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981.
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983.
Mayra Y. Bámaca‐Colbert Melinda Gonzales‐Backen Carolyn S. Henry Peter S.Y. Kim Martha Zapata Roblyer Scott W. Plunkett Tovah Sands 《Family process》2018,57(3):719-736
Using a sample of 279 (52% female) Latino youth in 9th grade (M = 14.57, SD = .56), we examined profiles of family cohesion and parenting practices and their relation to youth adjustment. The results of latent profile analyses revealed four family profiles: Engaged, Supportive, Intrusive, and Disengaged. Latino youth in the Supportive family profile showed most positive adjustment (highest self‐esteem and lowest depressive symptoms), followed by youth in the Engaged family profile. Youth in the Intrusive and Disengaged profiles showed the lowest levels of positive adjustment. The findings contribute to the current literature on family dynamics, family profiles, and youth psychological adjustment within specific ethnic groups. 相似文献
984.
Katherine Woolf I. Chris McManus Henry W. W. Potts Jane Dacre 《The British journal of educational psychology》2013,83(1):135-159
Background. UK‐trained medical students and doctors from minority ethnic groups underperform academically. It is unclear why this problem exists, which makes it difficult to know how to address it. Aim. To investigate whether demographic and psychological factors mediate the relationship between ethnicity and final examination scores. Sample. Two consecutive cohorts of Year 5 (final year) UCL Medical School students (n= 703; 51% minority ethnic). A total of 587 (83%) had previously completed a questionnaire in Year 3. Methods. Participants were administered a questionnaire in 2005 and 2006 that included a short version of the NEO‐PI‐R, the Study Process Questionnaire, and the General Health Questionnaire (GHQ) as well as socio‐demographic measures. Participants were then followed up to final year (2007–2010). White and minority ethnic students’ questionnaire responses and final examination grades were compared using univariate tests. The effect of ethnicity on final year grades after taking into account the questionnaire variables was calculated using hierarchical multiple linear regression. Results. Univariate ethnic differences were found on age, personality, learning styles, living at home, first language, parental factors, and prior education. Minority ethnic students had lower final exam scores, were more likely to fail, and less likely to achieve a merit or distinction in finals. Multivariate analyses showed ethnicity predicted final exam scores even after taking into account questionnaire factors. Conclusions. Ethnic differences in the final year performance of two cohorts of UCL medical students were not due to differences in psychological or demographic factors, which suggests alternative explanations are responsible for the ethnic attainment gap in medicine. 相似文献
985.
James Daryn Henry 《Dialog》2013,52(4):340-348
This paper attempts to contribute to our understanding of prayer through an engagement with its crucial role in the systematic thought of Robert Jenson. I present prayer as our invitation to the triune conversation. Developing some of Jenson's categories, I work to show that a Christian understanding of prayer connects to a spectrum of systematic loci, especially creation and anthropology, the sacraments and ecclesiology, mission and eschatology. In these three modes, the anthropological, the ecclesial and the eschatological, prayer enters into the ultimate conversation that animates the world through faith, love and hope. This paper concludes by arguing that such an account of prayer, if authentic, supports a contemporary retrieval of the cataphatic dimension of theology. 相似文献
986.
987.
60 Ss practiced 6 days on the stabilometer. No reminiscence or warm-up decrement was found; loss of skill occurred from 1-day layoffs which lessened as learning progressed. A 3-component exponential equation fitted the learning trend (including relearning). Both individual differences and intra-individual variations decreased exponentially with practice, but the ratio of individual differences to mean score increased. Practice had little influence on adjacent trial rs. Between scores in any particular pair of separated trials, r decreased when increasing number of trials separated them. Averaging 8 initial and 8 final trials gave optimum learning score reliability (r = .95). Individual rates of learning were not appreciably correlated with amounts of learning (r = .23). Final performance levels could only be predicted 50% from initial skill and cumulated amounts of learning unless more than half of the total practice (i.e., more than 90% of the potential learning) had been accomplished. The pattern of zero order rs between amount of learning and initial and final skill levels differed markedly from that previously observed in learning the ladder climb. 相似文献
988.
Patrick J. Fowler David B. Henry Michael Schoeny John Landsverk Dina Chavira Jeremy J. Taylor 《American journal of community psychology》2013,52(1-2):106-114
This study aimed to estimate the prevalence of inadequate housing that threaten out-of-home placement among families under investigation by child welfare. Data came from the National Survey of Child and Adolescent Well-Being, a nationally representative longitudinal survey of child welfare-involved families. Child protective services caseworkers as well as caregivers provided information on families whose child remained in the home after initial investigation (N = 3,867). Multilevel latent class analyses tested the presence of inadequately housed subgroups using 4 housing problem indicators at baseline. Logistic regressions assessed convergent and predictive validity. A two class latent solution best fit the data. Findings indicated that inadequate housing contributed to risk for out-of-home placement in approximately 16 % of intact families under investigation by child protective services. These families were 4 times more likely to need housing services 12 months later. Federal legislation emphasizes integration of social services as necessary to end homelessness. This study demonstrates overlap across public agencies. Enhanced coordination of child welfare and housing services facilitates interventions to prevent and mitigate homelessness. 相似文献
989.
Matthias Kliegel Caitlin E.V. Mahy Babett Voigt Julie D. Henry Peter G. Rendell Ingo Aberle 《Journal of experimental child psychology》2013
This study presents evidence that 9- and 10-year-old children outperform 6- and 7-year-old children on a measure of event-based prospective memory and that retrieval-based factors systematically influence performance and age differences. All experiments revealed significant age effects in prospective memory even after controlling for ongoing task performance. In addition, the provision of a less absorbing ongoing task (Experiment 1), higher cue salience (Experiment 2), and cues appearing in the center of attention (Experiment 3) were each associated with better performance. Of particular developmental importance was an age by cue centrality (in or outside of the center of attention) interaction that emerged in Experiment 3. Thus, age effects were restricted to prospective memory cues appearing outside of the center of attention, suggesting that the development of prospective memory across early school years may be modulated by whether a cue requires overt monitoring beyond the immediate attentional context. Because whether a cue is in or outside of the center of attention might determine the amount of executive control needed in a prospective memory task, findings suggest that developing executive control resources may drive prospective memory development across primary school age. 相似文献
990.
Henry Wunderlich 《The Journal of general psychology》2013,140(2):169-176
A rationale was sought for the general result that adult subjects find hostile words more difficult to learn than neutral words. A paired-associates task was constructed, and as responses nonsense syllables were used which had previously been experimentally associated with affectively significant adjectives. Three sets of three syllables each were created. One set consisted of syllables previously associated with “hostile” adjectives, one set consisted of syllables previously associated with “kindly” adjectives, and one set consisted of those previously associated with neutral adjectives. Results showed that the “neutral” syllables were more difficult to learn than either of the affectively significant sets. An explanation in terms of the greater dissimilarity in meaning among the neutral adjectives was offered. 相似文献