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201.
202.
Initial identification discriminations between two sizes and between two slants produced better overall performances on subsequent size and slant same-different discriminations, respectively. This size- and slant-specific transfer was due to an improvement on only the different pairs. Time-duration identification discriminations with the identical stimuli and response assignments improved neither overall same-different performances nor performances on different pairs. A good performance on different pairs relative to same pairs should indicate a low perceived similarity. The literature indicates that A-X and B-Y pairings produce a positive transfer on an A-versus-B discrimination when X and Y are relatively low in similarity, and also indicates that a low perceived (not physical) similarity improves discrimination learning. An increase in salience should have also improved performance on the same pairs. The conclusion: the initial discriminations decreased the perceived similarity of parts (size or slant). This decrease resembles perceptual contrast. A discrimination between two parts also seems to increase the extent to which each part is apprehended as a separate group. Therefore, the conclusion accords with the position that two groups are associated with contrast, including for visibility. 相似文献
203.
Gillian Haddock Peter D. Slade Rani Prasaad Richard P. Bentall 《Personality and individual differences》1996,20(6):753-760
Two experiments designed to assess the functioning of the phonological store and loop were carried out with schizophrenic patients experiencing auditory hallucinations, schizophrenic patients not experiencing hallucinations and normal subjects. In the first experiment, phonological encoding was assessed. Although both groups of psychiatric patients performed more poorly overall than the normal subjects, there were no significant differences between the performances of the hallucinating and nonhallucinating patients. In the second experiment, the unattended speech effect (a phenomenon thought to reflect the functioning of the phonological store in normal subjects) was assessed in hallucinating schizophrenic patients, non-hallucinating schizophrenic patients and normal controls. The psychiatric patients performed more poorly overall than the normal subjects, but there was no evidence of abnormal functioning of the phonological store or loop in either patient group. Overall, the findings indicate that phonological store and loop abnormalities are not implicated in the experience of auditory hallucinations. 相似文献
204.
Edward Seidman LaRue Allen J. Lawrence Aber Christina Mitchell Joanna Feinman Hirokazu Yoshikawa Katherine Anne Comtois Judith Golz Robin L. Miller Blanca Ortiz-Torres Gillian Carty Roper 《American journal of community psychology》1995,23(3):355-388
Developed and validated instruments for urban and culturally diverse adolescents to assess their self-reported transactions with family, peer, school, and neighborhood microsystems for the constructs of social support, daily hassles, and involvement. The sample of 998 youth were from schools in three Eastern cities with high percentages of economically disadvantaged youth. Data were collected before and after the transition to junior high school or to senior high school. Blacks constituted 26%, whites 26%, and Latinos 37% of the sample. Factor analyses confirmed and enhanced the hypothesized four-factor microsystem factor structure for support, hassles, and involvement; internal consistency and stability coefficients were consistent with these structures. In general, the microsystem factors were common across gender, ethnicity, and age. However, when group differences did occur on these demographic variables, they tended to validate the salience of microsystem specificity. In contrast to the total scores, the microsystem-specific factors yielded more meaningful and differential information with regard to demographic differences and the mediating processes across a school transition. 相似文献
205.
Christina Salmivalli Arja Huttunen Kirsti M. J. Lagerspetz 《Scandinavian journal of psychology》1997,38(4):305-312
This study looked at how the social constellations in school classes relate to bullying problems. Using peer-evaluation questionnaires, the peer networks of children with different participant roles (such as victim, bully, assistant of bully, reinforcer of bully, defender of victim, outsider) were explored. The subjects were 459 sixth-grade-children (218 girls, 241 boys), aged 11 to 12 years, in Finland. The main findings were: 1) Children who tended to behave in either similar or complementary participant roles in situations of bullying formed networks with each other. The individual child's behavior in bullying situations was strongly connected to how the members of his/her network behaved in such situations. 2) Bullies, assistants, and reinforcers belonged to larger networks than did defenders, outsiders and victims. 3) Children outside the networks were most often victims. It was concluded that behavior in bullying situations can be said to be one feature around which the peer networks in school classes are organized. Thus prevention, as well as intervention strategies against bullying should focus not only on individual children, but also on the wider social context of the class. 相似文献
206.
Using Problem-Behavior Theory as a framework, the latent structure of problem and positive behaviors was examined within a sample of 1,894 American Indian adolescents. Support was found for a two-factor second-order structure in which problem behaviors (antisocial behavior, alcohol use, drug use, and risky sexual behavior) and positive behaviors (school success, cultural activities, competencies, and community-mindedness) represented two relatively uncorrelated aspects of behavior. Hierarchical multiple regressions demonstrated that the positive behaviors construct contributed significant incremental construct validity in the statistical prediction of psychosocial outcomes, over and above the problem behaviors. In addition, the fit of the structure was examined across gender and the four participating communities. The importance of the inclusion of positive behaviors is discussed from the standpoint of both prevention/promotion activities and the communities' perceptions. Further recommendations are made for deeper understandings of community concerns and strengths in conducting preventive/promotive research efforts. 相似文献
207.
Adolescent AIDS Prevention in Context: The Impact of Peer Educator Qualities and Classroom Environments on Intervention Efficacy 总被引:4,自引:0,他引:4
Emily J. Ozer Rhona S. Weinstein Christina Maslach David Siegel 《American journal of community psychology》1997,25(3):289-323
Peer-led, school-based interventions show promise for preventing AIDS among adolescents, but little is known about the processes underlying effective peer education or the conditions that promote its efficacy. This study examined the implementation in one school of an effective, peer-led AIDS prevention program for inner-city 7th-grade participants (n = 123) and identified the qualities of peer educators (n = 15) and classroom environments (n = 5) that contributed to improvement in participants' postintervention AIDS-related attitudes. The Peer Educator Rating Scale was developed to assess two dimensions of participants' perceptions of peer educators: positive regard and perceived similarity. Participants reported greater positive regard for more highly individuated and less shy peer educators, and participants' positive regard for peer educators in turn was associated with lowered AIDS risk as measured by perceptions of peer norms regarding sexual activity and self-efficacy for peer communication regarding sexual topics and condoms. Participants' perceived similarity was not associated with any postintervention improvements in AIDS-related knowledge and attitudes. Participants' classroom membership was associated with improvements in all 5 knowledge and attitude scales, and exploratory classroom-level findings indicated that classroom intervention environments perceived as more organized by participants showed slightly greater overall improvements across AIDS-related knowledge and attitudes scales. Consistent with individual-level findings regarding participants' positive regard for peer educators, the two classrooms with the greatest positive regard for their peer educator teams showed the most student improvement. Implications for further research and the design of future prevention and promotion programs for adolescents are discussed. 相似文献
208.
Christina Schües 《Human Studies》1997,20(2):243-252
Although birth marks the entrance of a human being into the world and establishes the very possibility of experience the philosophical implications of this event have been largely ignored in the history of thought. This is particularly troubling in phenomenology in general and in the work of Martin Heidegger in particular. While Heidegger raises the issue of birth he drops it very quickly on the path to defining Dasein's existence as constituted from the standpoint of death, as being-towards-death. In this paper I argue, contra Heidegger, that intentional existence can only be understood from the standpoint of birth. I begin by showing that intentionality inheres in a double difference that is fundamentally dependent on birth insofar as birth is an original differentiating from prenatal existence. I conclude with the argument that only a philosophy that regards Dasein from the standpoint of birth, as being-from-birth, can give an adequate account of humans as beings who live with others and who can initiate sense constitution and action. 相似文献
209.
210.