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921.
Wesley C. Lynch Andrea Everingham Jane Dubitzky Mimi Hartman Tim Kasser 《Integrative psychological & behavioral science》2000,35(4):298-313
Self-reported emotional experiences and eating behaviors were studied in college students in an attempt to determine what
types of emotional experiences precede and follow binge eating and how specific types of compensatory behaviors modify these
experiences. First-year male and female students (N=390) were surveyed for depression, anxiety, health status, life satisfaction,
and eating attitudes (EAT-26). Those reporting recurrent binge eating episodes were asked to describe their emotional feelings
before and after bingeing and before and after compensatory activities. EAT-26 scores corresponding to scores previously reported
for eating disordered patients were found in 9.7% of students. Binge eating was nearly twice as frequent among females (16.4%)
as males (8.6%) Among females, positive relationships were found between specific EAT-26 factors scores and both anxiety and
depression scores. The emotional antecedents and consequences of binge eating and of compensatory activities were compared
in three sub-groups of individuals who reported recurrent bingeing with loss of self-control during binges. The three sub-groups
consisted of individuals who reported, 1) bingeing without engaging in compensatory activities, 2) bingeing and compensating
by means other than vomiting (fasting, exercising, or use of laxatives or diuretics), and 3) bingeing and compensating by
vomiting. Regardless of the type of activity, those individuals who engaged in compensatory activities reported greater negative
affect preceding binge episodes than those who did not compensate. In addition, contrary to expectations, negative affect
did not decrease, but instead increased significantly, following binge episodes and decreased immediately before and after
compensatory activities. 相似文献
922.
Inspired by clinical contacts with a number of clients with a depressed relative, this research focuses upon how a person in such circumstances is affected. Based upon a self-selected sample of members of the Depression Alliance a postal questionnaire and detailed interviews were conducted. The authors propose a four-phase model of the caregiving experience and consider the following questions: how do families account for depression? How is a family's emotional life affected? What have been caregivers' experiences with mental health professionals? What are the factors which assist or hinder their search for help? Is there a role for counselling and if so, is there a best time for it? Findings support the notion that family caregivers are a group at risk and that their need to talk about their mutative experiences is optimally met through supportive and exploratory counselling once patient-state is stable. 相似文献
923.
Conrad Perry Johannes C. Ziegler 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》2004,57(2):325-356
Most models of spelling assume that people rely on two procedures when engaging in spelling: a lexical look-up procedure that retrieves spellings in their entirety, and a nonlexical procedure that constructs spellings with a set of phoneme-grapheme rules. In the present research, we investigated whether larger sized subsyllabic relationships also play a role in spelling, and how they compare to small-sized phoneme-grapheme relationships. In addition, we investigated whether purely orthographic units can explain some of the variance typically attributed to the mapping between sound and spelling. To do this, we ran five spelling experiments, two using real words and three using nonwords. Results from the experiments showed that there were independent contributions of both phoneme-grapheme and larger sized subsyllabic sound-spelling relationships, although the effect of phoneme-grapheme-sized relationships was always stronger and more reliable than larger sized subsyllabic sound-spelling relationships. Purely orthographic effects were also shown to affect word spelling, but no significant effects were found with nonword spelling. Together, the results support the hypothesis that a major constraint on spelling comes from phoneme-grapheme-sized relationships. 相似文献
924.
Aims: This paper presents a model of a group-based intervention for the treatment of clients with Obsessive Compulsive Disorder (OCD) referred to secondary mental health care services, which has been developed by the authors over the last five years. Method: Groups are not a common form of treatment design for this client group, however the available literature is briefly reviewed and the common issues that informed the design are identified. Following this additional technique of neuropsychological theories, Mindfulness, and socialisation are presented and a brief rationale for their inclusion provided. Quantitative and Qualitative outcome measures of the most recent group are discussed with respect to the utility and validity of the model. Conclusion and implications for practice: It is concluded that the group has good ecological as well as outcome validity and provided a method of linking together evidence-based practice (EBP) and practice-based evidence (PBE) movements. 相似文献
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Max Coltheart Jacqueline Masterson Sally Byng Margot Prior Jane Riddoch 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1983,35(3):469-495
Two cases of surface dyslexia are described. In this disorder, irregular words such as broad or steak are less likely to be read aloud correctly than regularly-spelled words like breed or steam; and when irregular words are misread the incorrect response is often a regularisation (reading broad as "brode" and steak as "steek, for example). When reading comprehension was tested, homophones were often confused with each other: for example, soar was understood as an instrument for cutting, and route was understood as being part of a tree. Spelling was also impaired, with the majority of spelling errors being phonologically correct: for example, "search" was spelled surch. "Orthographic" errors in reading aloud (omitting, altering, adding or transposing letters) were also noted. These errors were not due to defects at elementary levels of visual processing.
One of our cases was a developmental dyslexic, and the other was an acquired dyslexic. The close similarity of their reading and spelling performance supports the view that surface dyslexia can cccur both as a developmental and as an acquired dyslexia.
A theoretical interpretation of surface dyslexia within the framework of the logogen model (including a grapheme-phoneme correspondence system for reading non-words) was offered: defects within the input logogen system, and in communication from that system to semantics, were postulated as responsible for most of the symptoms of surface dyslexia. 相似文献
One of our cases was a developmental dyslexic, and the other was an acquired dyslexic. The close similarity of their reading and spelling performance supports the view that surface dyslexia can cccur both as a developmental and as an acquired dyslexia.
A theoretical interpretation of surface dyslexia within the framework of the logogen model (including a grapheme-phoneme correspondence system for reading non-words) was offered: defects within the input logogen system, and in communication from that system to semantics, were postulated as responsible for most of the symptoms of surface dyslexia. 相似文献