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191.
Gloria J. Fischer Jieming Chen 《Journal of psychopathology and behavioral assessment》1994,16(1):33-51
Using data from 341 female and 237 male college students that were collected previously (Fischer, G. J.,Archives of Sexual Behavior, 15, 457–466, 1986), several true score measurement models were used to describe the variance-covariance structure of a nine-item attitude toward a forcible date rape (FDR) scale. The congeneric true score model fit the data best, but not satisfactorily. By deleting noncongeneric items, a six-item, unweighted linear composite variable based on the congeneric true score model was shown to fit the data, and reliabilities and validities based on this model proved satisfactory for females, males, and the total sample. The factor structure of the model for females and for males was not equivalent, but the general patterns were similar. Suggestions for further research included a validation study of the six-item scale on an independent sample and a comparison of 5-and 7-point Likert response scales to see if the lack of model equivalence by gender could be due, in part, to more variability in attitudes toward forcible date rape in men than women. 相似文献
192.
Gloria J. Fischer 《Sex roles》1997,36(7-8):491-501
Since more women than men college students vote guilty in a simulated acquaintance rape trial [e.g., G. J. Fischer (1991)
“Cognitive predictors of not-guilty verdicts in a Simulated Acquaintance Rape Trial,”Psychological Reports, Vol. 68, pp. 1199–1206], guilty mock jury verdicts were expected to increase as a function of the number of women on the
jury (i.e., 0, 2, 4, 6, 8, 10, and 12). However, guilty verdicts did not increase significantly until either females were
an overwhelming majority (i.e., 10 women to 2 men) or the jury was all female. Even in the latter conditions, guilty verdicts
were fewer than would be expected based on the 86% of women and 66% of men voting guilty on a survey completed after reading
about the trial, but before serving on a jury. Although a very large majority of females were needed to increase guilty verdicts,
a majority appeared to lessen the likelihood of not guilty verdicts. For example, when a majority of jurors were female, 0/18
hung juries leaned toward a not guilty verdict vs. 11/34 juries leaning toward a not guilty verdict when less than or equal
to one half of the jurors were female. Most of the students were White (85%), with 4% Asian, 3.2% Black, 3.2% Hispanic, and
4% “Other.” 相似文献
193.
Gloria J. Ross 《Journal of counseling and development : JCD》1993,71(6):639-641
Authenticity on the part of the consultant is significant to the process of consulting, according to Peter Block (1981). As the consultant acknowledges feelings and thoughts when they surface, client commitment and trust develop. By defining five phases to consulting and by detailing the work that must be completed in each phase, Block (1981) has provided a step-by-step procedure for consulting without errors. 相似文献
194.
Pathological left-handedness and familial sinistrality in relation to degree of mental retardation 总被引:1,自引:0,他引:1
The relationship between personal and familial hand preference and mental retardation was examined. Six unimanual tasks were performed by 232 subjects within four mental retardation severity groups. Family handedness histories were obtained. Right hand preference varied inversely with severity of mental retardation. The handedness of mentally retarded groups at the different functional levels paralleled, but tended much more to the sinistral, than that of the corresponding parent groups. The parent-proband handedness correlations were largely insignificant, especially in lower functioning groups. The findings support both pathological left-handedness theory and an association between brain damage causing mental retardation and familial sinistrality. 相似文献
195.
Stephen N. Elliott Joseph C. Witt Gloria A. Galvin Reece Peterson 《Journal of School Psychology》1984,22(4):353-360
Treatment acceptability refers to individuals' judgments as to whether psychological treatment procedures are appropriate, fair, and reasonable for a given problem. In the present two-experiment study, experienced teachers' ratings of acceptability for positive (i.e., praise, home-based reinforcement, and token economy) and reductive (i.e., ignoring, response-cost lottery, and seclusion time-out) behavioral interventions were investigated. Using the Intervention Rating Profile (IRP) and a case study methodology to manipulate variables of intervention complexity and problem behavior severity, it was established that (a) teachers' acceptability ratings of both positive and reductive interventions varied with the severity of a target behavior, (b) the complexity of an intervention influenced teachers' ratings of acceptability, less complex or time-consuming interventions being rated generally more acceptable, and (c) mean acceptability ratings were significantly more favorable for positive than reductive treatments. These findings are discussed in the context of previous acceptability research and future investigations. 相似文献
196.
197.
Three experiments explored the relationship between verbal working memory capacity and the comprehension of garden path sentences. In Experiment 1, subjects with high, medium, and low working memory spans made acceptability judgments about garden path and control sentences under whole sentence and rapid serial visual presentation (RSVP) conditions. There were no significant differences between subjects with different working memory spans in the comprehension of garden path sentences in either condition. In Experiments 2A and 2B, subjects with high and low working memory spans were tested on the same materials at three RSVP rates. There were no significant differences between subjects with different working memory spans in the magnitude of the effect of garden path sentences at any presentation rate. The results suggest that working memory capacity, as measured by the Daneman and Carpenter (1980) reading span task, is not a major determinant of individual differences in the processing of garden path sentences. 相似文献
198.
The role of infant temperament in the development of learning disabilities was at issue. As infants, boys with severe learning disabilities were found to be (1) lower in activity level, (2) more irregular, (3) less approaching, and (4) more negative in mood than normal boys. Discussion centered around conceptualizing learning disabilities as the outcome of a developmental process. Thus patterns of early parent-infant interaction are established, based in part upon the infant's temperament, that may evolve into a learning disability.The authors would like to express appreciation to George Diamond, director of Pupil Personnel Services for the Addison, Illinois, School District, for his help in obtaining these data. 相似文献
199.
Sex-role perceptions were approached from an out-of-role attributional framework, with the predictions that out-of-role behavior would be rated more extreme than in-role behavior on sex-role stereotype scales and that out-of-role behavior would be seen as more internally determined. One hundred and twenty male and female college students heard one of four tapes in which the two stimulus persons (SPs), male and female, behaved in sex-role consistent or inconsistent behavior using the dimension of dominance-submission (DM-DF, SM-SF, DM-SF, DF-SM). The DF, compared to the DM, was attributed more masculinity and less femininity. The DF's behavior, compared to the DM, was seen as originating more from internal than situational causes. 相似文献
200.
Gloria J. Borden 《Brain and language》1979,7(3)
The controversial question of the scope of sensory control in the voluntary motor patterns involved in speech is examined by reviewing studies in which the auditory, tactile, and proprioceptive feedback channels have been distorted or interrupted. The author makes a case for open loop control of well-learned speech patterns under normal circumstances. The concept of internal feedback is introduced as a possible control system of skilled speech, whereas response feedback and external feedback are viewed as necessary for children developing speech or adults learning new speech patterns. 相似文献