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331.
The prevalence of myths preventing people partial to donation in Australia from consenting is unknown. Respondents (N?=?468: 381 donors, 26 non-donors, 61 undecided) were surveyed about their (negative) donation beliefs. Approximately 30% of donors were neutral or supported negative beliefs about organ allocation, especially donation to undesirable organ recipients and a black market organ trade. Confusion about brain death, lack of family and religious support, and discomfort with donation were negative beliefs endorsed by some respondents irrespective of donor preference. Proportionally, donors had greater trust in hospitals/doctors than other groups. Some myths still exist but may vary with donation preference. 相似文献
332.
Peter R. Giancola Robert M. Roth Dominic J. Parrott 《Journal of psychopathology and behavioral assessment》2006,28(4):211-221
The present investigation tested the hypothesis that executive functioning (EF) would mediate the relation between difficult temperament (DT) and aggressive behavior. This model was tested in 310 adult men and women. DT was measured using the Dimensions of Temperament Scale—Revised, EF was measured using 7 well-established neuropsychological tests, and aggression was assessed using the Buss–Perry Aggression Questionnaire. EF successfully mediated the DT–aggression relation for men, however, the model did not hold for women. Results are discussed with regard to how they influence current models of aggressive behavior as well as their implications for future violence prevention efforts. 相似文献
333.
Stephen G. Weinrach Windy Dryden Dominic J. DiMattia Kristene A. Doyle Catharine MacLaren Monica O’Kelly Ruth Malkinson 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2006,24(4):257-288
The purpose of this article was for selected Rational Emotive Behavior Therapy (REBT) cognoscenti to examine the impact of
the events of September 11th, 2001, on their beliefs about religion, spirituality, and their personal philosophy—including
the role of evil in the universe and the implications of these issues on their use of REBT. The degree of consistency of the
author’s views with classical REBT theory and philosophy was examined. The authors are current or former members of the Albert
Ellis Institute’s International Training Standards and Policy Review Committee, of which Albert Ellis, REBT’s founder, is
also a member.
Reprinted from Journal of Counseling & Development, Fall 2004, Volume 82. ACA. Reprinted with permission. No further reproduction authorized without written permission from
the American Counseling Association.
We regret to inform readers that Stephen G. Weinrach died in April 2004. Stephen G. Weinrach expressed gratitude to Jacqueline
Mirabile, Laura Hutelmyer, and Phylis Wright of Villanova University’s Falvey Memorial Library for valuable research assistance.
Jesse Clancy and Bethany Coover provided deeply appreciated and important editorial support. 相似文献
334.
Gender differences in mathematics performance: a meta-analysis 总被引:14,自引:0,他引:14
Reviewers have consistently concluded that males perform better on mathematics tests than females do. To make a refined assessment of the magnitude of gender differences in mathematics performance, we performed a meta-analysis of 100 studies. They yielded 254 independent effect sizes, representing the testing of 3,175,188 Ss. Averaged over all effect sizes based on samples of the general population, d was -0.05, indicating that females outperformed males by only a negligible amount. For computation, d was -0.14 (the negative value indicating superior performance by females). For understanding of mathematical concepts, d was -0.03; for complex problem solving, d was 0.08. An examination of age trends indicated that girls showed a slight superiority in computation in elementary school and middle school. There were no gender differences in problem solving in elementary or middle school; differences favoring men emerged in high school (d = 0.29) and in college (d = 0.32). Gender differences were smallest and actually favored females in samples of the general population, grew larger with increasingly selective samples, and were largest for highly selected samples and samples of highly precocious persons. The magnitude of the gender difference has declined over the years; for studies published in 1973 or earlier d was 0.31, whereas it was 0.14 for studies published in 1974 or later. We conclude that gender differences in mathematics performance are small. Nonetheless, the lower performance of women in problem solving that is evident in high school requires attention. 相似文献
335.
Dominic A. Clark 《Current Psychology》1990,9(3):203-235
The frequency with which verbal uncertainty expressions are employed suggests that they play an important role in the communication
of states of uncertainty and may have an important role in emerging technologies such as Expert Systems. This article critically
reviews empirical studies of verbal uncertainty expressions spanning two decades of research between 1967 and 1987 with the
principal conclusions that: (1) People are highly internally consistent in their use of verbal uncertainty expressions; (2)
No conclusions about between-subject variability are justified principally because (a) there is currently no consensus as
to what is to count as consistent or inconsistent use and (b) there are several factors that confound purported analyses of
between-subject consistency such as the composition of the stimulus set and the scaling tasks themselves; (3) One study suggests
that assessments of the meaning of verbal uncertainty expressions may be conditioned by the prior perceived probabilities
of the events they describe. However, other interpretations of this study are open. The review also discusses the more general
epistemological question of whether the concept of uncertainty as manifest by verbal uncertainty expressions is really amenable
to the unidimensional framework within which empirical studies have been conceived.
I am indebted to Dylan Jones (UWIST) for his encouragement and support and to John Fox, (ICRF), Tom Wallsten and David Budescu
for comments on earlier drafts. This work was supported, in part, by the Science and Engineering Research Council while the
author was a postgraduate student at the Department of Applied Psychology, UWIST (now UWCC School of Psychology). 相似文献
336.
Dominic W. Massaro 《Attention, perception & psychophysics》1969,6(2):89-91
Previous results of the reinforcement effects of feedback in psychophysical tasks have been interpreted as changes in the S’s response bias in the uncertain sensory state. The present study varied the percentage of feedback in a two-altemative loud-soft recognition task. The values of the probability of correct feedback were 1, .8, .6, .4, .2, and 0. The results indicated that Ss learned to respond to agree with the experimental feedback rather than with the actual cue presented on a trial. The probability of a response on Trial n +1 was highly dependent upon the response and feedback of Trial n only when the two trials were the same. It was concluded that feedback must influence the response probability vector associated with a given detection state. 相似文献
337.
Douglas M. Gross Milton A. Trapold Thomas S. Hyde 《Journal of the experimental analysis of behavior》1968,11(2):191-195
A simple surgical procedure is described that makes it possible to deliver liquids directly into the mouth of a freely mobile rat. Data presented show that an 8% sucrose solution delivered by this technique is an effective reinforcer in a variety of simple and discriminative schedules of reinforcement. 相似文献
338.
An easily constructed and inexpensive apparatus for generating electroconvulsive shock is described. The wide range of shock level adjustment and reliability of operation make it an excellent piece of equipment to have in laboratories using electroconvulsive shock as an experimental tool for research on memory and memory storage processes. 相似文献
339.
Dominic W. Massaro 《Attention, perception & psychophysics》1970,7(3):153-156
Previous verbal/memory studies have indicated that perceptual processes continue to occur after the stimulus is terminated. The present study investigated whether a blank period after a nonverbal stimulus would function to strengthen or consolidate the sensory trace in memory. A “delayed-comparison task” of recognition memory for pitch was employed in two experiments. The results indicated that a blank interval after the tone to be remembered increased the memory strength of that tone when the tone’s duration was brief (.2 sec). However, an empty interval after a tone with a longer duration (.5 sec) did not affect memory performance. Memory strength also decreased over time during a retroactive interval tone. A storage-interference model described the quantitative results accurately. 相似文献
340.