全文获取类型
收费全文 | 32878篇 |
免费 | 1232篇 |
国内免费 | 10篇 |
出版年
2019年 | 375篇 |
2018年 | 498篇 |
2017年 | 545篇 |
2016年 | 576篇 |
2015年 | 414篇 |
2014年 | 543篇 |
2013年 | 2652篇 |
2012年 | 887篇 |
2011年 | 938篇 |
2010年 | 649篇 |
2009年 | 599篇 |
2008年 | 914篇 |
2007年 | 846篇 |
2006年 | 801篇 |
2005年 | 700篇 |
2004年 | 718篇 |
2003年 | 699篇 |
2002年 | 757篇 |
2001年 | 746篇 |
2000年 | 753篇 |
1999年 | 629篇 |
1998年 | 391篇 |
1997年 | 393篇 |
1996年 | 384篇 |
1995年 | 377篇 |
1992年 | 585篇 |
1991年 | 539篇 |
1990年 | 533篇 |
1989年 | 499篇 |
1988年 | 500篇 |
1987年 | 471篇 |
1986年 | 519篇 |
1985年 | 511篇 |
1984年 | 479篇 |
1983年 | 447篇 |
1981年 | 397篇 |
1979年 | 522篇 |
1978年 | 438篇 |
1977年 | 395篇 |
1976年 | 388篇 |
1975年 | 440篇 |
1974年 | 535篇 |
1973年 | 526篇 |
1972年 | 403篇 |
1971年 | 411篇 |
1970年 | 377篇 |
1969年 | 416篇 |
1968年 | 480篇 |
1967年 | 433篇 |
1966年 | 449篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
941.
Depression in some patients with spinal cord injuries may be clinically significant and, when present, should be treated to
decrease morbidity including decreased physical functioning. Depression associated with spinal cord injury (SCI) may be misevaluated,
due to (1) nonspecific multifactorial production of depression symptoms and (2) SCI-specific decrease in somatic sensory central
nervous system input. The Somatic Suppression Hypothesis suggests that SCI patients have difficulty experiencing any intense
emotion because of suppression of physiological arousal. In addition, cognitive processes that may reduce depression in SCI
patients include: (1) attribution of somatic symptoms of depression to medical (biological) causes, (2) realistic, positive
expectations for physical improvement, and (3) the perception that the disability of the SCI is only minimally related to
the patient’s self-care after complete evaluation. Health personnel should accept lack of depression in SCI, and should encourage
positive realistic expectations of recovery. 相似文献
942.
Donna Y. Ford J. John Harris James M. Schuerger 《Journal of counseling and development : JCD》1993,71(4):409-417
A review of the literature suggests that a paucity of information exists regarding how culture-specific issues such as being both Black and gifted influence the psychological needs and personality development of gifted Black students. Stellar attempts, however, are currently underway to develop theories and perspectives of racial identity development among Black students. These theories and perspectives are discussed in an attempt to understand and address the psychological and social needs of gifted Black students. 相似文献
943.
Larrick Richard P. Nisbett Richard E. Morgan James N. 《Organizational behavior and human decision processes》1993,56(3)
We find three factors to be associated with use of cost-benefit rules in everyday decisions. These are effectiveness in achieving desirable life outcomes, intelligence, and training in economics. We argue that these empirical findings support the claim that cost-benefit reasoning is normative. 相似文献
944.
Richard W. Thoreson Peter Shaughnessy Stephen W. Cook Dwight Moore 《Journal of counseling and development : JCD》1993,71(3):337-342
In this study the authors investigated the relationship between the Male Role Norm Scales (MRNS; Thompson & Pleck, 1987) and gender-related attitudes and behaviors in a sample of 367 male counselors drawn from American Counseling Association (ACA), formerly the American Association for Counseling and Development (AACD), members. Results indicated that this group of men did not, in general, endorse traditional male roles as measured by the MRNS. When a degree of affiliation with these roles was found, however, it was predictive of violence proneness, intimacy style, and degree of perceived similarity to father. Implications for training and counseling are discussed. 相似文献
945.
Thomas W. Hosie John D. West James A. Mackey 《Journal of counseling and development : JCD》1993,71(3):355-359
The authors studied employment and roles of master's-level counselors in employee assistance programs (EAPs) and the services offered by different types of EAP organizations. The study focused on programs, workshops and seminars: assessment; counseling; consultation; and evaluation and marketing services offered by EAPs. Master's-level counselors were found to be similar to those with Master's of Social Work (MSW) degrees in employment rate and percentage of EAP staff. Both groups were the most frequently employed and constitute the greatest percentage of the professional mental health staff in EAPs. Also, counselors were found to be involved in all of the service areas studied within each type of EAP. Differences in counselors' roles among EAP types are discussed. 相似文献
946.
Frederick G. Lopez Christopher W. Thurman 《Journal of counseling and development : JCD》1993,71(5):524-527
In this study the authors investigated differences in the family environments of high- and low-trait angry college students. High-trait angry students described their family environments as significantly less cohesive, less emotionally expressive, more conflictual, and more disorganized than did their low-trait angry counterparts. Implications of the findings to the counseling of students with anger-related problems are discussed. 相似文献
947.
Danielle W. Mendoza 《Journal of counseling and development : JCD》1993,71(6):629-635
Gerald Caplan's Theory and Practice of Mental Health Consultation (1970), considered to be a classic seminal work in the field of consultation, is reviewed. First, the author presents Caplan's general definition of consultation along with what may be considered the general principles or procedures of consultation. Then the author presents Caplan's procedures and principles as relevant to each type of consultation. Next, each of Caplan's four models of consultation is described. Last, these four models are compared in terms of the professional role of the consultee, the primary goal of consultation, and the target of consultation intervention. 相似文献
948.
949.
950.
John W. Thomas Linda Bol Robert W. Warkentin Mark Wilson Amy Strage William D. Rohwer 《Applied cognitive psychology》1993,7(6):499-532
This investigation focused on the interrelationships among students' study activities, students' self-concept of academic ability ratings, students' academic achievement, and instructional practices in 12 high school biology courses. Using a framework derived from a previous investigation, course features were classified into those that appear to (a) place demands on, (b) support, or (c) compensate for student engagement in particular study activities. Students' study activities, self-concept of academic ability ratings, and achievement were measured with experimenter-developed instruments. Results are reported for (a) characteristics of instruments and course features, (b) relationships between central factors of the investigation, and (c) multi-level relationships between course features and student variables. Results at the student level indicated that self-concept of academic ability and, to a lesser extent, students' study activities were positively associated with student achievement. Students' self-concept of academic ability ratings were also linked to students' engagement in generative, proactive study activities. At the course level the supportive practices of providing challenging homework assignments and extensive feedback on student coursework were associated with student engagement in effortful, generative, proactive study activities. The provision of extensive feedback was also associated with high student achievement. Multi-level relationships were analysed using hierarchical linear modelling (HLM) analyses. These analyses revealed, for example, that in courses in which little or no feedback is given on homework assignments, the relationship between achievement and student engagement in diligent effort management activities was enhanced. Other HLM analyses were conducted to examine the mediating role of course features on the relationship between students' self-concept of academic ability and their study activities and achievement. For example, the presence of challenging course demands was associated with an enhancement of the relationship between self-concept of academic ability and achievement whereas the presence of instructor provisions (supports and compensations) designed to reduce course demands was associated with a reduction in this relationship. 相似文献