全文获取类型
收费全文 | 23885篇 |
免费 | 1038篇 |
国内免费 | 13篇 |
出版年
2020年 | 316篇 |
2019年 | 302篇 |
2018年 | 491篇 |
2017年 | 427篇 |
2016年 | 468篇 |
2015年 | 319篇 |
2014年 | 428篇 |
2013年 | 1811篇 |
2012年 | 738篇 |
2011年 | 786篇 |
2010年 | 420篇 |
2009年 | 491篇 |
2008年 | 683篇 |
2007年 | 702篇 |
2006年 | 633篇 |
2005年 | 568篇 |
2004年 | 538篇 |
2003年 | 527篇 |
2002年 | 476篇 |
2001年 | 829篇 |
2000年 | 823篇 |
1999年 | 615篇 |
1998年 | 263篇 |
1997年 | 240篇 |
1996年 | 221篇 |
1993年 | 216篇 |
1992年 | 506篇 |
1991年 | 443篇 |
1990年 | 508篇 |
1989年 | 429篇 |
1988年 | 406篇 |
1987年 | 382篇 |
1986年 | 410篇 |
1985年 | 456篇 |
1984年 | 352篇 |
1983年 | 298篇 |
1982年 | 245篇 |
1979年 | 341篇 |
1978年 | 268篇 |
1977年 | 217篇 |
1976年 | 216篇 |
1975年 | 309篇 |
1974年 | 360篇 |
1973年 | 354篇 |
1972年 | 279篇 |
1971年 | 241篇 |
1969年 | 228篇 |
1968年 | 293篇 |
1967年 | 253篇 |
1966年 | 275篇 |
排序方式: 共有10000条查询结果,搜索用时 234 毫秒
871.
Elena F. Brand Brian Lakey Shirley Berman 《American journal of community psychology》1995,23(1):117-135
Investigated the effects of a 13-week preventive, psychoeducational intervention program to improve perceived social support.
Fifty-one, low-perceived support, community residents were randomly assigned to an intervention or wait-list control condition.
Intervention subjects received training in social skills and cognitive reframing regarding the self and social relations.
The intervention led to increased perceived social support from family, but not from friends. As hypothesized by social cognition
models, increases in perceived support appeared to be mediated by changes in self-esteem and frequency of self-reinforcement.
Further, such changes in cognition about the self were larger than the changes observed for perceived support, suggesting
that it may be easier to change cognition about the self than perceptions of support. 相似文献
872.
873.
Kari Trexler Ellingson John P. Galassi 《Journal of counseling and development : JCD》1995,73(5):535-541
The study investigated the differential ability of similarity theory and social exchange theory to predict the effects of self-disclosure in a counseling versus a friendship encounter The participants were 80 undergraduates. A 2 (counseling or friendship) × 2 (positive or negative disclosure) × 2 (relevant or irrelevant disclosure) design was used in which participants rated the videotaped self-disclosure of an individual in an initial dyadic encounter. Unequivocal support was not obtained for either of the theories, but relationship context (counselor vs. peer) influenced the effects of disclosure as measured on counselor-peer and relationship characteristics. A unique feature of the study was the use of the Client Reactions System (CRS) to measure participants' immediate reactions to self-disclosure. The CRS demonstrated both relationship context and valence of disclosure (positive or negative) effects. 相似文献
874.
875.
876.
This series of studies investigated the ability of literate adults to exploit communications options that are available to writers but have no counterpart in speech. Specifically it examined people's use of sketches when giving written directions to help a stranger cross town. When writing an informal letter to a friend most directions were given in prose paragraph style (Experiment 1). Almost no-one included a sketch, even if given a street map as an aid. Yet most subjects could draw adequate sketch maps (Experiment 2), and everyone said yes when asked whether they would include a sketch in a letter. So the previous choices were not constrained either by graphic skill or by judgements concerning the appropriateness of a sketch, When people were asked to 'design' the back page of a leaflet they still did not include a sketch (Experiment 3). Experiment 4 showed that any bias in the instructions was towards rather than against the use of sketches. The need to generate the sketch was removed in Experiment 5 where subjects composed the leaflet page from pre-formed sections that included alternative routes in both words and diagrams. Nearly all subjects now included a sketch in their directions. In case subjects previously, in haste, had not considered the possibility of including a sketch map, they were made aware of the drawing option by rating the usability of route information in a variety of communication styles immediately before writing their own directions (Experiment 6). People rated directions that included diagrams as significantly more usable, but still most subjects did not include a sketch in the directions they gave. So the communication styles that readers recognized as successful were not determining their choices as writers. It is suggested that, when giving written directions, inexperienced writers rely too heavily on how they would respond as speakers. 相似文献
877.
878.
Charles P. Chen 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》1995,13(2):117-129
To explore the potential of Rational Emotive Therapy (RET) with clients of Chinese background, a brief review is conducted
with respect to parallels between RET philosophy and some key components of Chinese culture and ways in which Chinese think.
Arguments are advanced as to why RET is particularly suitable for use within a Chinese cultural context. Issues involved in
using RET with Chinese clients are addressed including the appreciation many Chinese have for the logical and rational aspects
of RET, the most appropriate type of client-counselor relationship to facilitate RET therapeutic progress, appropriate ways
to dispute, and some cautionary words on the use of “emotive methods”. Areas where the RET counselor needs to be particularly
sensitive to the cultural background of the client are highlighted.
Charles P. Chen holds a master's degree in educational counseling and is currently a Ph.D. student and instructor in the Department
of Counselling Psychology at the University of British Columbia in Vancouver, Canada. His interests include cross-cultural
and multi-cultural counseling, career counseling, and group counseling. 相似文献
879.
Earl Hunt Ann P. Streissguth Beth Kerr Heather Carmichael Olson 《Psychological science》1995,6(6):339-342
Abstract— Fourteen-year-old adolescents' behavior on a spatial-visual reasoning task was associated with self-report of their mothers' alcohol consumption during pregnancy, IS years earlier The task was arranged so that it was possible to evaluate the examinees' tendency to respond rapidly and less accurately, or slowly and more accurately The greater the mother's reported drinking, the faster and less accurately the adolescent responded The decrement in visual-spatial reasoning related to alcohol appears to be linked to a tendency toward impulsive responding 相似文献
880.
PREVENTION OF DEPRESSIVE SYMPTOMS IN SCHOOLCHILDREN: 总被引:2,自引:0,他引:2
Jane E. Gillham Karen J. Reivich Lisa H. Jaycox Martin E.P. Seligman 《Psychological science》1995,6(6):343-351
Abstract— After teaching cognitive and social-problem-solving techniques designed to prevent depressive symptoms, we followed 69 fifth- and sixth-grade children at risk for depression for 2 years. We compared these children with 49 children in a matched no-treatment control group The prevention group re- ported fewer depressive symptoms through the 2-year follow-up, and moderate to severe symptoms were reduced by half. Surprisingly, the effects of the prevention program grew larger after the program was over. We suggest that psychological immunization against depression can occur by leaching cognitive and social skills to children as they enter puberty 相似文献