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301.
302.
Bruce S. Liese Dayanand D. Shepherd Christine L. Cameron A. Ernest Ojeleye 《Journal of clinical psychology in medical settings》1995,2(1):21-38
Psychological problems (e.g., anxiety, depression, substance abuse) are prevalent in primary care medical settings. Family physicians (FPs) treat more patients than any other primary care medical specialists. Thus, FPs can play an extremely important role in providing psychological services to their patients. In contrast to other specialists (e.g., internists, obstetricians), FPs are required to complete behavioral science training in their residencies. In this paper, we describe standard undergraduate, graduate, and postgraduate training of FPs. We present our unique program for teaching psychological principles and skills to family practice residents at the University of Kansas Medical Center. And finally, we introduce an instrument, the Interview Rating Scale (IRS), for evaluating the interviewing skills of physicians and residents. 相似文献
303.
George H. Noell Kristin A. Gansle Joseph C. Witt Ernest L. Whitmarsh Jennifer T. Freeland Lynn H. LaFleur Donna N. Gilbertson John Northup 《Journal of applied behavior analysis》1998,31(4):659-663
This study examined the effects of reinforcement contingencies designed to increase the performance of existing reading skills as well as the effects of instruction—modeling and practice—designed to increase skill level for oral reading fluency across three levels of reading materials. Results showed that a combination of contingencies, modeling, and practice was effective in producing substantial increases in reading fluency for all participants at their assigned grade levels. These results demonstrate one strategy for experimentally determining those instructional components that are required to increase oral reading rate. 相似文献
304.
Although much progress has been made in race relations in the United States, discrimination still persists in the workplace. As a result, Black women, among individuals from other underrepresented groups, develop coping strategies, such as identity shifting, to diminish the negative consequences of discrimination. We used the phenomenological variant of ecological systems theory to examine shifting racial, gender, and class identities among early career (recent college graduates) U.S. Black women working in predominantly White environments. Drawing on ten semi-structured interviews with college-educated Black women, data were analyzed with an interpretative phenomenological analysis. The results revealed two major themes: (a) benefits of identity shifting and (b) the costs of identity shifting, the latter with five subthemes: (a) managing interpersonal rejection: frozen effect, (b) assimilation to the dominant culture and inauthenticity, (c) confronting and dismantling stereotypes, (d) model Black citizen, and (c) mixed feelings toward identity shifting. The findings indicate that Black women vacillate between the benefits and costs of identity shifting, altering their dialect and behavior to meet social norms. Our study’s implications suggest the necessity of a multicultural approach by employers to affirm their workers’ social identities, strengthen employee relationships, and lessen the need for shifting identities. 相似文献
305.
Sanna Roos Ernest V. E. Hodges Kätlin Peets Christina Salmivalli 《Cognition & emotion》2016,30(5):1008-1016
The effects of anger and effortful control on aggressogenic thought–behaviour associations were investigated among a total of 311 Finnish fifth and sixth graders (mean age = 11.9 years). Self-reported aggressive cognitions (i.e., normative- and self-efficacy beliefs about aggression) were expected to be associated with higher peer-reported aggressive behaviour. Teacher reported anger and effortful control were hypothesised, and found, to moderate the effects of aggressive cognitions on aggression, such that the effects were strongest for children who were high in anger and low in effortful control, as compared to other conditions. Furthermore, under the conditions of high anger and high effortful control, self-efficacy was negatively related to aggression. Thus, aggression is a result of a complex, hierarchically organised motivational system, being jointly influenced by aggressive cognitions, anger and effortful control. The findings support the importance of examining cognitive and emotional structures jointly when predicting children’s aggressive behaviour. 相似文献
306.
307.
A number of investigators have used power spectral density (PSD) analysis to try to identify and quantify various sensory systems which are involved in upright standing. Using PSD analysis, over a frequency range from 0.02-2.5 Hz, the present study examined two trials of lateral sway in each of 80 men. The results showed that little change occurred in PSD values between the first and second trials. Exponential curves were fit to the averaged trials data of each subject. The values of the parameter estimates obtained from the curve-fitting were regressed on the values of various direct, and derived anthropometric variables to try to explain the variance of the parameter estimates in terms of the anthropometrics. The subject's center of gravity location accounted for no more than 15.8% of the parameter variance, whereas the remaining anthropometrics explained even less. The overall averaged data suggest that three functions (related to visual, vestibular, and proprioceptive processes) may underlie the sway pattern over this frequency range. PSD curves of individuals with a history of high-level athletic activity clearly differed from those of sedentary subjects. 相似文献
308.
Two studies compared the effects of masculinity and femininity on rater and ratee evaluations of emergent leader behavior in mixed- and same-sex groups. Data were collected in two consensus-seeking studies using the same procedures; only the gender composition of the task groups was changed. The first study was composed of 39 female and 21 male students in 15 mixed-sex groups, and the second study included 96 female students in 22 same-sex groups. Masculinity and femininity were measured with the Bem Sex Role Inventory [L. Bem, (1974) The Measurement of Psychology Androgyny, Journal of Consulting and Clinical Psychology, Vol. 42, pp. 155–162]. Contrary to research and theory, masculinity was not associated with peer-rated leadership, yet femininity was correlated with two measures of self-rated leadership. 相似文献
309.
Ernest W. Adams 《Journal of Philosophical Logic》1996,25(1):1-24
Different inferences in probabilistic logics of conditionals preserve the probabilities of their premisses to different degrees. Some preserve certainty, some high probability, some positive probability, and some minimum probability. In the first case conclusions must have probability 1 when premisses have probability 1, though they might have probability 0 when their premisses have any lower probability. In the second case, roughly speaking, if premisses are highly probable though not certain then conclusions must also be highly probable. In the third case conclusions must have positive probability when premisses do, and in the last case conclusions must be at least as probable as their least probable premisses. Precise definitions and well known examples are given for each of these properties, characteristic principles are shown to be valid and complete for deriving conclusions of each of these kinds, and simple trivalent truthtable tests are described for determining which properties are possessed by any given inference. Brief comments are made on the application of these results to certain modal inferences such as Jones may own a car, and if he does he will have a driver's license. Therefore, he may have a driver's license. 相似文献
310.
Tests purporting to reflect the learning aptitudes of school children differ much more than generally is recognized. However, error in assesing such learning aptitude inheres much more in the users of the tests than in the tests themselves. Assumptions fundamental to such assessment, or even testing, are considered. It is particularly important that the assessor, or tester, constantly be sensitive to the nature of the relationship between the psychological demands of test items or tests and the learning demands confronting the child. Even tests that generally are grossly or crudely used often can yield psychoeducationally meaninful information if their results are differentially perceived in terms of the light they throw on the psychological operations fundamental to learning, “process,” as contrasted with that thrown on the results of the functioning of such operations, “product.” 相似文献