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111.
Social perspective-taking and adjustment in emotionally disturbed,learning-disabled,and normal children 总被引:2,自引:0,他引:2
Dr. Jill M. Waterman William E. Sobesky Louise Silvern Bart Aoki Marci McCaulay 《Journal of abnormal child psychology》1981,9(1):133-148
Preadolescent emotionally disturbed, learning-disabled, and normal boys were compared on social perspective-taking and behavioral measures to examine possible contributions of social cognitive deficits to children's adjustment problems. Antisocial-prosocial and withdrawn-gregarious behavior dimensions were studied through subscales derived from teacher ratings. Results indicated that across all groups, high perspective-taking was associated with significantly less withdrawal than was low perspective-taking; within groups, this finding was significant only for the emotionally disturbed boys. Contrary to theoretical assumptions, antisocial behavior was not significantly related to perspective-taking across the sample. Among emotionally disturbed boys, relatively higher affective perspectivetaking was significantly correlated with higher antisocial behavior. This positive correlation for the emotionally disturbed group was significantly different from the nonsignificant negative correlation between antisocial behavior and perspective-taking among normals. Findings for learning-disabled boys were intermediate. between results for emotionally disturbed and normal boys on both perspectivetaking and behavioral measures, and the learning-disabled group generally did not differ significantly from either other group. Theoretical and clinical implications of the findings are discussed
The authors acknowledge the invaluable assistance and cooperation of many teachers and principals in Jefferson County School District in Colorado, especially Ms. Norma Sobesky, coordinator of the program for Significantly Impaired Emotionally and Behaviorally Disturbed Children, and Ms. Beth Young, coordinator of the program for Perceptual and Communicative Disorders. 相似文献
112.
Simple motor reaction times (right-handed) to tape-recorded consonant-vowel syllables were obtained from 12 subjects under two conditions of monotic stimulation: “expected” presentation (subject informed as to ear of presentation) and “random” presentation (ear of presentation varied randomly). Significantly faster left ear reaction times were obtained in the “expected” condition. The rank order of subjects' standard dichotic listening task scores correlated negatively with reaction time ear differences in the “expected” presentation condition. Results are discussed in terms of existing theories of response lateralization in simple reaction time tasks, and an expanded hypothesis is offered. Specifically, it is suggested that two or more distinct but potentially overlapping mechanisms may be responsible for observed asymmetries in monotic auditory perception. Both an attentional or lateralized motor response bias and an inherent lateralization of function may operate side by side, differentially activated by task demands, mode of stimulus presentation, and nature of stimuli. 相似文献
113.
This article focuses on a practical approach to dealing with homosexual concerns within a pastoral context. The manner in which a church worker and a mental health professional can practice co-therapy is detailed with some of the limitations and advantages associated with such a team outlined. 相似文献
114.
Dr. M. B. Blom 《Pastoral Psychology》1981,29(4):254-261
The writer discusses two phenomena the pastoral counselor encounters in work with families and individuals: family survival myths and individual survival myths or fatal statements. Family survival myths are inefficient defense mechanisms, directed at the support of the parental relationship and the maintenance of the family balance. Fatal statements are expressions inherited from the family of origin. They function as myths and are intended to help one survive. From his perspective the pastor can, through a process of metacommunication, open the possibility to discuss the myth and so help people to free themselves from an unhealthy and life inhibiting bondage. 相似文献
115.
Dr. Stanley A. Mulaik 《Psychometrika》1981,46(1):105-107
It is proved for the common factor model withr common factors that under certain condition s which maintain the distinctiveness of each common factor a given common factor will be determinate if there exists an unlimited number of variables in the model each having an absolute correlation with the factor greater than some arbitrarily small positive quantity.The author is indebted to R. P. McDonald for suggesting the proof of Guttman's determinantal equation for the squared multiple correlation in predicting a factor from the observed variables used in the parenthetical note. 相似文献
116.
In recent years, Victor E. Frankl, the Viennese psychiatrist who is the founder of what has come to be known as the Third Viennese School of Psychology — Freud and Adler constituting the founders of the other two schools — has emerged as the leading proponent in psychotherapeutic circles of the centrality of the experience of “meaning” in mental health.” The goal of human life, argues Frankl, is to find meaning and order in the world for “me” personally and “us” collectively — both as an individual and a social sense of purpose and orderliness of the inner and outer environment. This paper attempts to identify—within the framework of the Jewish mystical tradition — the sources and origins of Frankl's scientific constructs in psychotherapy, and their manifestations in psychoreligious therapeutics. 相似文献
117.
Dr. Peter H. Waxer 《Motivation and emotion》1983,7(4):365-376
What speaks louder, false words or false action? Raters assessed the anxiety level of 10 actors portraying their actual anxiety level and simulated displays of high anxiety. Raters were required to base judgments on either video cues alone or audio cues alone. Findings indicate that false words speak louder than false action, with audio-based judgments generating greater judgmental error in both straight and dissembled anxiety conditions. Although raters expressed equal confidence in judgments based on either verbal or nonverbal cues, results indicated that verbal cues played a larger role in emotional deceit. Differences between real and simulated anxiety cues were delineated, suggesting ways of detecting emotional deception. Results were discussed in light of current thought regarding channel contribution in deception. 相似文献
118.
Dr. Anthony H. Winefield 《Motivation and emotion》1983,7(2):145-155
Private secondary school students differing in achievement motivation took part in a learned helplessness experiment using a triadic design and noncontingent rewards. A clear learned helplessness effect was observed in both high and low achievement motivation groups. The findings confirmed those from an earlier study using younger subjects drawn from a lower socioeconomic background. However, the results of both experiments were quite different from those of another recently reported investigation using university students that found facilitation as well as an interaction between achievement motivation level and treatment (Jardine & Winefield, 1981). It is concluded that the development of learned helplessness probably depends on the kind of environment in which noncontingent outcomes are experienced. 相似文献
119.
120.
Self-Consciousness,Self-presentation,and Performance Under Pressure: Who Chokes,and When? 总被引:4,自引:0,他引:4
Choking under pressure by persons low and high in self-consciousness was examined as a function of two sources of performance pressure: audience and performance feedback. Subjects competed with an alleged opponent on a psychomotor task while alone, before a supportive (same team) audience, or a nonsupportive (opposing team) audience. Before the critical trial, subjects learned that their team was either somewhat ahead of or somewhat behind the opposing team. Self-consciousness, audience, and feedback interacted to affect performance during the critical trial. When disappointing the audience was likely, subjects low in self-consciousness choked. Subjects high in self-consciousness tended to choke when they were told that their team had fallen behind. It is suggested that persons who are low and high in self-consciousness experience different types of performance pressure due to disparate self-presentational motives. 相似文献