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Ann Marie Crapanzano Paul J. Frick Andrew M. Terranova 《Journal of abnormal child psychology》2010,38(4):433-445
The current study investigated the patterns of aggressive behavior displayed in a sample of 282 students in the 4th through
7th grades (M age = 11.28; SD = 1.82). Using cluster analyses, two distinct patterns of physical aggression emerged for both
boys and girls with one aggressive cluster showing mild levels of reactive aggression and one group showing high levels of
both reactive and proactive aggression. Both aggressive clusters showed problems with anger dysregulation, impulsivity, thrill
and adventure seeking, positive outcome expectancies for aggression, and higher rates of bullying. However, the combined cluster
was most severe on all of these variables and only the combined aggressive group differed from non-aggressive students on
their level of callous-unemotional traits. Similar patterns of findings emerged for relational aggression but only for girls. 相似文献
174.
The DSM-5 ADHD and Disruptive Behavior Disorders Work Group recently outlined a research agenda designed to support possible revisions to the diagnostic criteria for oppositional defiant disorder (ODD) and conduct disorder (CD). Some of the areas in need of further investigation include (a) examining the clinical utility of the current diagnostic system in girls, (b) further clarifying the developmental progression from ODD to CD, (c) determining whether facets of ODD symptoms can help explain heterotypic continuity and enhance predictive validity, (d) evaluating the clinical utility of a new subtyping scheme for CD on the basis of the presence of callous-unemotional traits, and (e) comparing the clinical utility of dimensional versus categorical conceptualizations of ODD and CD. This special section was organized in an attempt to provide data on these issues using a diverse array of longitudinal data sets consisting of both epidemiological and clinic-based samples that collectively cover a large developmental span ranging from childhood through early adulthood. 相似文献
175.
In this brief response to Herbert De Vriese’s The Charm of Disenchantment, his attempt to link secularism and modernity is questioned. Criticism is leveled at De Vriese’s use of the correspondence
between Voltaire and Frederick the Great without reference to the historical context, notably the confessional states that
existed between roughly 1650 and 1800 in Europe. De Vriese’s apology for disenchantment and modernity is also questioned in
the light of both modern religious and secular responses to modernity as exemplified by the Dalai Lama and Bernard Stiegler. 相似文献
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Robert W. Frick Yuh-Shiow Lee 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1995,48(3):762-782
In Experiments 1 and 2, subjects were exposed to letter strings that followed a pattern—the second letter was always the same. This exposure was disguised as a test of immediate memory. Following this training, subjects could discriminate new letter strings following the pattern from letter strings not following the pattern more often than would be expected by chance, which is the traditional evidence for concept learning. Discrimination was also better than would be predicted from subjects' explicit report of the pattern, demonstrating the co-occurrence of concept learning and implicit learning. In Experiment 3, rules were learned explicitly. Discrimination was worse than would be predicted from subjects' explicit report, validating the implicit learning paradigm. In Experiment 4, deviations from a prototypical pattern were presented during training. In the test of discrimination, prototypes were as familiar as old deviations and more familiar than new deviations, even when considering only implicit knowledge. Experiment 5 found implicit knowledge of a familiar concept. These results are consistent with the hypothesis that the distinguishing features of a concept can be learned implicitly, and that one type of implicit learning is concept learning. 相似文献
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