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881.
Ellen A. Levy Barbara S. McClinton F.Michael Rabinowitz Joan R. Wolkin 《Journal of experimental child psychology》1974,17(1):115-132
Two experiments were conducted using a multiple-item list in which each item consisted of a pair of pictures. The model indicated which member of each pair she preferred and was either positively reinforced, negatively reinforced, or received neutral consequences. The S then indicated his preferences (imitation test). Following the imitation test, each S was asked to recall the model's choices. Age was an independent variable in both experiments. Imitation scores of the children, preschool to sixth-grade age range, were strongly influenced by differential vicarious reinforcement. Vicarious reward increased imitation and vicarious punishment decreased it. College students' imitation scores were only minimally influenced by differential vicarious reinforcement. Within- and between-subjects variations of vicarious reinforcement had similar effects. Recall scores were surprisingly high and were not significantly influenced by differential vicarious reinforcement. Interestingly, age and percentage of correct recall were negatively correlated. 相似文献
882.
883.
Lisa Silberstein Howard Gardner Erin Phelps Ellen Winner 《Journal of experimental child psychology》1982,34(1):135-150
In order to determine the development of preferences for different types of metaphors, a metaphor preferences task was designed. Subjects at seven ages, from 6 through 20 years, received incomplete sentences followed by metaphorical and literal completions, and were asked to select their preferred completions. The pattern of preferences shifted with age. Metaphors based on grounds involving color or shape were preferred by the youngest subjects; metaphors based on movement or sound were preferred by subjects of intermediate age; and metaphors based on nonperceptual, conceptual grounds were preferred by the oldest subjects. At all ages the most frequently chosen metaphors were those based on a combination of two grounds (e.g., color and shape). Preference for literal completions declined with age, but there was an increase in literal selections in the 8th and 10th grades. This study demonstrates the systematic development of aesthetic preferences in the domain of figurative language. 相似文献
884.
885.
Data from a longitudinal study of postbaccalaureate nursing careers are discussed in the context of the motive-to-avoid-success controversy. Two groups of nurses with continuous work histories were intensively studied. While most had experienced upward professional mobility, a significant minority had lateral careers, which, though not characterized by advancement, typically provide rewards of intensification. Further, lateral careers only occurred in specialties allowing a high degree of professional autonomy. Thus, upward mobility and advancement should not be the sole criteria of women's occupational progress. Alternative conceptions of success may be significant in many occupations, although such beliefs may not serve as viable substitutes for professional autonomy and the opportunity for personal development. Lateral movement may also characterize most men's work lives more aptly than descent or ascent; hence the findings underscore the necessity to rethink the image of movement in both male and female work spheres.The research upon which this paper is based was supported by a grant from the Nursing Resources Division, USPHS (Grant NU-004-94-03) for the study of Post-Baccalaureate Careers in Nursing, Fred Davis and Virginia Olesen, Principal Investigators, Ellen Lewin, Assistant Project Director. This article was originally presented as a paper at the Pacific Sociological Association meetings, Sacramento, California, April 1977, where the panel commentator, Sheryl Ruzek, provided useful comments on the essay. Jane Tabata Usami provided a very helpful bibliographic search and other technical assistance. 相似文献
886.
Previous investigators have suggested that women display lower self-confidence than men across almost all achievement situations. The empirical validity of this suggestion is assessed in an experiment testing the hypothesis that performance evaluation guidelines moderate sex difference in self-confidence. Undergraduates read the guidelines by which their performance on an impending test would be evaluated. Guidelines were: ambiguous (A); clear—specifying the dimensions of performance to be examined, but not providing any examples of others' performance against which subjects' work would be compared (C); or clear with performance examples (CE). Subjects then completed the test and estimated how will they had done. Results showed the predicted pattern in conditions A and C: While women underestimated their actual performan?e much more than men when guidelines were ambiguous, they did not do so when guidelines were clear. Further, the rise in self-confidence for women from conditions A to C was greater than that for men. Also as predicted, both sexes' self-confidence and performance were higher in condition C than in condition A. Finally, although condition CE was expected to depress only women's self-confidence and performance, both sexes showed this effect. It is concluded that sex differences in self-confidence are moderated by situation variables and that programs designed to reduce such differences might be improved by a greater focus upon women's response to clearly specifiable factors in achievement settings. 相似文献
887.
Robert O. Hansson Mary Ellen O'Connor Warren H. Jones Mary Hill Mihelich 《Journal of personality》1980,48(4):419-434
The hypothesis associating psychological androgyny with greater personal adjustment has recently been contradicted in several studies in which masculine individuals, regardless of gender, generally appeared to be better adjusted than either androgynous or feminine persons. In the present research, five studies involving 363 subjects tested the hypothesis that such data may reflect a culture that values and differentially rewards agentic (masculine) characteristics and competencies in both men and women while taking communal (feminine) characteristics somewhat for granted. Subjects evaluating candidates for agentic roles preferred masculine candidates (regardless of gender). Masculine and androgynous persons were preferred for a communal role, while feminine persons were almost never chosen for either agentic or communal roles. 相似文献
888.
Ellen Winner Matthew Engel Howard Gardner 《Journal of experimental child psychology》1980,30(1):22-32
In order to investigate the potential difficulties posed by task demands and by surface features of metaphorical sentences, children aged 6, 7, and 9 years were presented with metaphorical grounds encoded in five alternative linguistic forms: predicative metaphors, topicless metaphors, similes, analogies, and riddles. The task demands posed by comprehension of predicative metaphors proved greater than those posed by topicless metaphors, suggesting that it is more difficult to specify the similarity between two given terms than it is to generate a missing term. When topicless metaphors were rewritten either in an explicit analogic form or in the form of a riddle, comprehension was increased; however, when predicative metaphors were rewritten as similies, the addition of the term “like” to make clear the similarity relationship between the two terms failed to elevate understanding. 相似文献
889.
Dr. Jim Lantz Ph.D. Mary Ellen Kondrat Ph.D. 《Journal of Contemporary Psychotherapy》1996,26(3):295-305
Existential psychotherapy can be understood as a treatment orientation directed towards helping the client discover, actualize
and honor the meanings and meaning potentials in life. In this article, the authors outline the problem-oriented and the mystery-centered
elements of existential treatment and how these two components of existential treatment are both poles of a relationship of
tension and complimentary to each other. The article further explores treatment activities, treatment goals, assessment activities
and the treatment relationship as these notions are understood in both the problem-oriented and the mystery-centered aspects
of existential psychotherapy. 相似文献
890.
The purpose of this study was to assess body esteem, eating attitudes, and gender-role orientation in three age groups (first,
third, and fifth graders). The first graders were interviewed individually; the third and fifth graders completed a questionnaire
in a group setting in which the questions were read aloud to set a pace and help those who may have had difficulty reading.
All children completed the Children’s Sex Stereotypes Measure, the children’s version of the Eating Attitudes Test, and the
Body Esteem Scale. It was hypothesized that children as young as six or seven do understand the connection between eating
and body weight, that a proportion of children do experience eating and weight concerns, and that feminine children are most
likely to experience such concerns. The results demonstrated that children, as early as first grade, were indeed engaging
in eating disordered behaviors and expressing dieting and weight concerns. The children appeared to understand the connection
between eating and weight, and body esteem was found to be significantly lower in the fifth than the third graders. However,
feminine children were not more likely to exhibit eating disordered behaviors.
An earlier version of this article was presented at the 1993 meeting of the Eastern Psychological Association in Arlington,
VA. 相似文献