全文获取类型
收费全文 | 3431篇 |
免费 | 136篇 |
国内免费 | 2篇 |
专业分类
3569篇 |
出版年
2021年 | 32篇 |
2020年 | 37篇 |
2019年 | 47篇 |
2018年 | 65篇 |
2017年 | 82篇 |
2016年 | 93篇 |
2015年 | 58篇 |
2014年 | 77篇 |
2013年 | 341篇 |
2012年 | 140篇 |
2011年 | 140篇 |
2010年 | 72篇 |
2009年 | 57篇 |
2008年 | 107篇 |
2007年 | 117篇 |
2006年 | 95篇 |
2005年 | 109篇 |
2004年 | 118篇 |
2003年 | 87篇 |
2002年 | 130篇 |
2001年 | 74篇 |
2000年 | 88篇 |
1999年 | 58篇 |
1998年 | 73篇 |
1997年 | 53篇 |
1996年 | 32篇 |
1995年 | 43篇 |
1994年 | 38篇 |
1993年 | 42篇 |
1992年 | 63篇 |
1991年 | 49篇 |
1990年 | 34篇 |
1989年 | 45篇 |
1988年 | 42篇 |
1987年 | 40篇 |
1986年 | 34篇 |
1985年 | 48篇 |
1984年 | 44篇 |
1983年 | 35篇 |
1982年 | 45篇 |
1981年 | 42篇 |
1980年 | 44篇 |
1979年 | 34篇 |
1978年 | 42篇 |
1977年 | 34篇 |
1975年 | 39篇 |
1974年 | 39篇 |
1973年 | 30篇 |
1968年 | 37篇 |
1967年 | 34篇 |
排序方式: 共有3569条查询结果,搜索用时 15 毫秒
221.
This article relies upon structural symbolic interactionism and five of its organizing concepts (i.e. symbols, the definition of the situation, roles, socialization and role-taking, and the self) to put forth a novel conceptual framework for understanding the terrorist identity. In order to demonstrate the practical utility of the framework, applications to various terrorist groups around the globe are incorporated into the analysis. Overall, both the theoretical and application work help reorient the academic and practitioner behavioral science communities to the importance of culture, self, and society when investigating one's membership in and identity through militant extremist organizations. Given the unique approach taken by this article, several provisional implications are delineated. In particular, future research on terrorism, strategies linked to counter-terrorism, legal and public policy reform, and the relevance of utilizing a sociologically animated social psychology in the assessment of other forms of criminal behavior are all very tentatively explored. 相似文献
222.
Speech comprehension difficulties in older adults: cognitive slowing or age-related changes in hearing? 总被引:3,自引:0,他引:3
Speech comprehension declines more rapidly in older adults than in younger adults as speech rate increases. This effect is usually attributed to a slowing of brain function with age. Alternatively, this Age X Speed interaction could reflect the inability of the older adult's auditory system to cope with speed-induced stimulus degradation. When the authors speeded speech in a way that produced minimal degradation, both age groups were equally affected. However, when speech was speeded using other methods, word identification declined more in older than in younger adults. Hence, auditory decline rather than cognitive slowing may be responsible for older adults' poorer performance in speeded conditions. 相似文献
223.
Martha?E.?WadsworthEmail author Tali?Raviv Bruce?E.?Compas Jennifer?K.?Connor-Smith 《Journal of child and family studies》2005,14(2):283-298
We tested several models of the associations among economic strain, life stress, coping, involuntary stress responses, and psychological symptoms in a sample of 57 parent-adolescent dyads from rural, lower-income families. Economic strain and life stress predicted symptoms for both parents and adolescents. Stressor-symptom specificity was found for parents, such that economic strain uniquely predicted depression, whereas negative life events predicted hostility. Involuntary stress responses were associated with higher levels of symptoms for both parents and the adolescent children. Secondary control coping was associated with fewer symptoms for both parents and adolescents. Results support a mediational role of coping and responses to stress during adolescence, with a shift to moderational status in adulthood. Implications of these results are discussed with regard to developmental coping theory and potential interventions with at-risk families. 相似文献
224.
225.
226.
Fear-related processing in the amygdala has been well documented, but its role in signaling other emotions remains controversial. The authors recovered signal loss in the amygdala at high-field strength using an inward spiral pulse sequence and probed its response to pictures varying in their degree of portrayed sadness. These pictures were presented as intermittent task-irrelevant distractors during a concurrent visual oddball task. Relative to neutral distractors, sad distractors elicited greater activation along ventral brain regions, including the amygdala, fusiform gyrus, and inferior frontal gyrus. In contrast, oddball targets engaged dorsal sectors of frontal, parietal, and cingulate cortices. The amygdala's role in emotional evaluation thus extends to images of grief and despair as well as to those depicting violence and threat. 相似文献
227.
228.
Ellis BJ 《Psychological bulletin》2004,130(6):920-958
Life history theory provides a metatheoretical framework for the study of pubertal timing from an evolutionary-developmental perspective. The current article reviews 5 middle-level theories--energetics theory, stress-suppression theory, psychosocial acceleration theory, paternal investment theory, and child development theory--each of which applies the basic assumptions of life history theory to the question of environmental influences on timing of puberty in girls. These theories converge in their conceptualization of pubertal timing as responsive to ecological conditions but diverge in their conceptualization of (a) the nature, extent, and direction of environmental influences and (b) the effects of pubertal timing on other reproductive variables. Competing hypotheses derived from the 5 perspectives are evaluated. An extension of W. T. Boyce and B. J. Ellis's (in press) theory of stress reactivity is proposed to account for both inhibiting and accelerating effects of psychosocial stress on timing of pubertal development. This review highlights the multiplicity of (often unrecognized) perspectives guiding research, raises challenges to virtually all of these, and presents an alternative framework in an effort to move research forward in this arena of multidisciplinary inquiry. 相似文献
229.
The purpose of this study was to examine the relationships between physical activity measured as pedometer steps and performance on three motor skill tests. A secondary purpose was to determine if middle school children are meeting the recommendation for the number of daily steps. A sample (n =217) of 6th, 7th and 8th grade students participated. Each subject wore a Digi-Walker pedometer for three consecutive days. Subjects additionally recorded their pedometer steps in two 45 min.-physical education classes. There were strong significant correlations between daily steps taken by boys and girls, pedometer steps during physical education class and the AAHPERD Passing Test and the Bass Stick Balance. Similar correlations were weaker for the Side-Step Agility Test. Multivariate analysis of variance was utilized to examine variability of the three skills test by sex and year in school. Differences between students in Grades 7 and 8 on the AAHPERD Passing Test were significant. In addition, significant differences between daily pedometer steps and steps during physical education between Grades 6 and 7 were observed. Boys and girls had similar means on the AAHPERD Passing Test and Bass Stick Balance Test, but not on the Side-Step Agility Test. Scores on the three movement skills tested in this study were not strongly related to physical activity of the entire sample. Steps taken by middle school children appear not to be related to these measures of motor skills. 相似文献
230.
Resilient teachers: resisting stress and burnout 总被引:5,自引:0,他引:5
In Australia, the incidence of teacher stress and burnout has caused serious concern. Many studies of teacher stress have focused on the dysfunctional strategies of individual teachers – in other words they have adopted a deficit approach to the problem with the focus firmly fixed on whats going wrong. From this perspective, the failure of some teachers to cope has generally been defined as a personal rather than an institutional weakness and the solutions that have been promoted have been largely palliative or therapeutic. The study reported in this paper adopted a different approach to the question of teacher stress and burnout. Instead of asking whats going wrong we asked why are some teachers able to cope successfully with the same kinds of stressors that appear to defeat others – in other words, we looked at whats going right. 相似文献