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551.
Performance and interaction anxiety: specific relationships with other- and self-evaluation concerns
This study examines whether performance anxiety (PA) is specifically associated with other-evaluation concerns and interaction anxiety (IA) with self-evaluation concerns. Individuals with public speaking fears and high levels of PA or IA were distinguishable from nonanxious controls on measures taken during a public speaking challenge. In addition, high PA individuals exhibited more observer-rated negative speech characteristics in an Other-Evaluation condition compared to a Self-Evaluation condition, but high IA individuals and nonanxious individuals did not. These results provide some evidence for the distinctiveness of these dimensions of social anxiety. 相似文献
552.
Teaching school is a highly stressful occupation. Consequences of this stress are burnout, physical and emotional distress, and choosing to leave the profession. Research on teacher stress and burnout has largely focused on environmental and contextual factors while ignoring personality characteristics of teachers that may have an impact on relationships between job stress and its consequences. The current study has a cross-sectional self-report design, focusing on teachers' negative mood regulation (NMR) expectancies as predictors of their coping, burnout and distress, in response to occupational stress. NMR expectancies are people's beliefs that they can control the negative moods they experience. Participants were 86 primary and secondary school teachers, who filled out questionnaire measures of teacher stress, NMR expectancies, coping, burnout, and distress. Simultaneous regression analyses showed that higher stress on the job did indeed predict greater burnout and distress. Additionally, stronger NMR expectancies predicted more active coping. NMR expectancies also predicted less burnout and distress, independent of stress level and coping. Believing one could control one's negative moods was associated with more adaptive outcomes for teachers. Results argue for the value of examining individual difference variables in research on occupational stress, in particular negative mood regulation expectancies. 相似文献
553.
Due to fast-paced cultural and societal changes in Turkey, Turkish students now accrue both eastern and western cultural motives, which place Turkish students under stress. However, Turkish students have a stigma toward seeking mental health services. The current study aimed to use conjoint analysis to examine Turkish students’ preferences for mental health therapist variables regarding seeking help for adjustment problems to life in college. Students from two universities in Turkey were recruited on a volunteer basis to participate in this study (N = 235). The results indicated that the training institution, age, professional background, geographical region and gender significantly influence students’ formation of preferences for mental health therapists. The training institution had the most predominant effect on preferences. Implications for promoting help-seeking and mental health service utilization in Turkey are discussed. 相似文献
554.
Cheri L. Wiggs Jill Weisberg Alex Martin 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2013,20(3-4):308-325
ABSTRACT Previous reports suggest that repetition priming (i.e., enhanced processing of a stimulus after experience with that stimulus) is long lasting and impervious to the effects of age, in contrast to the pattern found with explicit memory. However, the nature of repetition priming in aged individuals remains unclear, as conflicting findings have also been reported. We used a longitudinal design to examine how repetition priming is affected by multiple stimulus repetitions (three presentations) and different delay intervals (no delay, 1 day, 1 week, and 1 month) in young adults, as well as in two groups of aging adults (young-elderly and old-elderly). Our findings extend previous reports that priming is long lasting, even when 1 month intervenes between the initial experience with an item and the subsequent priming test of that item (Cave, 1997), and is relatively impervious to the effects of age (Mitchell, et al., 1990). In addition, a more detailed characterization of priming and the effects of aging was revealed. Although priming is long lasting, remaining significant even at the month delay for all groups, it did decline over time and the rate of that decline differed with age. Both young-elderly and old-elderly groups showed a marked drop-off at 1 day, whereas young adults did not show a decline until 1 week. All groups benefited from multiple repetitions; however, this benefit disappeared at the month delay (in contrast to recognition memory, where the benefit remained significant). These findings support the assertion that repetition priming and explicit memory reflect the operation of distinct systems, and that these systems may undergo different rates of change in aging. 相似文献
555.
Educating undergraduates about current genetic testing and genomics can involve novel and creative teaching practices. The
higher education literature describes numerous pedagogical approaches in the laboratory designed to engage science and liberal
arts students. Often these experiences involve students analyzing their own genes for various polymorphisms, some of which
are associated with disease states such as an increased risk for developing cancer. While the literature acknowledges possible
ethical ramifications of such laboratory exercises, authors do not present recommendations or rubrics for evaluating whether
or not the testing is, in fact, ethical. In response, we developed a laboratory investigation and discussion which allowed
undergraduate science students to explore current DNA manipulation techniques to isolate their p53 gene, followed by a dialogue
probing the ethical implications of examining their sample for various polymorphisms. Students never conducted genotyping
on their samples because of ethical concerns, so the discussion served to replace actual genetic testing in the class. A basic
scientist led the laboratory portion of the assignment. A genetic counselor facilitated the discussion, which centered around
existing ethical guidelines for clinical genetic testing and possible challenges of human genotyping outside the medical setting.
In their final papers, students demonstrated an understanding of the practice guidelines established by the genetics community
and acknowledged the ethical considerations inherent in p53 genotyping. Given the burgeoning market for personalized medicine,
teaching undergraduates about the psychosocial and ethical dimensions of human gene testing seems important and timely, and
introduces an additional role genetic counselors can play in educating consumers about genomics. 相似文献
556.
Mattarella-Micke A Mateo J Kozak MN Foster K Beilock SL 《Emotion (Washington, D.C.)》2011,11(4):1000-1005
In the current study, we explored how a person's physiological arousal relates to their performance in a challenging math situation as a function of individual differences in working memory (WM) capacity and math-anxiety. Participants completed demanding math problems before and after which salivary cortisol, an index of arousal, was measured. The performance of lower WM individuals did not depend on cortisol concentration or math-anxiety. For higher WM individuals high in math-anxiety, the higher their concentration of salivary cortisol following the math task, the worse their performance. In contrast, for higher WM individuals lower in math-anxiety, the higher their salivary cortisol concentrations, the better their performance. For individuals who have the capacity to perform at a high-level (higher WMs), whether physiological arousal will lead an individual to choke or thrive depends on math-anxiety. 相似文献
557.
Rooker GW Iwata BA Harper JM Fahmie TA Camp EM 《Journal of applied behavior analysis》2011,44(4):737-745
Functional analysis (FA) methodology is the most precise method for identifying variables that maintain problem behavior. Occasionally, however, results of an FA may be influenced by idiosyncratic sensitivity to aspects of the assessment conditions. For example, data from several studies suggest that inclusion of a tangible condition during an FA may be prone to a false-positive outcome, although the extent to which tangible reinforcement routinely produces such outcomes is unknown. We examined susceptibility to tangible reinforcement by determining whether a new response was acquired more readily when exposed to a tangible contingency relative to others commonly used in an FA (Study 1), and whether problem behavior known not to have a social function nevertheless emerged when exposed to tangible reinforcement (Study 2). Results indicated that inclusion of items in the tangible condition should be done with care and that selection should be based on those items typically found in the individual's environment. 相似文献
558.
Use of Gilliam Asperger's disorder scale in differentiating high and low functioning autism and ADHD
Mayes SD Calhoun SL Murray MJ Morrow JD Yurich KK Cothren S Purichia H Bouder JN 《Psychological reports》2011,108(1):3-13
Little is known about the validity of Gilliam Asperger's Disorder Scale (GADS), although it is widely used. This study of 199 children with high functioning autism or Asperger's disorder, 195 with low functioning autism, and 83 with attention deficit hyperactivity disorder (ADHD) showed high classification accuracy (autism vs. ADHD) for clinicians' GADS Quotients (92%), and somewhat lower accuracy (77%) for parents' Quotients. Both children with high and low functioning autism had clinicians' Quotients (M=99 and 101, respectively) similar to the Asperger's Disorder mean of 100 for the GADS normative sample. Children with high functioning autism scored significantly higher on the cognitive patterns subscale than children with low functioning autism, and the latter had higher scores on the remaining subscales: social interaction, restricted patterns of behavior, and pragmatic skills. Using the clinicians' Quotient and Cognitive Patterns score, 70% of children were correctly identified as having high or low functioning autism or ADHD. 相似文献
559.
Tillman JG Clemence AJ Stevens JL 《Journal of the American Psychoanalytic Association》2011,59(5):1023-1040
Calls for more rigorous psychoanalytic studies have increased over the past decade. The field has been divided by those who assert that psychoanalysis is properly a hermeneutic endeavor and those who see it as a science. A comparable debate is found in research methodology, where qualitative and quantitative methods have often been seen as occupying orthogonal positions. Recently, Mixed Methods Research (MMR) has emerged as a viable "third community" of research, pursuing a pragmatic approach to research endeavors through integrating qualitative and quantitative procedures in a single study design. Mixed Methods Research designs and the terminology associated with this emerging approach are explained, after which the methodology is explored as a potential integrative approach to a psychoanalytic human science. Both qualitative and quantitative research methods are reviewed, as well as how they may be used in Mixed Methods Research to study complex human phenomena. 相似文献
560.
Croswell J Debbeler LM Turpening J Zureick P 《The journal of pastoral care & counseling : JPCC》2011,65(3-4):1-12
This paper examines whether seminarians are interested in referring parishioners to pastoral counselors or prefer handling commingled psychological and spiritual problems through counseling parishioners themselves. Research results revealed openness toward referral and also a strong interest in counseling persons themselves. Forms of collaboration other than referral were also examined, and seminarians indicated openness to using consultation, training, and personal therapeutic support. Implications for church-psychology collaboration, generally, are discussed. Areas for further research are recommended. 相似文献