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171.
172.
Business institutions are expected to treat customers of diverse backgrounds without bias. This study explores the relative satisfaction of Asians following service episodes at fast food establishments in the United States as compared to non-Asians. The study findings indicate Asians are less satisfied with both the personal service and the service settings in which fast food is provided them. The causes for the differences identified remain unclear. The results may bring to light a need to place greater emphasis on enabling businesses to become more culturally competent in terms of this growing minority group within the United States. 相似文献
173.
Gilbert Pugh 《The International journal of psycho-analysis》2002,83(6):1375-1394
The first part of this paper discusses the development of Freud's views on memory from the time of the Project up to the formulation of the second topography. Freud's attempts to match his psychological views with an organic model were necessarily inconclusive, but in the process many innovative ideas about memory can be seen to resonate with recent developments in cognitive neuroscience. A brief discussion of perceptual identity, internal perception and Freud's affect theory introduce the central theoretical idea in the second half of the paper, namely that Identification can be seen as a form of memory. Modern memory theory is linked with the superego, following which the author proposes that internal objects might be renamed 'memory-objects' and that these can be understood in terms of the distinction made in cognitive neuroscience between implicit and explicit memory and between different parts of the brain, in particular the amygdala, the basal ganglia and the hippocampus. Klein's 'memory in feeling' and the views of Fairbairn and Ogden in relation to the dynamic nature of internal objects are briefly discussed. The paper ends with a few comments on the aberrations of memory and some implications of the implicit memory-object system. 相似文献
174.
Jennifer L. Austin Melissa Gilbert Lee Matthew D. Thibeault James E. Carr Jon S. Bailey 《Journal of Behavioral Education》2002,11(4):243-254
The present study assessed the effects of guided notes on student responding and accuracy of recall of lecture material in an undergraduate psychology class using multi-element design. Guided notes were administered for approximately half of the class sessions on a random schedule. Data were collected on the frequency of student responses and daily quizzes were administered to assess accuracy of recall of information presented in the lecture. Results indicated higher mean quiz scores and response frequencies during the guided notes condition. Social validity questionnaires administered to participants revealed satisfaction with results and procedures. 相似文献
175.
Associative learning is critical to normal cognitive development in children. However, young adults typically outperform children on paired‐associate tasks involving visual, verbal and spatial location stimuli. The present experiment investigated cross‐modal odour–place associative memory in children (7–10 years) and young adults (18–24 years). During the study phase, six odours were individually presented and paired with one of 12 spatial locations on a board. During the test phase, participants were presented with the six stimuli individually and were asked to place each stimulus on the correct spatial location. Children committed significantly more errors on the odour–place task than did young adults. However, item recognition memory for the odours or spatial locations involved in the odour–place associative memory task was similar between children and young adults. Therefore, poor odour–place associative memory in children did not result from impaired memory for the individual odours or spatial locations involved in the associations. The results suggest that cross‐modal associative memory is not fully developed in children. 相似文献
176.
Carey K. Morewedge Daniel T. Gilbert Timothy D. Wilson 《Journal of experimental social psychology》2009,45(4):947-951
People typically demand more to relinquish the goods they own than they would be willing to pay to acquire those goods if they did not already own them (the endowment effect). The standard economic explanation of this phenomenon is that people expect the pain of relinquishing a good to be greater than the pleasure of acquiring it (the loss aversion account). The standard psychological explanation is that people are reluctant to relinquish the goods they own simply because they associate those goods with themselves and not because they expect relinquishing them to be especially painful (the ownership account). Because sellers are usually owners, loss aversion and ownership have been confounded in previous studies of the endowment effect. In two experiments that deconfounded them, ownership produced an endowment effect but loss aversion did not. In Experiment 1, buyers were willing to pay just as much for a coffee mug as sellers demanded if the buyers already happened to own an identical mug. In Experiment 2, buyers’ brokers and sellers’ brokers agreed on the price of a mug, but both brokers traded at higher prices when they happened to own mugs that were identical to the ones they were trading. In short, the endowment effect disappeared when buyers were owners and when sellers were not, suggesting that ownership and not loss aversion causes the endowment effect in the standard experimental paradigm. 相似文献
177.
Peer education is a community-based intervention being implemented worldwide as an approach to HIV prevention. However, its results are inconsistent, with little consensus on why some projects succeed while others fail. Considering peer education as an ‘intervention-in-context’, we systematically compare the context and the implementation of two peer education interventions run by sex workers, one in India and one in South Africa, which produced contrasting outcomes. In so doing, we aim to identify key factors in the projects’ successes or failures that may inform future peer education efforts. The Indian project’s relative success was facilitated (1) by a more stable and supportive social, material and political context, and (2) by a community development ethos which devoted significant resources to sex workers’ involvement, ownership and empowerment, as opposed to a biomedical approach which marginalised sex workers’ concerns. We conclude with lessons learned and implications for current trends in peer education. 相似文献
178.
Maggie E. Toplak Ashley Pitch David B. Flora Linda Iwenofu Karen Ghelani Umesh Jain Rosemary Tannock 《Journal of abnormal child psychology》2009,37(8):1137-1150
To examine the unity and diversity of inattention and hyperactivity/impulsivity symptom domains of Attention-Deficit/Hyperactivity
Disorder (ADHD) in a clinical sample of adolescents with ADHD. Parents and adolescents were administered a semi-structured
diagnostic interview, the Schedule for Affective Disorders and Schizophrenia for School-Age Children — Present and Lifetime
Version (K-SADS-PL), to assess adolescent ADHD. Data from 201 parent interviews and 189 adolescent interviews were examined.
Four potential factor structures for the 18 ADHD symptoms were tested using confirmatory factor analysis: two models with
correlated factors and two bifactor models. A bifactor model with two specific factors best accounted for adolescent symptoms,
according to both parent and adolescents’ reports. Replication of these findings from behavioral rating scales completed for
this sample by parents and teachers indicates that the findings are not method– or informant-specific. The results suggest
that there is an important unitary component to ADHD symptoms and separable dimensional traits of Inattention and Hyperactivity/Impulsivity. 相似文献
179.
Tania Zittoun Alex Gillespie Flora Cornish 《Integrative psychological & behavioral science》2009,43(2):104-115
There is a recurrent discourse about the fragmentation of psychology and its crises as a science, which often leads to a disenchanted
view about its future. To this discourse we oppose a developmental one, in which crises can be occasions for development,
and in which development might imply differentiation. We first review why psychology can be said to be in crisis. We then
situate the crisis in the pragmatics of doing psychology. Crises occur when psychologists have problems either working with
other psychologists or with communities. We argue that collaborative research is a way to overcome these crises. Specifically
we suggest three specific scientific activities that can lead to the development of psychology: collaborative research methods,
the identification of nodal concepts that enable the bringing together of different approaches and disciplines, and the creation
and maintenance of institutional spaces that enable creative, collaborative work.
相似文献
Tania ZittounEmail: |
180.