全文获取类型
收费全文 | 2182篇 |
免费 | 103篇 |
国内免费 | 2篇 |
出版年
2021年 | 31篇 |
2020年 | 40篇 |
2019年 | 50篇 |
2018年 | 53篇 |
2017年 | 58篇 |
2016年 | 74篇 |
2015年 | 50篇 |
2014年 | 72篇 |
2013年 | 233篇 |
2012年 | 85篇 |
2011年 | 105篇 |
2010年 | 52篇 |
2009年 | 64篇 |
2008年 | 96篇 |
2007年 | 84篇 |
2006年 | 80篇 |
2005年 | 63篇 |
2004年 | 53篇 |
2003年 | 72篇 |
2002年 | 65篇 |
2001年 | 44篇 |
2000年 | 47篇 |
1999年 | 34篇 |
1998年 | 37篇 |
1997年 | 34篇 |
1996年 | 24篇 |
1995年 | 17篇 |
1994年 | 20篇 |
1993年 | 20篇 |
1992年 | 27篇 |
1991年 | 20篇 |
1990年 | 22篇 |
1989年 | 19篇 |
1988年 | 24篇 |
1987年 | 18篇 |
1986年 | 20篇 |
1985年 | 17篇 |
1984年 | 23篇 |
1983年 | 19篇 |
1982年 | 24篇 |
1981年 | 20篇 |
1980年 | 16篇 |
1979年 | 20篇 |
1978年 | 19篇 |
1977年 | 19篇 |
1976年 | 18篇 |
1975年 | 22篇 |
1974年 | 22篇 |
1973年 | 20篇 |
1972年 | 16篇 |
排序方式: 共有2287条查询结果,搜索用时 15 毫秒
111.
Catherine L. Jones Iryna Culpin Jonathan Evans Rebecca M. Pearson 《Infant mental health journal》2020,41(1):82-93
Our objective was to examine the differential effects of antenatal breastfeeding intention (BI) and breastfeeding practice (BP) on maternal postnatal responsiveness. We conducted a secondary analysis of longitudinal data from a subsample of 962 mother–infant dyads from a U.K.-based birth cohort study the Avon Longitudinal Study of Parents and Children. Exposures were BI and BPs measured at 32 weeks of gestation and 18 months’ postpartum. The outcome was maternal responsiveness assessed at 12 months’ postpartum. We used logistic regression analyses unadjusted and adjusted for confounders. Intention to breastfeed was associated with increased odds of postnatal maternal responsiveness independent of BP, adjusted odds ratio (OR) = 2.34, 95% CI [1.42, 3.86]. There was no evidence that BP was an independent predictor of maternal responsiveness, OR = 0.93, 95% CI [0.55, 1.57]. Life-course epidemiology analyses demonstrated that maternal responsiveness is most positive when both BI and BP are present. This is the first population-based study to provide evidence that BI during pregnancy is more strongly associated with maternal postnatal responsiveness than is BP. Further research is needed to understand the determinants of BI in pregnancy and its relationships with maternal responsiveness. 相似文献
112.
Working memory training has been shown to improve performance on untrained working memory tasks in typically developing children, at least when compared to non‐adaptive training; however, there is little evidence that it improves academic outcomes. The lack of transfer to academic outcomes may be because children are only learning skills and strategies in a very narrow context, which they are unable to apply to other tasks. Metacognitive strategy interventions, which promote metacognitive awareness and teach children general strategies that can be used on a variety of tasks, may be a crucial missing link in this regard. In this double‐blind randomized controlled trial, 95 typically developing children aged 9–14 years were allocated to three cognitive training programmes that were conducted daily after‐school. One group received Cogmed working memory training, another group received concurrent Cogmed and metacognitive strategy training, and the control group received adaptive visual search training, which better controls for expectancy and motivation than non‐adaptive training. Children were assessed on four working memory tasks, reading comprehension, and mathematical reasoning before, immediately after, and 3 months after training. Working memory training improved working memory and mathematical reasoning relative to the control group. The improvements in working memory were maintained 3 months later, and these were significantly greater for the group that received metacognitive strategy training, compared to working memory training alone. Working memory training is a potentially effective educational intervention when provided in addition to school; however, future research will need to investigate ways to maintain academic improvements long term and to optimize metacognitive strategy training to promote far‐transfer. A video abstract of this article can be viewed at https://youtu.be/-7MML48ZFgw 相似文献
113.
114.
Male gerbils have larger ventral scent glands, and they mark more than females. In both sexes, scent gland activity is dependent on gonadal hormones. Observations on colonies of gerbils, living in enclosures or cages, showed that both scent gland size and marking behaviour were related to social status. In colonies founded by a single pair, breeding was confined to the original female. The infertility of the daughters was due to failure of sexual maturation. As this was always associated with a lack of development of the scent glands, the functional state of the latter could be used as an index of fecundity. A change in social organization (eg removal of the parents) caused previously infertile females to conceive and was accompanied by development of the scent glands If there was competition for dominance, the scent glands of the losers regressed; at autopsy, their ovaries and uteri appeared to be nonfunctional. The founding father usually had a larger scent gland than his sons, but the inhibition of sexual function was not as severe as in the females. However, the father characteristically showed much more marking behaviow in a neutral territory than his sons. None of the fem ales-except the mother-showed appreciable marking, and her scores were much lower than those of the dominant male. Asymptotic populations were reached at about the same level in enclosures and cages, implicating an intrinsic capacity for control independent of the number of animals per unit of space but probably related to the natural size of a social group. Stabilization of numbers was achieved not only by reproductive inhibition of young females, but also by cessation of breeding by the founding mother and death of litters. Littermates raised in enclosures without their parents showed delayed sexual maturation accompanied by fighting which resulted in the formation of a hierarchy headed by a breeding female and a dominant (marking) male. 相似文献
115.
Laboratory rats were used to investigate sex and strain differences in the effects of aggression on a cooperative behavior in which pairs learn to coordinate shuttling in a rectangular chamber. The level of aggression was manipulated by comparing males and females of the aggressive S3 strain and a less aggressive Sprague-Dawley-derived strain and by housing same-sex partners either together or individually (eight groups, n = 7 pairs per group). Hormone levels were stabilized by gonadectomy and daily injections of the appropriate sex hormone. The only serious coordination deficits were in individually housed males, associated with violent fighting and an extreme dominance/subordinance relationship that was not observed in females. All other groups readily learned and performed the coordination, with evidence that low and moderate levels of aggression could facilitate coordination by evoking species-typical behaviors that increased proximity, synchrony, and differentiation within pairs. The discussion focused on models of affiliative behavior in the study of aggression and the compatibility between moderate levels of aggression and cooperation. 相似文献
116.
Laboratory rats were used to investigate sex and strain differences in the effects of aggression on a cooperative behavior in which pairs learned to coordinate shuttling in a rectangular chamber. The level of aggression was manipulated by comparing males and females of the aggressive S3 strain and a less aggressive Sprague-Dawley-derived strain and housing same-sex partners either together or individually (8 groups, n = 7 pairs per group). Hormone levels were stabilized by gonadectomy and daily injections of the appropriate sex hormone. The only serious coordination deficits were in individually housed males, associated with violent fighting and an extreme dominance/subordinance relationship that was not observed in females. All other groups readily learned and performed the coordination with evidence that low and moderate levels of aggression could facilitate coordination by evoking species-typical behaviors that increased proximity, synchrony, and differentiation within pairs. The discussion focused on models of affiliative behavior in the study of aggression and the compatibility between moderate levels of aggression and cooperation. 相似文献
117.
James W. Jones 《Pastoral Psychology》2002,50(3):153-164
The title of this paper, The Experience of the Holy is a direct reference to Rudolf Otto's book Das Heilige. The paper begins with Otto because he lays out many of the important issues involved in a psychological investigation of the experience of the holy, especially the question of whether the sacred is a unique object of experience, or a characteristic of our experience of ordinary objects. The paper then discusses three contemporary relational psychoanalysts (D.W. Winnicott, Hans Loewald, and Christopher Bollas), and the ways in which their theorizing illuminates the psychology of the sacred. 相似文献
118.
King DL Jones FL Pearlman RC Tishman A Felix CA 《Journal of experimental psychology. Learning, memory, and cognition》2002,28(4):660-671
A long retention interval tends to result in the poor retention known as forgetting. A high subjective similarity between stimuli frequently produces their poor retention. Thus, a long retention interval may increase the subjective similarity between stimuli (the RIISS hypothesis), and this increase may produce forgetting. To examine this hypothesis, college students made speeded same-different discriminations between two lines or tones of different lengths or frequencies that were 400 ms or 3,300 ms apart, and they rated the similarity of these stimuli. The long interval produced poorer overall performance as expected, but also produced poorer performance on different than same stimuli, implying that it increased the subjective similarity between the initial and subsequent stimuli, and it also increased rated similarity, in support of the RIISS hypothesis. The position that stored stimuli lose less common information than distinctive information explains RIISS evidence better than does perturbation theory. 相似文献
119.
120.
Talking facilitates cognitive-emotional processes of adaptation to an acute stressor 总被引:4,自引:0,他引:4
The authors examined the influence of talking and the social context of talking on cognitive-emotional processes of adjustment to stressors. Two hundred fifty-six undergraduates viewed a stressful stimulus and were then assigned to a no-talk control condition or 1 of 3 talk conditions: talk alone, talk to a validating confederate, or talk to an invalidating confederate. Two days later, they were reexposed to the stressor. Compared with individuals in the no-talk condition, those in the talk alone and validate conditions had a lower level of intrusive thoughts in the 2-day interim, and they had lower perceived stress when reexposed to the stressor. The effects of talking and validation on perceived stress appeared to be mediated by lowered intrusions. The benefits of talking were diluted when disclosures were invalidated. These findings suggest that talking about acute stressors can facilitate adjustment to stressors through cognitive resolution. 相似文献