behaviors. The purpose of the present study was to assess the effects of the Tootling intervention on decreasing classwide and individual target students' disruptive behavior as well as increasing classwide and individual target students' academic engagement in lower elementary, general education classrooms using a criterion number of tootles that could reasonably be attained daily, thus potentially allowing more immediate and frequent access to reinforcement. Participants included second and third graders and their teachers in three classrooms in two Southeastern elementary schools. An ABAB withdrawal design was used in the three classrooms, along with a multiple baseline element across two of the classrooms, to determine the effectiveness of the intervention. Results demonstrated decreases in disruptive behaviors and increases in academically engaged behaviors during intervention phases as compared to baseline and withdrawal phases in all classrooms. Effect sizes were moderate to large for all comparisons. Limitations of the present study, directions for future research, and implications for practice are discussed. Copyright © 2016 John Wiley & Sons, Ltd. 相似文献