全文获取类型
收费全文 | 9204篇 |
免费 | 376篇 |
国内免费 | 3篇 |
专业分类
9583篇 |
出版年
2020年 | 124篇 |
2019年 | 166篇 |
2018年 | 172篇 |
2017年 | 238篇 |
2016年 | 248篇 |
2015年 | 185篇 |
2014年 | 229篇 |
2013年 | 1020篇 |
2012年 | 361篇 |
2011年 | 340篇 |
2010年 | 245篇 |
2009年 | 239篇 |
2008年 | 328篇 |
2007年 | 324篇 |
2006年 | 308篇 |
2005年 | 277篇 |
2004年 | 289篇 |
2003年 | 259篇 |
2002年 | 313篇 |
2001年 | 128篇 |
2000年 | 122篇 |
1999年 | 141篇 |
1998年 | 152篇 |
1997年 | 135篇 |
1996年 | 126篇 |
1995年 | 145篇 |
1994年 | 113篇 |
1993年 | 109篇 |
1992年 | 112篇 |
1991年 | 110篇 |
1990年 | 104篇 |
1989年 | 87篇 |
1988年 | 72篇 |
1987年 | 71篇 |
1986年 | 76篇 |
1985年 | 88篇 |
1984年 | 114篇 |
1983年 | 119篇 |
1982年 | 117篇 |
1981年 | 152篇 |
1980年 | 110篇 |
1979年 | 127篇 |
1978年 | 128篇 |
1977年 | 122篇 |
1976年 | 108篇 |
1975年 | 109篇 |
1974年 | 113篇 |
1973年 | 71篇 |
1972年 | 69篇 |
1969年 | 60篇 |
排序方式: 共有9583条查询结果,搜索用时 0 毫秒
981.
Anthony Lane Olivier Luminet Bernard Rimé James J. Gross Philippe de Timary Moïra Mikolajczak 《International journal of psychology》2013,48(4):676-681
Oxytocin (OT) is a neuropeptide that is attracting growing attention from researchers interested in human emotional and social behavior. There is indeed increasing evidence that OT has a calming effect and that it facilitates pair‐bonding and social interactions. Some of OT's effects are thought to be direct, but it has been suggested that OT also may have indirect effects, mediated by changes in behavior. One potentially relevant behavioral change is an increased propensity for “emotional sharing” as this behavior, like OT, is known to have both calming and bonding effects. In this study, 60 healthy young adult men were randomly assigned to receive either intranasal placebo (PL; n = 30) or oxytocin (OT; n = 30). Participants were then instructed to retrieve a painful memory. Subsequently, OT and placebo participants’ willingness to disclose to another person event‐related facts (factual sharing) vs. event‐related emotions (emotional sharing) was evaluated. Whereas the two groups were equally willing to disclose event‐related facts, oxytocin was found to specifically increase the willingness to share event‐related emotions. This study provides the first evidence that OT increases people's willingness to share their emotions. Importantly, OT did not make people more talkative (word counts were comparable across the two groups) but instead increased the willingness to share the specific component that is responsible for the calming and bonding effects of social sharing: emotions. Findings suggest that OT may shape the form of social sharing so as to maximize its benefits. This might help explain the calming and bonding effects of OT. 相似文献
982.
James Jackson 《International journal of group psychotherapy》2013,63(2):164-170
AbstractThis paper explores the trend away from offering process-oriented groups on inpatient units, given decreasing lengths of stay, increasing acuity levels, and current biases toward psychoeducational groups and cognitive-behavioral treatments. A model for doing process-oriented groups that provides a structure while allowing a theme to emerge and maximal interaction to take place is presented. A case is made for the benefits of process-oriented inpatient groups as compared to, and complementary with, psychoeducational, cognitive, and behavioral approaches. Clinical vignettes illustrate typical themes and dynamics emerging in process-oriented inpatient groups. 相似文献
983.
This article responds to K. Roy MacKenzie's Presidential Address, which concerns the challenge of mental health reform as it effects group psychotherapy. Issues of the time-effective use of groups for specific patient populations are explored. The need for practice guidelines that benefit from outcome studies is emphasized. In addition, the efforts of the National Registry of Certified Group Psychotherapists to support group therapy within the current managed care environment are explicated. 相似文献
984.
In this interview with Warren Colman, James Astor speaks about his development as a Jungian analyst from his own experience of personal analysis in the 1960s to his recent retirement from clinical practice. The discussion covers his long association with Michael Fordham, the child analytic training at the SAP, the infant observation seminars with Fordham and Gianna Henry through which Fordham was able to make new discoveries about infant development, his experience of supervision with Donald Meltzer and the development of his own thinking through a series of papers on the analytic process, supervision and the relation between language and truth. The interview concludes with reflections about the legacy of Michael Fordham and the future of analytic work. 相似文献
985.
Scott C. Roesch Gregory J. Norman Erin L. Merz James F. Sallis Kevin Patrick 《Journal of applied social psychology》2013,43(4):721-729
The current study served as a practical and substantive guide to establishing longitudinal measurement invariance of psychosocial measures commonly used in adolescent physical activity (PA) research. Psychosocial data on an initial sample of 878 adolescents (ages 11–15) recruited through primary care providers were provided at baseline, 6, 12, and 24 months. The target measures included family support, peer support, decisional balance (pros, cons), self‐efficacy, and behavioral strategies. Five of the six psychosocial measures exhibited strict longitudinal measurement invariance, with the sixth measure (self‐efficacy) exhibiting strong longitudinal measurement invariance. These findings support the equivalence of these measures across time, and provide the foundation to substantively interpret group differences and associations involving these measures and PA. 相似文献
986.
The present research extended previous work on the third‐party (un)forgiveness effect—the tendency to be more forgiving for transgressions committed against the self than a close other—by testing how subjective temporal distance of first‐ and third‐party transgressions might influence the forgiveness process. Participants recalled a time in which they or a close other was harmed by another person, and was then made to feel either distant from or close to the transgression. As predicted, third‐party (un)forgiveness was observed when transgressions felt distant, but not when transgressions felt recent. Implications for restoring and maintaining positive relationships are discussed. 相似文献
987.
Over the years, researchers have focused on ways to facilitate creativity in the workplace by looking at individual factors and organizational factors that affect employee creativity (Woodman, Sawyer, & Griffin, 1993 ). In many cases, the factors that affect creativity are examined independently. In other words, it is uncommon for researchers to look at the interaction among individual and organizational factors. In this study, it is argued that to get a true understanding of how to maximize creativity in the workplace, organizational researchers must look at the interaction between organizational factors and individual factors that affect employee creativity. More specifically, the current study looked at an individual's perceptions about his or her ability to be creative (i.e., individual factor) and perceptions of requirements for creativity in the workplace (i.e., an organizational factor). The results indicated that individuals who have a high belief about their ability to be creative (an individual factor) were most creative when they also perceived requirements for creativity in the workplace (an organizational factor). Furthermore, individuals who had low perceptions of creative ability were still able to perform creatively when they had high perceptions of requirements for creativity. This suggests that, to maximize creativity, organizations should focus on both individual and organizational factors that affect employee creativity. 相似文献
988.
Weiping Hu Baojun Wu Xiaojuan Jia Xinfa Yi Chunyan Duan Winter Meyer James C. Kaufman 《创造性行为杂志》2013,47(1):3-21
The “Learn to Think” (LTT) Intervention Program was developed for raising thinking abilities of primary and secondary school students. It has been implemented in more than 300 schools, and more than 200,000 students took part in the experiment over a 10‐year span. Several longitudinal intervention studies showed that LTT could promote the development of students' thinking ability, learning motivation, and learning strategy as well as raise academic performance in primary schools. This article describes a study of the influence and the delayed effects of LTT on the scientific creativity of secondary school students. One hundred and seven students were selected from a secondary school, 54 of them participated in the LTT every 2 weeks and the rest had not. The intervention lasted 2 years, and the delayed effect was explored half a year after terminating the intervention. The Scientific Creativity Test for Secondary School Students was used four times from pre‐test to delayed post‐test. The results indicated that the LTT did promote the development of scientific creativity of secondary school students, and the effects on the scientific creativity were not necessarily immediate, but tended to be long‐lasting. 相似文献
989.
James B. Worthen Jeffrey D. Baker Scott A. Hutchens Paul D. Nicodemus 《The Journal of general psychology》2013,140(3):212-225
In 2 experiments, the influence of intention to process frequency on accuracy of memory for frequency of bizarre and common sentences was investigated. The results from multiple regression analyses indicated that intentional processing increased the accuracy of frequency judgments when memory for frequency was tested after a 2-min (Experiment 1) and after a 48-hr (Experiment 2) retention interval. Furthermore, the results of Experiment 2 indicated that unintentional processors tended to overestimate frequencies of bizarre relative to common items after a delay. The implications of the results are discussed with regard to L. Hasher and R. T. Zacks's (1984) automaticity hypothesis, human performance, and the accuracy of judgments of frequency of occurrence of unusual events. 相似文献
990.
James B. Worthen Gabriella Garcia-Rivas Charles R. Green Rebecca A. Vidos 《The Journal of general psychology》2013,140(2):117-144
The authors examined the role of cognitive-resource allocation in obtaining the often reported memory advantage for bizarre relative to common information by using the secondary-task method in 4 experiments. In Experiments 1 and 2, they investigated the relationship between differences in cognitive resource allocation during comprehension and in recall for common and bizarre information. In Experiments 3 and 4, they investigated the same relationship but measured cognitive-resource allocation during imaging rather than during comprehension. Although bizarre items required more time to comprehend and to image than did common items, the differences were not reliable predictors of the recall differences between item types. Furthermore, analyses of response latencies to a secondary task provided no compelling evidence in support of a cognitive-resource-allocation explanation of bizarreness effects. Implications for the development of a comprehensive model of the influence of bizarreness on memory are discussed. 相似文献