全文获取类型
收费全文 | 5694篇 |
免费 | 278篇 |
出版年
2023年 | 51篇 |
2022年 | 50篇 |
2021年 | 94篇 |
2020年 | 114篇 |
2019年 | 158篇 |
2018年 | 206篇 |
2017年 | 221篇 |
2016年 | 238篇 |
2015年 | 166篇 |
2014年 | 184篇 |
2013年 | 706篇 |
2012年 | 310篇 |
2011年 | 332篇 |
2010年 | 213篇 |
2009年 | 192篇 |
2008年 | 263篇 |
2007年 | 250篇 |
2006年 | 210篇 |
2005年 | 172篇 |
2004年 | 183篇 |
2003年 | 174篇 |
2002年 | 149篇 |
2001年 | 106篇 |
2000年 | 106篇 |
1999年 | 75篇 |
1998年 | 62篇 |
1997年 | 61篇 |
1996年 | 47篇 |
1995年 | 42篇 |
1994年 | 39篇 |
1993年 | 35篇 |
1992年 | 62篇 |
1991年 | 39篇 |
1990年 | 66篇 |
1989年 | 62篇 |
1988年 | 54篇 |
1987年 | 39篇 |
1986年 | 36篇 |
1985年 | 34篇 |
1984年 | 33篇 |
1983年 | 30篇 |
1982年 | 37篇 |
1981年 | 22篇 |
1980年 | 20篇 |
1979年 | 21篇 |
1978年 | 26篇 |
1977年 | 13篇 |
1974年 | 11篇 |
1972年 | 13篇 |
1966年 | 14篇 |
排序方式: 共有5972条查询结果,搜索用时 15 毫秒
171.
Esma Esen Ciftci Manuela Barreto David Matthew Doyle Jolien van Breen Safi Darden 《European journal of social psychology》2020,50(6):1157-1172
This article examines the role of organisational climate in women's social responses to sexism at work. We argue that after experiences of sexism, women “draw together” with other women when they perceive that the organisational climate is intolerant of sexism. We assess the role of organisational climate at three levels: peer-, manager-, and policy-level. We conducted a correlational study (Nstudy1 = 405) and two experimental studies (Nstudy2 = 377, Nstudy3 = 391), in which we examined women's experiences of sexism at work (measured in Study 1; manipulated in Studies 2 and 3). We also measured perceived tolerance of sexism at the peer-, manager- and policy-level in all studies. The main DVs were women's workplace friendships with other women in Studies 1 and 2, and closeness to female co-workers in Study 3. Results showed that perceived tolerance of sexism from peers was especially important in shaping women's social relationships following experiences of sexism; tolerance from managers or at the policy level had less consistent effects. Specifically, experiences with sexism were positively associated with female participants' reported friendship (Studies 1 and 2) and closeness (Study 3) with their female colleagues, but only when peers were perceived not to tolerate sexism. When peers were perceived to tolerate sexism, female participants did not respond to sexism by drawing together. 相似文献
172.
Motivation and Emotion - We examined the relationship between the implicit power motive (nPow) and the frequency of verbal persuasion behavior (VPB) in dyads of children, while they negotiated a... 相似文献
173.
Motivation and Emotion - In this paper, we examine the relationship between the implicit power motive (nPow) and power stress in primary school children under the additional consideration of... 相似文献
174.
Maximilian Seitz Jan Lenhart Nina Rübsam 《The British journal of developmental psychology》2020,38(3):363-390
Social-cognitive theory posits that children learn gender stereotypes through gendered information. The present study examined whether children learn new gender stereotypes from stories when unknown words are linked to a gendered protagonist or context information. In Experiment 1, 40 3- to 6-year-old preschoolers were read stories with either a gendered protagonist embedded within a non-gendered context, or a non-gendered protagonist embedded within a gendered context. In Experiment 2, the same sample of children were read stories with the protagonist and the context displaying congruent or incongruent gender information. Each story featured an unknown activity linked with the stereotypical content. Both experiments indicate that the children rated the activity according to both the gender of the context and of the protagonist; however, the effect of the latter was stronger. In addition, children showed higher interest in the unknown activity if the protagonist’s gender matched their own sex. Thus, gender information in stories influences how children perceive unknown words. 相似文献
175.
Selina N. Emhardt Ellen M. Kok Halszka Jarodzka Saskia Brand-Gruwel Christian Drumm Tamara van Gog 《Cognitive Science》2020,44(9):e12893
Domain experts regularly teach novice students how to perform a task. This often requires them to adjust their behavior to the less knowledgeable audience and, hence, to behave in a more didactic manner. Eye movement modeling examples (EMMEs) are a contemporary educational tool for displaying experts’ (natural or didactic) problem-solving behavior as well as their eye movements to learners. While research on expert-novice communication mainly focused on experts’ changes in explicit, verbal communication behavior, it is as yet unclear whether and how exactly experts adjust their nonverbal behavior. This study first investigated whether and how experts change their eye movements and mouse clicks (that are displayed in EMMEs) when they perform a task naturally versus teach a task didactically. Programming experts and novices initially debugged short computer codes in a natural manner. We first characterized experts’ natural problem-solving behavior by contrasting it with that of novices. Then, we explored the changes in experts’ behavior when being subsequently instructed to model their task solution didactically. Experts became more similar to novices on measures associated with experts’ automatized processes (i.e., shorter fixation durations, fewer transitions between code and output per click on the run button when behaving didactically). This adaptation might make it easier for novices to follow or imitate the expert behavior. In contrast, experts became less similar to novices for measures associated with more strategic behavior (i.e., code reading linearity, clicks on run button) when behaving didactically. 相似文献
176.
Milou van Harsel Vincent Hoogerheide Peter Verkoeijen Tamara van Gog 《Applied cognitive psychology》2020,34(4):793-812
Research suggests some sequences of examples and problems (i.e., EE, EP) are more effective (higher test performance) and efficient (attained with equal/less mental effort) than others (PP, sometimes also PE). Recent findings suggest this is due to motivational variables (i.e., self-efficacy), but did not test this during the training phase. Moreover, prior research used only short task sequences. Therefore, we investigated effects on motivational variables, effectiveness, and efficiency in a short (Experiment 1; four learning tasks; n = 157) and longer task sequence (Experiment 2; eight learning tasks; n = 105). With short sequences, all example conditions were more effective, efficient, and motivating than PP. With longer sequences, all example conditions were more motivating and efficient than PP, but only EE was more effective than PP. Moreover, EE was most efficient during training, regardless of sequence length. These results suggest that example study (only) is more effective, efficient, and more motivating than PP. 相似文献
177.
178.
Fonseca Wald Eric L. A. Hendriksen Jos G. M. Drenthen Gerald S. Kuijk Sander M. J. V. Aldenkamp Albert P. Vles Johan S. H. Vermeulen R. Jeroen Debeij van Hall Mariette H. J. A. Klinkenberg Sylvia 《Neuropsychology review》2020,30(1):164-165
Neuropsychology Review - Due to an error during the editorial phase, a correction regarding Fig. 2 is added to the original article: “Towards a Better Understanding of Cognitive... 相似文献
179.
Maathuis Ivo Niezen Maartje Buitenweg David Bongers Ilja L. van Nieuwenhuizen Chijs 《Science and engineering ethics》2020,26(2):871-898
Science and Engineering Ethics - Quality of life (QoL) is an important outcome measure in mental health care. Currently, QoL is mainly measured with paper and pencil questionnaires. To contribute... 相似文献
180.
Animal Cognition - Overmarking remains an unstudied topic in juvenile mammals. We have previously documented a very high rate of overmarking by foals in four captive African equid species: mountain... 相似文献