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101.
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103.
Courtney Pierce Keeton Maureen Perry-Jenkins Aline G Sayer 《Journal of family psychology》2008,22(2):212-221
In this study, the authors examined the relationship between sense of control and depressive and anxious symptoms for mothers and fathers during the 1st year of parenthood. Participants were 153 dual-earner, working-class couples who were recruited during the 3rd trimester of pregnancy at prenatal education courses. Data were collected 1 month antenatally and 1, 4, 6, and 12 months postnatally. Sense of control was decomposed into 2 distinct parts: an enduring component and a malleable component that changes with context. Consistent with a cognitive theory of emotional problems, results demonstrated that a sense of control served a protective function for mental health outcomes. A higher sense of enduring control predicted lower levels of psychological distress for new parents, and increases in control over time predicted decreases in depression and anxiety. Findings hold implications for interventions with expectant parents, such as expanding prenatal education courses to include strategies for enhancing and maintaining a sense of personal control. 相似文献
104.
Implicit prejudice toward injecting drug users predicts intentions to change jobs among drug and alcohol nurses 总被引:1,自引:0,他引:1
The meaning and importance of implicit prejudice is a source of considerable debate. One way to advance this debate is to assess whether implicit prejudice can predict independent variance, beyond that predicted by explicit prejudice, in meaningful and unambiguous behaviors or behavioral intentions. In the current research, drug and alcohol nurses reported their level of stress working with injecting drug users, their job satisfaction, their explicit prejudice toward injecting drug users, and their intentions to leave drug and alcohol nursing. The nurses also completed the Single Category Implicit Association Test, which measured their implicit prejudice toward injecting drug users. Analyses revealed that implicit prejudice was a significant mediator, beyond explicit prejudice and job satisfaction, of the relation between job stress and intention to change jobs. 相似文献
105.
Cosand LD Cavanagh TM Brown AA Courtney CG Rissling AJ Schell AM Dawson ME 《Consciousness and cognition》2008,17(4):1105-1113
There are wide individual differences in the ability to detect a stimulus contingency embedded in a complex paradigm. The present study used a cognitive masking paradigm to better understand individual differences related to contingency learning. Participants were assessed on measures of electrodermal arousal and on working memory capacity before engaging in the contingency learning task. Contingency awareness was assessed both by trial-by-trial verbal reports obtained during the task and by a short post-task recognition questionnaire. Participants who became aware had fewer non-specific skin conductance responses and tended to score higher on a digit span assessment. Skin conductance level was not significantly lower in the aware group than in the unaware group. These findings are consistent with studies showing that lower arousal and greater cognitive processing capacity facilitate conscious perception of a greater breadth of information within a scene or a task. 相似文献
106.
John C Courtney Juliet P Dinkins Lyle M Allen Katherine Kuroski 《Child neuropsychology》2003,9(2):109-116
The assessment of effort is a fundamental component of test performance analysis, since effort determines whether a psychological evaluation is valid. The assessment of effort in children has proven problematic. This may be related to the variable and inconsistent nature of children's developing self-regulatory systems, and the fact that measures commonly used to assess effort were standardized on adults. If one uses effort measures designed for adults to assess children, then one must presume that the maintenance of effort in children is comparable to the same behavior in adults. However, because children's executive functioning, including their abilities to self-regulate, attend, concentrate, and to engage in various cognitive activities improve with time (Barkley, 1997, pp. 209-234), our hypothesis is that young children's effort regulation is dissimilar to that of adults, and the presumption of similarity is implausible. The purpose of this study was to determine whether age is a significant influence upon young children's performances on the Computerized Assessment of Response Bias (CARB) and Word Memory Test (WMT). Statistical analysis suggests that younger children (those under 10 years of age) tended to produce poorer performance on these instruments. Younger children's scores differed significantly from children ages 10 and older. Children 11 years and older produced CARB and WMT results similar to adult participants, suggesting a viability for adult normative comparisons with children in this age range. The current investigation concluded that children's maintenance of effort appears to be significantly related to age and reading ability level. Consequently, the use of current adult-based norms with the CARB and WMT, without regard for a child's developmental status and other contextual factors such as the child's ability to read, appears ill-advised especially with children under 11 years of age. 相似文献
107.
Client satisfaction with therapy services and therapists' perspectives of treatment evaluation were examined in relation to therapist and client racial similarity. Secondary data from a university marriage and family therapy clinic located in the southeast was used to pair therapists and clients on racial similarity or difference. Statistical analyses revealed no major differences in clients' perceptions of satisfaction based on similarity to therapists' race. Therapists indicated some differences in their perceptions of the success of services provided to clients based on similarity to client's race. Implications for researchers, clinicians, and educators are included. 相似文献
108.
Children’s social interactions are often dependent upon the setting or context in which they occur. The current study explored
the school bus as a unique context for social interaction. One hundred and fifty-seven elementary school students (78 males
and 79 females), in grades 3, 4, and 5, completed a questionnaire concerning the rate and types of prosocial and aggressive
behaviors that occur on the school bus ride. Overall, findings indicated that students were prosocial more often on the school
bus than they were aggressive. Regarding the types of social behaviors, differences found in the current study were distinctive.
Participants mentioned non-traditionally studied prosocial behaviors (e.g., companionship and benevolence) more often than
traditionally studied behaviors (e.g., sharing and helping). In addition, participants mentioned physical aggression more
often among their female peers than among their male peers. This study reveals the importance of context in understanding
children’s social behaviors. It is concluded that the present results have important implications for the school bus context
and for future research on children’s social interactions.
相似文献
Courtney C. GalligerEmail: |
109.
Teaching is a powerful form of social learning, but there is little systematic evidence that it occurs in species other than humans. Using long-term video archives the foraging behaviors by mother Atlantic spotted dolphins (Stenella frontalis) were observed when their calves were present and when their calves were not present, including in the presence of non-calf conspecifics. The nine mothers we observed chased prey significantly longer and made significantly more referential body-orienting movements in the direction of the prey during foraging events when their calves were present than when their calves were not present, regardless of whether they were foraging alone or with another non-calf dolphin. Although further research into the potential consequences for the naïve calves is still warranted, these data based on the maternal foraging behavior are suggestive of teaching as a social-learning mechanism in nonhuman animals. 相似文献
110.
Kathleen H. Corriveau Angie L. Kim Courtney E. Schwalen Paul L. Harris 《Cognition》2009,113(2):213-225
Based on the testimony of others, children learn about a variety of figures that they never meet. We ask when and how they are able to differentiate between the historical figures that they learn about (e.g., Abraham Lincoln) and fantasy characters (e.g., Harry Potter). Experiment 1 showed that both younger (3- and 4-year-olds) and older children (5-, 6-, and 7-year-olds) understand the status of familiar figures, correctly judging historical figures to be real and fictional figures to be pretend. However, when presented with information about novel figures embedded in either a realistic narrative or a narrative with obvious fantasy elements, only older children used the narrative to make an appropriate assessment of the status of the protagonist. In Experiment 2, 3-, and 4-year-olds were prompted to judge whether the story events were really possible or not. Those who did so accurately were able to deploy that judgment to correctly assess the status of the protagonist. 相似文献