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251.
A study was undertaken to assess the utility of the theory of planned behaviour in the prediction of students' binge-drinking. Additionally, a perspective was utilised to address the usually weak contribution of subjective norms in predicting behavioural intentions. Respondents were 289 undergraduate students. The study employed a longitudinal design, with the predictors of performing the behaviour under consideration assessed prior to the measure of reported behaviour. Support was found for the application of the theory of planned behaviour to binge-drinking. A reconceptualisation of norms in the theory of planned behaviour, from a social identity theory/self-categorization theory perspective, was also supported; consistent with expectations, the norms of a behaviourally relevant reference group predicted intentions to binge-drink, especially for participants who identified strongly with the reference group. The results are discussed in relation to measures which may help to reduce the incidence of binge-drinking by university students. 相似文献
252.
Cognitions influence recovery from activity limitations. In this study we aimed to independently test, compare and combine the common sense self-regulation model (CS-SRM) and social cognitive theory (SCT) in predicting recovery from activity limitations due to acute injury. Measures were gathered at two time points 5–6 weeks apart. The sample consisted of 146 university students (Mean age: 21.86, SD: 4.83, 62% female) with a heterogeneous range of injuries that limited their participation in physical activity. The dependent variable was recovery from activity limitations (Physical Functioning?–?Short Form-36). The predictor variables were measured using the Brief Illness Perception Questionnaire and SCT items designed according to theoretical recommendations. Time-line (TL) and self-efficacy (SE) were significant predictors of recovery in a multivariate analysis, controlling for reported pain at Time 1. A combined model including the best predictors from both models, TL (β = ?0.25, p < 0.05, R 2 change = 0.17, p < 0.01) and SE (β =0.31, p < 0.05, R 2 change = 0.05, p < 0.05), accounted for a significant amount of the variance in recovery from activity limitations. A combination of key variables from both models may be particularly useful for understanding the cognitive factors that influence recovery from activity limitations. 相似文献
253.
This study investigated whether Negative Affectivity (NA) causes bias in self-report measures of activity limitations or whether NA has a real, non-artifactual association with activity limitations. The Symptom Perception Hypothesis (NA negatively biases self-reporting), Disability Hypothesis (activity limitations cause NA) and Psychosomatic Hypothesis (NA causes activity limitations) were examined longitudinally using both self-report and objective activity limitations measures. Participants were 101 stroke patients and their caregivers interviewed within two weeks of discharge, six weeks later and six months post-discharge. NA and self-report, proxy-report and observed performance activity (walking) limitations were assessed at each interview. NA was associated with activity limitations across measures. Both the Disability and Psychosomatic Hypotheses were supported: initial NA predicted objective activity limitations at six weeks but, additionally, activity limitations at six weeks predicted NA at six months. These results suggest that NA both affects and is affected by activity limitations and does not simply influence reporting. 相似文献
254.
Caroline E. Bailey Caitlin Smith Stanley J. Huey JR. Dawn D. McDaniel Kalina Babeva 《Journal of aggression, maltreatment & trauma》2013,22(2):199-214
This study examines the case of GH, an 18-year-old Latino male participating in an employment-based delinquency intervention for gang-affiliated youth. Although postintervention measures revealed that GH showed gains on key outcomes (i.e., delinquency, employment), he experienced sporadic treatment setbacks (e.g., work absenteeism, fighting) that disrupted his progress. A comprehensive psychological assessment suggested that his aggressive, illegal behavior and difficulty maintaining employment could have been influenced by previously undiagnosed posttraumatic stress disorder (PTSD). Excerpts from counseling sessions illustrated how reactive aggression, hypervigilance, sleep disruptions, and emotional numbing could have interfered with treatment gains and ultimately contributed to GH's re-arrest. Implications for early, accurate identification of PTSD in delinquency interventions for gang youth are discussed. 相似文献
255.
The way individuals interpret “if p then q” conditionals varies with content and context, often resulting in a biconditional reading. Surprisingly, truth table tasks reveal the existence of two different types of biconditional interpretations: equivalence, as for promises and threats, and defective biconditional, as for causal conditionals or indicative conditionals involving binary terms. The aim of this study was to determine how the interpretation of indicative conditionals is affected in children, adolescents, and adults, by restricting their context of enunciation to only one possible alternative for both the antecedent and the consequent. Moreover, we wanted to determine what is the exact nature of the biconditional interpretation induced by these restricted contexts. For this purpose, third, sixth, and ninth graders and adults performed a truth-value task on indicative conditionals presented either in restricted on non-restricted contexts. Restricted contexts had no effect on children who have a conjunctive interpretation of the conditional, but elicited a predominant defective biconditional reading in adolescents and adults. These results corroborate the developmental dual process account of conditional reasoning proposed by Gauffroy and Barrouillet (2009). 相似文献
256.
Studies of face recognition and discrimination provide a rich source of data and debate on the nature of their processing, in particular through using inverted faces. This study draws parallels between the features of typefaces and faces, as letters share a basic configuration, regardless of typeface, that could be seen as similar to faces. Typeface discrimination is compared using paragraphs of upright letters and inverted letters at three viewing durations. Based on previously reported effects of expertise, the prediction that designers would be less accurate when letters are inverted, whereas nondesigners would have similar performance in both orientations, was confirmed. A proposal is made as to which spatial relations between typeface components constitute holistic and configural processing, posited as the basis for better discrimination of the typefaces of upright letters. Such processing may characterize designers' perceptual abilities, acquired through training. 相似文献
257.
Abstract A method of problem-orientation has been developed as a delimited psychotherapeutic procedure comprising four sessions with a psychotherapist. The distinguishing feature of this method is the distinct time frame, within which the therapist grasps the patient's current situation and difficulties. The sessions are disengaged from considerations about the need for further treatment. The therapist appeals to die reflective part of the patient and attempts to awaken their curiosity about themselves in order to explore inner associations concerning core problems. The four problem-oriented sessions are offered during the initial telephone contact to the person who wishes to gain a greater understanding of their own part in their difficulties and who is able, already in the introductory telephone conversation, to embark upon an exploratory dialogue about these problems. The sessions are strongly characterized by this short-term perspective; the intensity increases and attention is sharpened. The stance adopted by the therapist during die sessions is one of balancing a non-appraising, empathic and confirmatory listening aimed at making connections with reality and a faith in the patient's resources and capacity to maintain a sense of responsibility for their life; an approach which limits the patient's tendency to regress. Transference is not interpreted explicitly but is used by the therapist to understand the patient. Supervision is an important and essential component, whereby the therapist receives help in increasing understanding of that which is played out during the sessions and also of their own counter-transference. This understanding constitutes the foundation of the therapist's tentative formulations of that which is central in the patient's problems. 相似文献
258.
Candice M. Mills Cristine H. Legare Megan Bills Caroline Mejias 《Journal of cognition and development》2013,14(4):533-560
How do children use questions as tools to acquire new knowledge? The current experiment examined preschool children's ability to direct questions to appropriate sources to acquire knowledge. Fifty preschoolers engaged in a task that entailed asking questions to discover which special key would open a box that contained a prize. Children solved simple and complex problems by questioning two puppet experts who knew about separate features of each key. Results indicate dramatic developmental differences in the efficiency and efficacy of children's questions. Although even 3-year-olds asked questions, their questions were largely ineffective and directed toward inappropriate sources. Four-year-olds directed questions toward the appropriate sources but asked approximately equal numbers of effective and ineffective questions. Only 5-year-olds both asked the appropriate sources and formulated effective questions. Implications for the development of problem-solving abilities are discussed. 相似文献
259.
Angie M. Johnston Mark Sheskin Frank C. Keil 《Journal of cognition and development》2013,14(4):555-572
ABSTRACTIn four experiments, we investigate how the ability to detect irrelevant explanations develops. In Experiments 1 and 2, 4- to 8-year-olds and adults rated different types of explanations about “what makes cars go” individually, in the absence of a direct contrast. Each explanation was true and relevant (e.g., “Cars have engines that turn gasoline into power”), true and irrelevant (e.g., “Cars have radios that play music”), or a false statement that would be relevant if it were true (e.g., “Cars have rockets that speed them up”). Participants of all ages spontaneously indicated that false explanations were less helpful than relevant explanations. However, there was a developmental shift for irrelevant explanations: 4-year-olds only detected irrelevant explanations that did not involve internal features of cars (e.g., “Cars have parking lots that they park in”). Crucially, this shift between age 4 and 5 cannot be explained by 4-year-olds’ lack of knowledge since 4-year-olds correctly indicated that relevant explanations were more helpful than irrelevant feature explanations when given a direct contrast in Experiment 3. These results are further clarified in Experiment 4, in which we provided a different explanatory goal (“where to find cars”) and found that even young children have a nuanced understanding of explanatory relevance that is sensitive to differing explanatory goals. Together, these four experiments suggest an early-emerging ability to understand relevance, but a shift between age 4 and 5 in the ability to spontaneously use this understanding when evaluating individual explanations in isolation. 相似文献
260.