全文获取类型
收费全文 | 375篇 |
免费 | 21篇 |
出版年
2023年 | 6篇 |
2022年 | 4篇 |
2021年 | 5篇 |
2020年 | 8篇 |
2019年 | 15篇 |
2018年 | 16篇 |
2017年 | 14篇 |
2016年 | 24篇 |
2015年 | 9篇 |
2014年 | 15篇 |
2013年 | 33篇 |
2012年 | 22篇 |
2011年 | 20篇 |
2010年 | 12篇 |
2009年 | 9篇 |
2008年 | 18篇 |
2007年 | 21篇 |
2006年 | 16篇 |
2005年 | 13篇 |
2004年 | 21篇 |
2003年 | 15篇 |
2002年 | 15篇 |
2001年 | 6篇 |
2000年 | 3篇 |
1999年 | 8篇 |
1998年 | 3篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 4篇 |
1994年 | 7篇 |
1992年 | 4篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1977年 | 4篇 |
1975年 | 2篇 |
1971年 | 1篇 |
排序方式: 共有396条查询结果,搜索用时 14 毫秒
81.
Skorczewski D 《The Psychoanalytic quarterly》2004,73(2):485-510
Psychoanalytic educators today, like their predecessors who trained them, struggle to maintain respect for and make use of candidates' various kinds of professional expertise while offering instruction in "the subject." But unlike their predecessors, today's educators teach in the wake of various challenges to authority and knowledge in recent decades from across the disciplines. Some of the most important work of teaching in this context begins when teachers recognize that they have assumed the position of objectivity in the classroom--that they have closed down the possibilities for open discussion--and figure out (with and in front of their students) what to do next. 相似文献
82.
Three recognition memory experiments were conducted using modified Deese-Roediger-McDermott (DRM) and DRM paradigms. In Experiment 1, the reaction time (RT) of the false alarms to critical nonpresented words (false memory) was compared with the RT of hits to the critical presented words and with the RT of hits to the studied list words (true memory). The RT of the false alarms to the critical nonpresented words was significantly longer than that of the hits to the critical words and than that of the studied list words. In Experiment 2, in addition to RT, participants' confidence level was measured on a 4-point scale for a yes or no response. Confidence rating was significantly higher for the hits to the critical presented words and to the list words than for the false alarms to the critical non-presented words. Experiment 3 further showed that how similar false memory experience was to that of true memory was a function of retention size (number of lists of words retained in memory). In all three experiments, the participants' recognition RTs distinguished false memory from veridical memory, and in Experiments 2 and 3, so did their confidence ratings. Therefore, false memory and veridical memory differ at both the objective and the subjective levels. The results are consistent with a single familiarity dimension model of recognition memory. 相似文献
83.
John?D.?RobinsonEmail author Dawn?L.?Cannon 《Journal of clinical psychology in medical settings》2005,12(3):265-270
Mentoring is an essential part of success in the academic medical center. The provision of effective mentoring is key to the success of the increasing numbers of women entering medicine. However, the gender distribution within the hierarchy of medicine has not changed in that the power still resides with men in the system. Currently, men are attempting to mentor women, and so as the proportion of women in medicine continues to grow, they will become more influential in this setting and will become increasingly responsible for providing mentoring to men. In either case, effective communication across gender lines is an essential aspect of the mentoring process. Psychologists in academic medical settings can provide guidance to faculty and staff on the critical aspects of social development and communication, which may affect how women and men are mentored and the success of this mentoring process, whether across or within gender lines. 相似文献
84.
Dawn E. Schrader 《Journal of Adult Development》2004,11(2):87-101
Students report feeling safe to express and challenge their beliefs and assumptions in some classrooms and interactions but not in others. This paper proposes a definition of intellectual safety derived from student responses to their experience of safety or threat in college classrooms, and explores students' experience of intellectual safety in relation to epistemological development. Intellectual safety defined here has two components: epistemic fit or lack of fit between student and professor's epistemology, and moral climate. Students can be challenged in their world-views and feel either threatened, unsafe, and uncomfortable, or supported and safe despite possible discomfort. Experiencing an intellectually safe moral climate may create conditions and opportunities for epistemological reflection and change. Using concepts from moral theory, including moral type and moral perspectives of justice and care, I describe features of an intellectually safe moral climate during the cognitively and emotionally difficult time of epistemological development. 相似文献
85.
Battle CL Shea MT Johnson DM Yen S Zlotnick C Zanarini MC Sanislow CA Skodol AE Gunderson JG Grilo CM McGlashan TH Morey LC 《Journal of personality disorders》2004,18(2):193-211
Adverse childhood experiences such as abuse and neglect are frequently implicated in the development of personality disorders (PDs); however, research on the childhood histories of most PD groups remains limited. In this multisite investigation, we assessed self-reported history of abuse and neglect experiences among 600 patients diagnosed with either a PD (borderline, schizotypal, avoidant, or obsessive-compulsive) or major depressive disorder without PD. Results indicate that rates of childhood maltreatment among individuals with PDs are generally high (73% reporting abuse; 82% reporting neglect). As expected, borderline PD was more consistently associated with childhood abuse and neglect than other PD diagnoses. However, even when controlling for the effect of borderline PD, other PD diagnoses were associated with specific types of maltreatment. 相似文献
86.
In two experiments, we examined individual differences in metaphor processing. In Experiment 1, the subjects judged the literal truth of literal, metaphorical, and scrambled sentences. Overall, metaphors were more difficult to judge as false, in comparison with scrambled controls, suggesting that the metaphorical meaning was being processed automatically. However, there were individual differences in that high-IQ subjects showed more interference. These effects were reflected in ERP amplitude differences at the onset of N400 and after the response. In Experiment 2, the subjects completed IQ tests and a series of working memory tests and then rated and interpreted the same set of metaphors. The results showed that IQ was correlated with working memory capacity and that low-IQ subjects had similar ratings but poorer quality interpretations than did high-IQ subjects. The results were most consistent with a constraint satisfaction approach to metaphor comprehension. 相似文献
87.
This study examined the gender-typed portrayal of material culture in Caldecott Award children's books published between 1937 and 1989. Analyses of illustrations found that a larger proportion of female characters was shown using household artifacts, and a larger proportion of male characters was depicted using nondomestic production artifacts. Contrast analyses revealed no change over time in the proportions of female characters portrayed using household and production artifacts. Children's exposure to this representation may result in gender-linked modeling effects on preferences and skills related to technology and other material culture.Portions of this research were presented at the meeting of the American Psychological Society, June 21, 1992, San Diego, CA. The authors wish to thank Loretta Rieser-Danner, Leigh Shaffer, and two anonymous reviewers for helpful comments on earlier drafts. 相似文献
88.
Abstract— Recent research questions the existence of a short-term storage mechanism capable of holding limited information temporarily Specifically, serial-recall results with a through-list distractor (TLD) procedure, in which a distracting task is interposed between list Items as well as between the list and recall period, generally resemble the results of immediate-recall procedures The present study, however, reconfirms the utility of short-term storage by demonstrating an important difference between immediate and TLD recall A word-length effect, or advantage for lists of shorter words (which minimize short-term forgetting during spoken recall), did not occur with a TLD procedure. 相似文献
89.
Shannon Dawn Moeser 《Memory & cognition》1979,7(6):435-444
The acquisition of a 14-term partial ordering was compared with the acquisition of a 14-term linear ordering. Learning the partial ordering was found to be more difficult because of two factors: (1) Subjects do not appear to have in their knowledge systems a prototype or rule for representing a long list of comparative relations as a partial ordering structure, and (2) the partial ordering must be presented so that some of the adjacently presented premises do not contain a common element. When these two factors were controlled, the partial ordering was as easy to learn as the linear ordering. It was also found that subjects learning the partial ordering showed no evidence of a serial position learning curve, whereas subjects learning the linear ordering showed some tendency to produce a serial position learning curve. 相似文献
90.
To ascertain whether there are ear-hemisphere asymmetries of selective attention, signal stimuli (tonal sequences) were presented monaurally with and without complex maskers (music and speech). The right ear-left hemisphere was more disrupted by language maskers; the left ear-right hemisphere was more disrupted by music maskers. These results suggest that there are hemispheric asymmetries of selective attention and that the ear hemisphere that usually processes a class of stimuli has greater difficulty filtering out those stimuli than does the nonspecialized hemisphere. 相似文献