全文获取类型
收费全文 | 2182篇 |
免费 | 81篇 |
专业分类
2263篇 |
出版年
2021年 | 14篇 |
2020年 | 29篇 |
2019年 | 33篇 |
2018年 | 57篇 |
2017年 | 55篇 |
2016年 | 44篇 |
2015年 | 44篇 |
2014年 | 49篇 |
2013年 | 213篇 |
2012年 | 88篇 |
2011年 | 87篇 |
2010年 | 44篇 |
2009年 | 55篇 |
2008年 | 80篇 |
2007年 | 80篇 |
2006年 | 92篇 |
2005年 | 62篇 |
2004年 | 59篇 |
2003年 | 63篇 |
2002年 | 62篇 |
2001年 | 38篇 |
2000年 | 37篇 |
1999年 | 49篇 |
1998年 | 39篇 |
1997年 | 37篇 |
1996年 | 45篇 |
1995年 | 29篇 |
1994年 | 33篇 |
1993年 | 36篇 |
1992年 | 23篇 |
1991年 | 24篇 |
1990年 | 28篇 |
1989年 | 23篇 |
1988年 | 25篇 |
1987年 | 30篇 |
1986年 | 23篇 |
1985年 | 25篇 |
1984年 | 25篇 |
1983年 | 27篇 |
1982年 | 41篇 |
1981年 | 29篇 |
1980年 | 27篇 |
1979年 | 34篇 |
1978年 | 23篇 |
1977年 | 24篇 |
1976年 | 27篇 |
1975年 | 27篇 |
1974年 | 18篇 |
1973年 | 15篇 |
1969年 | 19篇 |
排序方式: 共有2263条查询结果,搜索用时 15 毫秒
951.
J. Douglas Coatsworth Larissa G. Duncan Mark T. Greenberg Robert L. Nix 《Journal of child and family studies》2010,19(2):203-217
We evaluated the efficacy of a mindful parenting program for changing parents’ mindfulness, child management practices, and
relationships with their early adolescent youth and tested whether changes in parents’ mindfulness mediated changes in other
domains. We conducted a pilot randomized trial with 65 families and tested an adapted version of the Strengthening Families Program: For Parent and Youth 10–14 that infused mindfulness principles and practices against the original program and a delayed intervention control group.
Results of pre-post analyses of mother and youth-report data showed that the mindful parenting program generally demonstrated
comparable effects to the original program on measures of child management practices and stronger effects on measures of mindful
parenting and parent–youth relationship qualities. Moreover, mediation analyses indicated that the mindful parenting program
operated indirectly on the quality of parent–youth relationships through changes in mindful parenting. Overall, the findings
suggest that infusing mindful parenting activities into existing empirically validated parenting programs can enhance their
effects on family risk and protection during the transition to adolescence. 相似文献
952.
Leslie J. Francis Mandy Robbins Jenny Rolph Douglas Turton Paul Rolph 《Pastoral Psychology》2010,59(5):551-561
This study links and tests three strands of theory concerned with explaining individual differences in levels of professional
burnout in general and among religious professionals in particular. These three strands concern the significance of current
self-esteem, recalled self-esteem as a child, and personality. Data were provided by a sample of 1,278 male stipendiary parochial
clergy working in the Church of England who completed the modified Maslach Burnout Inventory (specially designed for use among
clergy), and the short-form Revised Eysenck Personality Questionnaire (designed to measure the personality dimensions of extraversion,
neuroticism and psychoticism), together with a semantic differential index of recalled self-esteem as a child. The bivariate
correlation coefficients demonstrated significant associations between more positive self-esteem as a child and lower levels
of professional burnout (higher personal accomplishment, lower emotional exhaustion and lower depersonalisation). The bivariate
correlation coefficients also demonstrated significant associations between personality and professional burnout. Multiple
regression analyses, however, demonstrated that the association between recalled self-esteem as a child and professional burnout
largely disappeared after controlling for the personality variables. The conclusion is drawn that knowledge about the personality
profile of clergy functions as a more secure predictor of susceptibility to professional burnout than knowledge about recalled
self-esteem as a child. 相似文献
953.
Douglas Walton 《Philosophical explorations》2013,16(1):71-89
This paper offers a dialogue theory of explanation. A successful explanation is defined as a transfer of understanding in a dialogue system in which a questioner and a respondent take part. The questioner asks a special sort of why-question that asks for understanding of something and the respondent provides a reply that transfers understanding to the questioner. The theory is drawn from recent work on explanation in artificial intelligence (AI), especially in expert systems, but applies to scientific, legal and everyday conversational explanations. 相似文献
954.
955.
The Psychological Record - 相似文献
956.
Nine-ten-and twelve-year-old children (N = 75) read aloud dominant, subordinate or ambiguous bias sentences (N = 120) that ended in a homonym (BALL). After the sentence (1,000 ms), children read aloud targets that were related to the dominant (BAT) or subordinate (DANCE) meaning of the homonym or control targets. Participants were also divided into three reading skill groups based on an independent measure of single word oral reading accuracy. There were three main developmental and reading skill findings. First, 9-year-olds and low skill readers showed lexical level facilitation in accuracy. Second, 9- and 10-year-olds or low and moderate skill readers showed lexical level facilitation in reaction time. Third, 12-year-olds or high skill readers showed sentence level facilitation in reaction time with high skill readers additionally showing sentence level inhibition in reaction time. These results show that lexical level context effects decreased and that sentence level context effects increased with development and skill. These results are discussed in terms of connectionist models of visual word recognition that incorporate distributed attractor principles. 相似文献
957.
Effective engagement in interdisciplinary work is critical if community psychology is to achieve its promise as a field of ecological inquiry and social action. The purpose of this paper and special issue is to help make the benefits of interdisciplinary community research clearer and to identify and begin to address its challenges. Although some areas of psychology (e.g., biological, cognitive and health) have made substantial interdisciplinary strides in recent decades, progress in community psychology (and related areas) is more modest. In this article we explore the prospects for expanding and improving interdisciplinary community research. Challenges include designs, measures, and analytical frameworks that integrate multiple levels of analysis from individuals through families, organizations, and communities to policy jurisdictions, and the complexities involved in simultaneously bringing together multiple disciplinary collaborators and community partners. Challenges to interdisciplinary collaboration common to all disciplines include the disciplinary nature of academic culture and reward structures, limited funding for interdisciplinary work and uncertainties related to professional identity and marketability. Overcoming these challenges requires a synergy among facilitative factors at the levels of the interdisciplinary project team (e.g., the framing question; embedded relationships; leadership), the investigators (e.g., commitment to new learning; time to invest), and the external context (e.g., physical, administrative, economic and intellectual resources and support for interdisciplinary work). We conclude by identifying several exemplars of effective interdisciplinary collaborations and concrete steps our field can take to enhance our development as a vibrant community-based, multilevel discipline increasingly devoted to interdisciplinary inquiry and action. 相似文献
958.
The aim of this paper is to provide further evidence that orthography plays a central role in phonemic awareness, by demonstrating an orthographic congruency effect in phoneme deletion. In four initial phoneme deletion experiments, adult participants produced the correct response more slowly with orthographically mismatched stimulus-response pairs (e.g., worth-earth) than with matched pairs (e.g., wage-age). This orthographic effect occurred with or without specific instructions to ignore spelling and when stimuli were presented with or without the to-be-deleted sound. In a final experiment, participants made more errors on complex than simple onset items, but there was no interaction with orthographic mismatch. The repeated observation of this robust orthographic effect suggests that participants are at least aware of orthography during phonemic awareness tasks, and it supports the view that phonemic awareness is directly subserved by orthography. 相似文献
959.
960.
Proactive personality and the successful job search: a field investigation with college graduates 总被引:4,自引:0,他引:4
The current article tests a model of proactive personality and job search success with a sample of 180 graduating college students. Using structural equation modeling, the authors tested a theoretical model that specified the relations among proactive personality, job search self-efficacy, job search behaviors, job search effort, and job search outcomes. Job seekers were surveyed at 2 separate points in time, once 3-4 months prior to graduation and once 2-3 months following graduation. The results suggest that proactive personality (a) significantly influenced the success of college graduates' job search, (b) was partially mediated through job search self-efficacy and job search behavior, and (c) was independent of self-esteem and conscientiousness. The findings are discussed in terms of their general implications for understanding the nature of the process through which distal personality factors, such as proactive personality, affect the nature and success of an individual's job search. 相似文献