全文获取类型
收费全文 | 1379篇 |
免费 | 89篇 |
出版年
2021年 | 13篇 |
2020年 | 24篇 |
2019年 | 28篇 |
2018年 | 35篇 |
2017年 | 49篇 |
2016年 | 34篇 |
2015年 | 26篇 |
2014年 | 32篇 |
2013年 | 130篇 |
2012年 | 49篇 |
2011年 | 56篇 |
2010年 | 43篇 |
2009年 | 45篇 |
2008年 | 66篇 |
2007年 | 50篇 |
2006年 | 43篇 |
2005年 | 44篇 |
2004年 | 46篇 |
2003年 | 36篇 |
2002年 | 32篇 |
2001年 | 37篇 |
2000年 | 50篇 |
1999年 | 38篇 |
1998年 | 22篇 |
1997年 | 20篇 |
1996年 | 15篇 |
1995年 | 13篇 |
1994年 | 13篇 |
1993年 | 12篇 |
1992年 | 15篇 |
1991年 | 21篇 |
1990年 | 16篇 |
1989年 | 16篇 |
1988年 | 11篇 |
1987年 | 19篇 |
1985年 | 16篇 |
1984年 | 13篇 |
1983年 | 12篇 |
1981年 | 10篇 |
1980年 | 11篇 |
1979年 | 12篇 |
1977年 | 13篇 |
1975年 | 9篇 |
1974年 | 16篇 |
1973年 | 9篇 |
1971年 | 14篇 |
1968年 | 11篇 |
1967年 | 10篇 |
1966年 | 17篇 |
1965年 | 14篇 |
排序方式: 共有1468条查询结果,搜索用时 15 毫秒
921.
Edward H. Thompson Jr. & Kathryn R. Remmes 《Journal for the scientific study of religion》2002,41(3):521-532
Previous work shows a significant relationship between gender orientation and being religious in samples of college–age and adult men. Before entering later life, men with a feminine orientation have greater religious involvement than other men. In a sample of older men from three Massachusetts counties, this study assessed the bearing of men'sgender orientation and gender ideology on their religious involvement. Gender orientation more than masculinity ideology was found to be a reliable predictor of older men'sreligiousness. Similar to studies of younger men, a feminine orientation was a significant determinant of the older men's religious participation, commitment, and intrinsic orientation. Older men who define self in very masculine terms, however, engaged in a quest religiosity. When the masculinity ideology contains norms that prescribe the virtues of a traditional masculinity and acquiring status, men's religious orientation was extrinsic (or means) oriented. These important findings are discussed in terms of how masculinity is at times a barrier to men's private devotion and at other times can be a trigger to questing. 相似文献
922.
923.
924.
In recent years there has begun to be a resurgence of interest in educating the whole child in response to an over emphasis on basic skills teaching. In the study reported in this article, initial primary teacher education students at a regional Australian university were asked to explore and discuss their beliefs about the notion of spirituality. A survey was one of the instruments used and the responses obtained were placed into one of five categories or dimensions of spirituality. These included spirituality and self (reflection); religion; nature (environment/universe); relationships; and major life events (birth/marriage/death). Each of these categories are discussed in relation to a similar study conducted in the United Kingdom. Some implications for teacher educators and their initial primary teacher education students are discussed. These implications are able to help both groups work towards a more spiritually sensitive curriculum which seeks to recognise spiritual development as integral and central for providing a holistic education for all children. 相似文献
925.
Informal reasoning: theory and method. 总被引:3,自引:0,他引:3
926.
Nicholas Ladany Clara E Hill Barbara J Thompson Karen M O'Brien 《Counselling and Psychotherapy Research》2004,4(1):80-89
Twelve experienced therapists were interviewed about their perceptions of why they used silence in therapy. Qualitative analyses revealed that these therapists typically perceived themselves as using silence to convey empathy, facilitate reflection, challenge the client to take responsibility, facilitate expression of feelings, or take time for themselves to think of what to say. Therapists generally indicated that a sound therapeutic alliance was a prerequisite for using silence, and they typically educated their clients about how they used silence in therapy. Therapists typically believed they did not use silence with clients who were psychotic, highly anxious, or angry. They typically thought they now used silence more flexibly, comfortably, and confidently than when they began doing therapy. Therapists typically believed they learned how to use silence from their own experience as a client and from supervision. 相似文献
927.
Maria Grazia Tosto Gabrielle Garon-Carrier Susan Gross Stephen A. Petrill Sergey Malykh Karim Malki Sara A. Hart Lee Thompson Rezhaw L. Karadaghi Nikita Yakovlev Tatiana Tikhomirova John E. Opfer Michèle M. M. Mazzocco Ginette Dionne Mara Brendgen Frank Vitaro Richard E. Tremblay Michel Boivin Yulia Kovas 《The British journal of educational psychology》2019,89(4):787-803
928.
Kathryn R. Glodowski Rachel H. Thompson Lauren Martel 《Journal of applied behavior analysis》2019,52(1):17-27
Experts in infant health and development consider the rooting reflex a cue of a baby's hunger and recommend feeding the infant when this reflex occurs. However, the relation between rooting and infant feeding status has not been well established in the literature. In the current study, seven parents documented the occurrence of their newborns' rooting, crying, and a control reflex (palmar grasp) before, after, and between naturally occurring feedings. For all participants, rooting occurred during a greater percentage of reflex checks prior to feedings, whereas the palmar grasp occurred during a similar percentage of checks across these time periods. These results provide empirical support for the rooting reflex as a feeding cue. However, data for only one dyad suggested a high probability of the rooting reflex occurring without crying during prefeeding checks. Thus, our data do not provide evidence that feeding in response to the rooting reflex would preempt infant crying. 相似文献
929.
Sarah Goodrum Mary K. Evans Andrew J. Thompson William Woodward 《Behavioral sciences & the law》2019,37(4):353-371
Threat assessment theory and practice have evolved significantly since Columbine. The US Secret Service's guidelines for threat assessment include 11 questions that school officials should ask to identify, investigate, and manage students of concern. Yet, no research examines how school officials implement these questions. This qualitative case study examines the way that school officials used the 11 questions with a student of concern, who underwent a threat assessment and 3 months later shot and killed a classmate and himself on school grounds. The data include deposition testimony from 12 school and district officials and more than 8,000 pages of records in the case. For each of the 11 questions, the findings reveal what the threat assessment team knew and might have learned; the findings also demonstrate the importance of multiple sources of information, a multidisciplinary team, and an investigative mindset. The questions may prove difficult to answer in “loosely coupled” systems, like schools, where information is unintentionally lost due to the organization's structural hierarchy, specialization of tasks, and heavy workloads. The findings provide critical lessons learned for threat assessment, information gathering, and violence prevention in schools. 相似文献
930.
Psychonomic Bulletin & Review - Many languages assign nouns to a grammatical gender class, such that “bed” might be assigned masculine gender in one language (e.g., Italian) but... 相似文献