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621.
The Cognitive Consequences of Concealing Feelings 总被引:1,自引:0,他引:1
Jane M. Richards 《Current directions in psychological science》2004,13(4):131-134
622.
The study of visual attention in infants has used presentation of single simple stimuli, multi-dimensional stimuli, and complex dynamic video presentations. There are both continuities and discontinuities in the findings on attention and attentiveness to stimulus complexity. A continuity is a pattern of looking that is found in the early part of infancy that remains throughout adulthood. A discontinuity is an emerging sensitivity to the content of the information in the stimulus presentations and alterations in patterns of attention based upon stimulus comprehensibility. The current paper reviews some of these findings with particular application to complex video presentations. 相似文献
623.
Inattentional blindness (IB) occurs when an observer, who is engaged in a resource-consuming task, fails to notice an unexpected
although salient stimulus appearing in their visual field. The incidence of IB is affected by changes in stimulus-driven properties,
but little research has examined individual differences in IB propensity. We examine working memory capacity (WMC), processing
styles (flicker task), inhibition (Stroop task), and training in predicting IB. WMC is associated with IB (Experiments 1 and
2) but neither processing style (Experiment 1) nor inhibition (Experiment 2) was associated. In Experiment 2, prior training
on a task reduced the incidence of IB compared to no prior training, and this effect was significantly larger when trained
on the same tracking task as that used in the IB task rather than a different task. We conclude that IB is related to WMC
and that training can influence the incidence of IB. 相似文献
624.
Rebecca Cornelli Sanderson Maryse H. Richards 《American journal of community psychology》2010,45(3-4):430-440
Using a collaborative research approach, this project describes a partnership between community residents and university researchers to develop a comprehensive survey of the after-school needs of a low-income urban community in a large Midwestern city. Surveying parents and children was considered particularly important because the current literature on after-school does not include much input from them, the key stakeholders in programming. By surveying pre- and young adolescent youth (N = 416) and parents (N = 225) in the community, information was gathered to document the need for after-school programming, tap program preferences, and uncover barriers to participation and enrollment. Survey findings revealed significant differences between youth and parent perspectives. Disagreements between youth and parent survey responses suggest that after-school programs in the community should offer a balance of academic, recreational, and social activities, as well as a tutoring or homework component. Further, in order to increase participation and attendance rates, community after-school programs need to address the following barriers to participation: safety, transportation, family responsibilities (e.g., care for siblings, household chores), and access to information about available programs. These findings guided the planning of future after-school programs. The survey results and comparisons between youth and parent data will be presented. 相似文献
625.
Lynn Seskin Eileen Feliciano Gil Tippy Ruby Yedloutschnig K. Mark Sossin Anastasia Yasik 《Journal of abnormal child psychology》2010,38(7):949-960
While attachment research has demonstrated that parents’ internal working models of attachment relationships tend to be transmitted
to their children, affecting children’s developmental trajectories, this study specifically examines associations between
adult attachment status and observable parent, child, and dyadic behaviors among children with autism and associated neurodevelopmental
disorders of relating and communicating. The Adult Attachment Interview (AAI) was employed to derive parental working models
of attachment relationships. The Functional Emotional Assessment Scale (FEAS) was used to determine the quality of relational
and functional behaviors in parents and their children. The sample included parents and their 4- to 16-year-old children with
autism and associated neurodevelopmental disorders. Hypothesized relationships between AAI classifications and FEAS scores
were supported. Significant correlations were found between AAI classification and FEAS scores, indicating that children with
autism spectrum disorders whose parents demonstrated secure attachment representations were better able to initiate and respond
in two-way pre-symbolic gestural communication; organize two-way social problem-solving communication; and engage in imaginative
thinking, symbolic play, and verbal communication. These findings lend support to the relevance of the parent’s state of mind
pertaining to attachment status to child and parent relational behavior in cases wherein the child has been diagnosed with
autism or an associated neurodevelopmental disorder of relating and communicating. A model emerges from these findings of
conceptualizing relationships between parental internal models of attachment relationships and parent-child relational and
functional levels that may aid in differentiating interventions. 相似文献
626.
Comments on The dissemination and implementation of evidence-based psychological treatments: A review of current efforts (see record 2010-02208-010) by Kathryn R. McHugh and David H. Barlow. The lead article in the February–March issue by McHugh and Barlow (2010) emphasized the need for “dissemination and implementation of evidence-based psychological treatments.” The authors identified a number of intervention programs as evidence based and in need of dissemination. One is multisystemic therapy (MST). They claimed that this program is among “the most successful dissemination efforts...pursued by treatment developers” (p. 79). McHugh and Barlow’s (2010) discussion of the implementation of MST in Hawaii is troubling, because it neglected to mention concerns about the perceived lack of cultural sensitivity of the MST program in that state. 相似文献
627.
Alexander Kranjec Eileen R. Cardillo Gwenda L. Schmidt Anjan Chatterjee 《Cognition》2010,114(1):111-116
Prepositions combine with nouns flexibly when describing concrete locative relations (e.g. at/on/in the school) but are rigidly prescribed when paired with abstract concepts (e.g. at risk; on Wednesday; in trouble). In the former case they do linguistic work based on their discrete semantic qualities, and in the latter they appear to serve a primarily grammatical function. We used the abstract concept of time as a test case to see if specific grammatically prescribed prepositions retain semantic content. Using ambiguous questions designed to interrogate one’s meaningful representation of temporal relations, we found that the semantics of prescribed prepositions modulate how we think about time. Although prescribed preposition use is unlikely to be based on a core representational organization shared between space and time, results demonstrate that the semantics of particular locative prepositions do constrain how we think about paired temporal concepts. 相似文献
628.
The political correlates of the authoritarian personality have been well established by researchers, but important linkages to other major constructs in psychology need fuller elaboration. We present new data and review old data from our laboratories that show the myriad ways in which authoritarianism is implicated in the important domain of gender roles. We show that women and men high in authoritarianism live in rigidly gendered worlds where male and female roles are narrowly defined, attractiveness is based on traditional conceptions of masculinity and femininity, and conventional sexual mores are prescribed. As a construct, authoritarianism is not just relevant for understanding people's politics, but it also affects the most personal of domains--romantic partnerships, lifestyle goals, and basic attitudes about male and female relationships. 相似文献
629.
630.
Vincent Guilamo-Ramos James Jaccard Eileen Casillas 《Journal of child and family studies》2004,13(1):113-123
We provide a commentary on the Parents Matter! intervention program. Our commentary is organized around core issues confronting those who design prevention programs, namely (1) making the program practical, feasible and economical, (2) reaching a broad base of target individuals, (3) making the intervention effective in changing the behavior or outcome for those who participate in it, and (4) ensuring that the intervention is sustainable for future generations. Parents Matter! is a thoughtful and impressive program that addresses each of these issues. 相似文献