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171.
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Dill EJ Vernberg EM Fonagy P Twemlow SW Gamm BK 《Journal of abnormal child psychology》2004,32(2):159-173
This study evaluated the validity of mediating pathways in predicting self-assessed negative affect from shyness/social withdrawal, peer rejection, victimization by peers (overt and relational), and the attitude that aggression is legitimate and warranted. Participants were 296 3rd through 5th graders (156 girls, 140 boys) from 10 elementary schools. Self-report measures of victimization, attitudes, and negative affect, and a teacher-report measure of shyness/social withdrawal and peer rejection were completed during the spring semesters of 2 consecutive years. Hierarchical regression analyses supported the mediational model in predicting negative affect at Time 2. However, an increase in negative affect over the 12-month study period was best accounted for by direct effects of increased victimization and changes in attitudes/attributions regarding aggression. Implications for the planning of school interventions designed to interrupt these victimization-maladjustment pathways are discussed. 相似文献
173.
Edward S. Casey 《Continental Philosophy Review》2004,37(1):83-126
The activities of glancing and attending are rarely compared, yet they have significant affinities to the point where we may say that glancing is a mode of attending while the latter, in turn, often proceeds by glances. This paper explores these affinities, showing that each activity is a form of reactive spontaneity (James) and that each engages in a particular version of advertence. Mental as well as ordinary perceptual glances are examined, with examples being taken from laboratory studies, everyday life, meditation, and the psychotherapeutic technique of focusing. In the end, the two acts collaborate closely, enhance each other, and can be considered conterminous in many of their aims and procedures for reaching them. 相似文献
174.
Lazareva OF Smirnova AA Bagozkaja MS Zorina ZA Rayevsky VV Wasserman EA 《Journal of the experimental analysis of behavior》2004,82(1):1-19
Eight crows were taught to discriminate overlapping pairs of visual stimuli (A+ B-, B+ C-, C+ D-, and D+ E-). For 4 birds, the stimuli were colored cards with a circle of the same color on the reverse side whose diameter decreased from A to E (ordered feedback group). These circles were made available for comparison to potentially help the crows order the stimuli along a physical dimension. For the other 4 birds, the circles corresponding to the colored cards had the same diameter (constant feedback group). In later testing, a novel choice pair (BD) was presented. Reinforcement history involving stimuli B and D was controlled so that the reinforcement/nonreinforcement ratios for the latter would be greater than for the former. If, during the BD test, the crows chose between stimuli according to these reinforcement/nonreinforcement ratios, then they should prefer D; if they chose according to the diameter of the feedback stimuli, then they should prefer B. In the ordered feedback group, the crows strongly preferred B over D; in the constant feedback group, the crows' choice did not differ significantly from chance. These results, plus simulations using associative models, suggest that the orderability of the postchoice feedback stimuli is important for crows' transitive responding. 相似文献
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Wise EA 《Journal of personality assessment》2004,82(1):50-59
The purpose of this article is to provide a brief review of the history, development, and current status of the concepts of clinical significance (CS) and the reliable change index (RCI). I address issues regarding the development, criticisms, and applications of CS and RCI. I review the use of normative data, cutoff points, formula adjustments, and the comparative validity of various RCI methods. An examination of the convergence of multiple domains and multiple measures demonstrates ways to further develop the concepts of reliable change and CS. Finally, I make some recommendations and implications for future research and the development of assessment tools. 相似文献
178.
What makes an insight problem? The roles of heuristics, goal conception, and solution recoding in knowledge-lean problems 总被引:3,自引:0,他引:3
Chronicle EP MacGregor JN Ormerod TC 《Journal of experimental psychology. Learning, memory, and cognition》2004,30(1):14-27
Four experiments investigated transformation problems with insight characteristics. In Experiment 1, performance on a version of the 6-coin problem that had a concrete and visualizable solution followed a hill-climbing heuristic. Experiment 2 demonstrated that the difficulty of a version of the problem that potentially required insight for solution stems from the same hill-climbing heuristic, which creates an implicit conceptual block. Experiment 3 confirmed that the difficulty of the potential insight solution is conceptual, not procedural. Experiment 4 demonstrated the same principles of move selection on the 6-coin problem and the 10-coin (triangle) problem. It is argued that hill-climbing heuristics provide a common framework for understanding transformation and insight problem solving. Postsolution receding may account for part of the phenomenology of insight. 相似文献
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The purpose of this study was to examine the influence of utterance length and complexity relative to the children's mean length of utterance (MLU) on stuttering-like disfluencies (SLDs) for children who stutter (CWS) and nonstuttering-like disfluencies (nonSLDs) for children who do not stutter (CWNS). Participants were 12 (3;1-5;11, years;months) children: 6 CWS and 6 age-matched (+/-5 months) CWNS, with equal numbers in each talker group (CWS and CWNS) exhibiting MLU from the lower to the upper end of normal limits. Data were based on audio-video recordings of each child in two separate settings (i.e., home and laboratory) during loosely structured, 30-min parent-child conversational interactions and analyzed in terms of each participant's utterance length, MLU, frequency and type of speech disfluency. Results indicate that utterances above children's MLU are more apt to be stuttered or disfluent and that both stuttering-like as well as nonstuttering-like disfluencies are most apt to occur on utterances that are both long and complex. Findings were taken to support the hypothesis that the relative "match" or "mismatch" between linguistic components of an utterance (i.e., utterance length and complexity) and a child's language proficiency (i.e., MLU) influences the frequency of the child's stuttering/speech disfluency. EDUCATIONAL OBJECTIVES: The reader will learn about and be able to: (1) compare different procedures for assessing the relationship among stuttering, length and complexity of utterance, (2) describe the difference between relative and absolute measures of utterance length, (3) discuss the measurement and value of mean length of utterance and its possible contributions to childhood stuttering, and (4) describe how length and complexity influence nonstuttering-like disfluencies of children who stutter as well as the stuttering-like disfluencies of children who do not stutter. 相似文献