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871.
William S. Bradshaw Tim B. Heaton Ellen Decoo John P. Dehlin Renee V. Galliher Katherine A. Crowell 《Journal for the scientific study of religion》2015,54(2):311-329
This article examines the relationship between sexual orientation and religious experience of men from early adolescence to adulthood. Data have been obtained from an online survey of 1,042 males who were part of a larger sample of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) persons who are current or former members of the Church of Jesus Christ of Latter‐Day Saints (LDS, Mormon). While early religious experience was essentially identical to that of heterosexuals, the gap between religious norms and experience widened as these men moved through early and mid‐adulthood. Those who married did so at a later age, and experienced a high rate of divorce. Continued participation, integration, and conformity to LDS ideals was not attributable to faith in, or a departure from, fundamental doctrinal belief. Instead, the responsible variable was sexual orientation, measured by the Kinsey Scale scores across behavior, attraction, and identity. For those near the exclusively homosexual end of the spectrum, the failure to change sexual orientation after intense effort over many years resulted in loss of belonging, belief, and participation, along with increased negative emotions and a sense of mistreatment. 相似文献
872.
How contact shapes implicit and explicit preferences: attitudes toward Roma children in inclusive and non‐inclusive environment
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![点击此处可从《Journal of applied social psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
In two studies, the authors examined the effects of intergroup contact in inclusive and non‐inclusive environments on children's explicit and implicit prejudices. In both studies, supervised contact with Roma peers, instructed by inclusive program, led to a more positive explicit evaluation of Roma and less social distance, while it had no significant impact on implicit attitudes. In contrast, implicit attitudes were related to mere exposure to Roma (Study 2). Intergroup anxiety and self‐disclosure mediated the effect of inclusiveness level on explicit, but not on implicit attitudes. The results indicate that two types of attitudes might be formed via different routes, and that mere exposure and supervised contact influence them differently. This information could help tailor future prejudice reduction programs. 相似文献
873.
Implementing Housing First Across Sites and Over Time: Later Fidelity and Implementation Evaluation of a Pan-Canadian Multi-site Housing First Program for Homeless People with Mental Illness
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Eric Macnaughton Ana Stefancic Geoffrey Nelson Rachel Caplan Greg Townley Tim Aubry Scott McCullough Michelle Patterson Vicky Stergiopoulos Catherine Vallée Sam Tsemberis Marie-Josée Fleury Myra Piat Paula Goering 《American journal of community psychology》2015,55(3-4):279-291
This article examines later fidelity and implementation of a five‐site pan‐Canadian Housing First research demonstration project. The average fidelity score across five Housing First domains and 10 programs was high in the first year of operation (3.47/4) and higher in the third year of operation (3.62/4). Qualitative interviews (36 key informant interviews and 17 focus groups) revealed that staff expertise, partnerships with other services, and leadership facilitated implementation, while staff turnover, rehousing participants, participant isolation, and limited vocational/educational supports impeded implementation. The findings shed light on important implementation “drivers” at the staff, program, and community levels. 相似文献
874.
DOES AN INTERVENTION TO REDUCE MATERNAL ANXIETY,DEPRESSION AND TRAUMA ALSO IMPROVE MOTHERS’ PERCEPTIONS OF THEIR PRETERM INFANTS’ VULNERABILITY?
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The Role of Attachment Style in Predicting Repetition of Adolescent Self‐Harm: A Longitudinal Study
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Katie Glazebrook PhD Ellen Townsend PhD Kapil Sayal MRCPsych PhD 《Suicide & life-threatening behavior》2015,45(6):664-678
This study investigated whether insecure attachment is associated with poorer outcomes at 6‐month follow‐up in adolescents who self‐harm. At baseline the Child Attachment Interview was administered to 52 adolescents (13‐17 years) referred to specialist child and adolescent mental health services and with a recent history of self‐harm. Participants also completed self‐report measures of self‐harm, peer attachment, anxiety, and depression and were administered the means end problem‐solving task. Self‐harm behavior and problem‐solving skills were assessed again at 6‐month follow‐up. At baseline, 14 (27%) were securely attached to their mothers. In the 49 (94%) adolescents followed‐up, those with insecure maternal attachment and insecure peer attachment were more likely to have repeated self‐harm. In addition, securely attached adolescents showed greater improvement in problem‐solving skills. These findings indicate that secure maternal and peer attachments may help recovery from self‐harm, possibly by supporting the acquisition of problem‐solving skills, and highlights the importance of social connections and attachments for youth with a history of self‐harm. 相似文献
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Ellen Fridland 《European Journal of Philosophy》2015,23(3):703-727
In recent years, a debate concerning the nature of knowing‐how has emerged between intellectualists who claim that knowledge‐how is reducible to knowledge‐that and anti‐intellectualists who claim that knowledge‐how comprises a unique and irreducible knowledge category. The arguments between these two camps have clustered largely around two issues: (1) intellectualists object to Gilbert Ryle's assertion that knowing‐how is a kind of ability, and (2) anti‐intellectualists take issue with Jason Stanley and Timothy Williamson's positive, intellectualist account of knowing‐how. Like most anti‐intellectualists, in this paper I will raise objections to Stanley and Williamson's account of knowing‐how and also defend the claim that ability is necessary for knowing‐how attributions. Unlike most discussions of knowing‐how, however, I will return to more Rylean considerations in order to illustrate that any intellectualist account of knowing‐how, not simply Stanley and Williamson's preferred variety, will fail because it will be unable to account for fundamental differences in the knowledge required to instantiate an ability and the knowledge involved in propositional thought. 相似文献