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81.
This study examined the differential effects of aging on consolidation processes that strengthen newly acquired memory traces in veridical form (memory stabilization) versus consolidation processes that are responsible for integrating these memory traces into an existing body of knowledge (item integration). Older adults learned 13 nonwords and were tested on their memory for the nonwords, and on whether these nonwords impacted upon processing of similar-sounding English words immediately and 24 hours later. Participants accurately recognized the nonwords immediately, but showed significant decreases in delayed recognition and recall. In comparison, the nonwords impacted upon processing of similar-sounding words only in the delayed test. Together, these findings suggest that memory consolidation processes may be more evident in item integration than memory stabilization processes for new declarative memories in older adults. 相似文献
82.
World famous actor-comedian Charlie Chaplin once said that “A day without laughter is a day wasted”. But try applying the same quote in our work place, with fluctuating markets, unending competition and impossible deadlines; we may find more wasted days than the rest. All of us know what it feels to experience humour, but most of us think twice before having a hearty laugh at our workplace. What is the barrier which stops us from sharing humour at work? This paper attempts to answer this question and aims to understand the concept of humour at workplace and its importance in today’s context. It aims to review existing literature in this field and present the application of Workplace humour in an organizational context to achieve favourable work-related outcomes. In addition to this, the paper also enumerates the different workplace practices that are directly or indirectly related to humour and provide suggestions to organizations on how to use this powerful tool to bring about organizational effectiveness. 相似文献
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The Role of Families and Care Givers as Risk and Protective Factors in Preventing Youth Violence 总被引:3,自引:0,他引:3
This paper reviews research which discusses the risk and protective functions that families and other caregivers provide in influencing the development of aggressive behavior in youth. Currently, there is an emphasis on providing violence prevention programs in the school environment, typically with little parental or caregiver involvement. By enhancing the role of families and caregivers in youth violence prevention programs, we assert that an unique opportunity exists to both address specific risk factors for violence while enhancing the protective features of the family. Relatedly, the risk literature on youth violence indicates that the most influential risk factors (i.e., the family, community, and peers) have their principle impact on youth aggression outside the school. We suggest a shift in the focus of violence prevention programming that is more inclusive of families as both a risk and protective agent. In support of this position, relevant theory and reviews of exemplary family-involved programs are offered. Challenges to involving youth caregivers are identified and recommendations for overcoming those challenges suggested. Last, recommendations for future research and public policy in the prevention of youth violence are offered. 相似文献
85.
Parents of preterm, very low birthweight (VLBW <1,500 grams) babies are often uncertain about the relative merits (versus risks) of preschool experience for their infant. To examine this issue, the academic and social functioning at age seven, of 74 VLBW infants who had attended an informal preschool setting was compared to that of 42 VLBW nonattenders of equivalent neonatal medical severity and family milieu, as well as to that of 154 normal birthweight children (NBW >2,500 grams) of similar background. VLBW attenders scored significantly higher than VLBW nonattenders on the cognitive measures of Mean School Performance, Works Hard, and Learns a Lot (Teacher Report Form—Achenbach, 1991), and also on Cognitive Competence (Teacher's Rating Scale—Harter & Pike, 1984). In the case of girls, but not boys, attenders also had lower social nonparticipation scores than nonattenders on the Selective Classmate Evaluation Procedure (Hoy, Sykes, Bill, Halliday, McClure, & McReid, 1992) completed by classmates. While attenders still scored less optimally than the NBW group, their better scores suggest the need to examine prospectively whether exposing VLBW toddlers to child‐paced preschool experience prior to more formal teaching may encourage their openness to new experience and learning. © 2000 Michigan Association for Infant Mental Health. 相似文献
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Elizabeth King;Layla Branicki;Kate Norbury;Richard Badham; 《Psychologie appliquee》2024,73(1):240-266
In this paper, we take a process perspective to inductively theorize how shifting sources of adversity and subjective experiences of team relationship quality influence team resilience across time. Building on the literature, we characterize team resilience as a set of team-level processes—anticipation, coping, and learning—which can support teams to work interdependently to return to, or beyond, pre-adversity levels of performance. Despite the rising interest, existing research has tended to be theoretical or exploratory in relation to sources of everyday team adversity. To further understand team resilience, we examine how the characteristics of team resilience unfold across time between a crew of sailors during a challenging multi-day yacht race and competitive demands. Using video observations and interview data, we explore in real-time how team resilience processes are (i) shaped by dynamism in the sources of external (environmental) adversity and internal team adversity encountered and (ii) influenced by shifts in the subjective experience of team relationship quality across time. We make two contributions: a novel conceptualization of how external (environmental) adversity and internal team adversity affect team resilience processes across time and a theorization of how relationship quality affects team resilience in the context of shifting adversities. 相似文献
89.
Sümeyye Koşkulu-Sancar;Elma Blom;Eva van de Weijer-Bergsma;Elizabeth Grandfield;Josje Verhagen;Hanna Mulder; 《Infant and child development》2024,33(3):e2474
The current study investigates the role of teacher behaviors in toddlers' executive function development. Teachers' (N = 215) emotional and behavioral support and instructional support were observed through classroom observations when children were 2 years old. Selective attention, verbal short-term memory, and visuospatial working memory of children (N = 876, 48.4% female) were assessed at age 2 (Mage = 28.60 months, SD = 2.83) and 3 (Mage = 42.38 months, SD = 2.47). Teachers' instructional support positively predicted growth in selective attention, but not verbal short-term memory or visuospatial working memory. Teachers' emotional and behavioral support did not predict the growth in executive function measures. Findings have implications for understanding the role of teacher-child interactions in executive function development in toddlerhood. 相似文献
90.
Over the past two decades, youth mentoring programs have increased in popularity as an intervention for children exposed to a range of stressful life circumstances. Such programs have been shown to promote positive youth development and reduce risk for emotional and behavioral problems; yet, the effect size of youth gains remains small. The current study examined the influence of college student mentors’ history of early life stress and baseline depressive symptoms on their effectiveness in youth mentoring relationships using 340 randomized mentor–youth pairs from College Mentors for Kids, a well-established mentoring program with chapters across the United States. Hierarchical linear models revealed that mentors with higher levels of depressive symptoms reported lower relationship satisfaction and increased avoidance in the mentoring relationship. In contrast, mentors who experienced higher levels of early life stress had youth who reported greater satisfaction in the mentoring relationship and decreased relational anxiety. These findings are some of the first to examine the impact of mentor characteristics on mentor–youth relationships and highlight the importance of considering factors relevant to psychosocial functioning and emotional distress when recruiting, training, and supporting college student mentors. 相似文献