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841.
Heather Demarest 《Philosophy and phenomenological research》2016,93(3):565-582
If a person, A, branches into B and C, then it is widely held that B and C are not identical to one another. Many think that this is because B and C have contradictory properties at the same time. In this paper, I show why this explanation cannot be right. I argue that contradictory properties at times are not necessary for non‐identity between descendants, and that contradictory properties at times are not sufficient for non‐identity. I also argue that the standard explanation cannot be salvaged by a shift to personal time. Appeals to a lack of continuity, or to the absence of unity of consciousness likewise fail. Rather, B and C are non‐identical simply because A branched into B and C. Why branching should be problematic for personal identity remains a deep puzzle though I offer some tentative suggestions. 相似文献
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Only a handful of studies have extended our understanding of retrieval induced forgetting (RIF) during development and even fewer have tested for RIF effects outside word‐list paradigms. The purpose of these experiments was to: (i) examine how partial retrieval of a witnessed event would impact subsequent retrieval of that event in school‐aged children; and (ii) examine the robustness of semantic integration as a boundary condition on RIF. Two experiments were conducted using the three traditional phases of the RIF paradigm: study phase, practice phase, and test phase. We found clear evidence of RIF in event memory. There was also evidence of the robust impact that integration instructions have on minimizing RIF. Integration appears to not only have a dampening effect on RIF, but integration instructions may also influence how children process all aspects of an experience, regardless of whether a person is passively or actively part of the experience.Copyright © 2016 John Wiley & Sons, Ltd. 相似文献
844.
Heather Andrighetti Alicia Semaka S. Evelyn Stewart Cheryl Shuman Robin Hayeems Jehannine Austin 《Journal of genetic counseling》2016,25(5):912-922
Obsessive-compulsive disorder (OCD) has primarily pediatric onset and well-documented unique impacts on family functioning. Limited research has assessed the understanding that parents of children with OCD have of the etiology of the condition, and there are no data regarding potential applications of genetic counseling for this population. We recruited 13 parents of 13 children diagnosed with OCD from the OCD Registry at British Columbia Children’s Hospital, and conducted qualitative semi-structured telephone interviews to explore participants’ experiences with their child’s OCD, causal attributions of OCD, and perceptions of two genetic counseling vignettes. Interviews were audio-recorded, transcribed, and analyzed using elements of grounded theory qualitative methodology. Analysis revealed key components and contextual elements of the process through which parents adapt to their child’s OCD. This adaptation process involved conceptualizing the meaning of OCD, navigating its impact on family dynamics, and developing effective illness management strategies. Adaptation took place against a backdrop of stigmatization and was shaped by participants’ family history of mental illness and their child’s specific manifestations of OCD. Parents perceived genetic counseling, as described in the vignettes, as being empowering, alleviating guilt and blame, and positively impacting treatment orientation. These data provide insight into the process of parental adaptation to pediatric OCD, and suggest that genetic counseling services for families affected by OCD may help facilitate adaptation to this illness. 相似文献
845.
Behavior Analysts' Use of and Beliefs in Treatments for People with Autism: A 5‐Year Follow‐up 下载免费PDF全文
Kimberly A. Schreck Yenushka Karunaratne Thomas Zane Heather Wilford 《Behavioral Interventions》2016,31(4):355-376
As autism prevalence rises, parents of children with autism rely upon professionals to recommend the most effective treatment for their children. Historically, these professionals have chosen a range of treatments from empirically supported to nonempirically supported treatments. This study replicated and extended that work by surveying Board Certified Behavior Analysts to determine what treatments they promoted and used. Results showed that although most respondents used evidence‐based, behavioral procedures, many did not. Influential stimuli most likely to contribute to behavior analysts' choices of treatments were beliefs in effectiveness, ease of implementation, and persuasion by others. Self‐reported reinforcers for treatment use included perceived observed success, praise from others, and financial gain. Behavior analysts continue to use a variety of nonscientifically supported treatments, including those that have been deemed ineffective and harmful to people with autism. Future training of Board Certified Behavior Analysts must stress adherence to the ethical code for certified behavior analysts, adherence to data‐based decision‐making, and strict fealty to the scientific process in which all behavior analysts have been trained. Copyright © 2016 John Wiley & Sons, Ltd. 相似文献
846.
Heather Barry Kappes Carey K. Morewedge 《Social and Personality Psychology Compass》2016,10(7):405-420
People spend a considerable amount of their time mentally simulating experiences other than the one in which they are presently engaged, as a means of distraction, coping, or preparation for the future. In this integrative review, we examine four (non‐exhaustive) cases in which mentally simulating an experience serves a different function, as a substitute for the corresponding experience. In each case, mentally simulating an experience evokes similar cognitive, physiological, and/or behavioral consequences as having the corresponding experience in reality: (i) imagined experiences are attributed evidentiary value like physical evidence, (ii) mental practice instantiates the same performance benefits as physical practice, (iii) imagined consumption of a food reduces its actual consumption, and (iv) imagined goal achievement reduces motivation for actual goal achievement. We organize these cases under a common superordinate category and discuss their different methodological approaches and explanatory accounts. Our integration yields theoretical and practical insights into when and why mentally simulating an experience serves as its substitute. 相似文献
847.
Sita Anantha Raman Robert Nichols Richard Joshua Searle-White Heather T. Frazer Timothy Lubin Robin Rinehart Joel R. Smith Andrea Pinkney David Gordon White John Powers Phyllis Herman Lawrence A. Babb Carl Olson June McDaniel Knut A. Jacobsen John E. Cort Gregory P. Fields Jeffrey J. Kripal 《International Journal of Hindu Studies》2000,4(2):185-216
848.
Anneliese A. Singh Brandee Appling Heather Trepal 《Journal of counseling and development : JCD》2020,98(3):261-271
The Multicultural and Social Justice Counseling Competencies (MSJCC; Ratts, Singh, Nassar-McMillan, Butler, & McCullough, 2015) ask counselors to “apply knowledge of multicultural and social justice theories” (p. 8). Counselors who implement the MSJCC in this manner have the opportunity to critically examine traditional counseling theories that were developed within a predominantly White and Western framework, that reproduce North American and European colonist ideology if not contextualized, and that neglect Indigenous approaches to healing (Tuck & Yang, 2012; Watkins & Shulman, 2008). In this article, the authors present 4 key multicultural and social justice theories that can support counselors in adopting a decolonizing paradigm and implementing the MSJCC in their practice with clients: relational-cultural theory (Miller, 1976), critical race theory (Bell, 1995), intersectionality theory (Crenshaw, 1989, 1991), and liberation psychology (Martín-Baró, 1994). 相似文献
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850.
Jessika H. Bottiani Sarah Lindstrom Johnson Heather L. McDaniel Catherine P. Bradshaw 《American journal of community psychology》2020,65(3-4):423-436
Students often have differing perceptions of their school's climate. Although these subjective perceptions can be meaningful outcome predictors, discrepancies create challenges for those seeking to globally characterize or intervene to improve the climate of a school. Trained, independent observers can provide insights on perceptible and ostensibly malleable aspects of the school; however, the extent to which these observations help us to understand differences in students’ report of school climate has not been examined. To study this, we assessed convergence and divergence between independent observers’ assessments and students’ perceptions of school climate at the classroom and school levels. Data come from the Maryland Safe and Supportive Schools Initiative (MDS3), which included 20,647 students and observations of 303 teachers in 50 high schools. Students responded to survey items regarding safety, engagement, and environment; independent observers assessed teachers’ classroom practices and the school physical environment. A three-level model partitioned variance to the individual, classroom, and school levels. The variance in students’ climate perceptions was primarily between students, with most classroom and school intraclass correlation coefficients (ICCs) ranging from 0.01 to 0.08, though one was as high as 0.20; however, observations explained large percentages of between-school variation in climate (58%–91%). Findings suggest the potential utility of outside observations for explaining school-level variation in school climate to inform decision-making and future research. 相似文献