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211.
Individual differences in convergent and divergent thinking may uniquely explain variation in analogical reasoning ability. Across two studies we investigated the relative influences of divergent and convergent thinking as predictors of verbal analogy performance. Performance on both convergent thinking (i.e., Remote Associates Test) and divergent thinking (i.e., Alternative Uses Task) uniquely predicted performance on both analogy selection (Studies 1 and 2) and analogical generation tasks (Study 2). Moreover, convergent and divergent thinking were predictive above and beyond creative behaviours in Study 1 and a composite measure of crystallised intelligence in Study 2. Verbal analogies in Study 2 also varied in semantic distance, with results demonstrating divergent thinking as a stronger predictor of analogy generation for semantically far than for semantically near analogies. Results thus further illuminate the link between analogical reasoning and creative cognition by demonstrating convergent and divergent thinking as predictors of verbal analogy. 相似文献
212.
Angela J Martin Dr Elizabeth S Jones Victor J Callan 《European Journal of Work and Organizational Psychology》2013,22(3):263-289
The current research tested a theoretical model of employee adjustment during organizational change based on Lazarus and Folkman's () cognitive-phenomenological framework. The model hypothesized that psychological climate variables would act as coping resources and predict improved adjustment during change. Two variations of this model were tested using survey data from two different organizational samples: 779 public hospital employees and 877 public sector employees. Confirmatory factor analyses and structural equation analyses were conducted in order to evaluate the models. Results showed that employees whose perceptions of the organization and environment in which they were working (that is, psychological climate) were more positive, were more likely to appraise change favourably and report better adjustment in terms of higher job satisfaction, psychological well-being, and organizational commitment, and lower absenteeism and turnover intentions. 相似文献
213.
Susan Jones 《Mental health, religion & culture》2013,16(1):81-82
Children and young people have the capacity to conjure feelings of faith and hope when experiencing emotional and psychological distress. World myths, legends and fairy stories as part of early child development offer a rich source of material to draw from and enlist in the therapeutic endeavour. Fairies often act in a healing capacity in mythology, or they appear as agents between the world of human affairs and the invisible forces of nature. Mythological beings also possess helping powers in advance of mortals achieving superhuman tasks, but they can also when used as metaphor, frighten children and potentially cause psychological harm. This paper suggests that mental health practitioners can utilise such powerful narratives therapeutically and in a culturally respectful and spiritually innovative way. Harnessing the child's imagination can be a powerful vehicle for a transforming experience at the psychic level with consequent positive benefits for emotional well-being. 相似文献
214.
Leslie J. Francis Andrew W. Penson Susan H. Jones 《Mental health, religion & culture》2013,16(1):23-32
A sample of 278 male and 213 female Bible College students in England completed Form G (Anglicized) of the Myers-Briggs Type Indicator (MBTI). The data demonstrated clear preferences for introversion over extraversion, for sensing over intuition, and for judging over perceiving among both male and female Bible College students. Among females there was also a clear preference for feeling over thinking. The two predominant types among female Bible College students emerged as ISFJ (23%) and ESFJ (17%). The two predominant types among male Bible college students emerged as ISTJ (15%) and ISFJ (13%). 相似文献
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Sixty‐six children aged between 5 and 7 years participated in the event, ‘Visiting the Pirate’, and were interviewed about it at one of five delays, namely, no delay (immediate interview), or at a 1‐week, 1‐day, 1‐month or 6‐month delay. For open‐ended recall, a significant decrease in the amount of information reported was detected only at the 6‐month delay, although forgetting functions indicated forgetting was most rapid at the shorter delays. Accuracy of open‐ended recall was maintained over all delays. In contrast, in response to specific, leading and misleading questions, accuracy had decreased significantly by the 6‐month delay. The theoretical and practical implications of these findings regarding the effects of delays on children's event reports are discussed. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献
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Susan S. Jones 《Developmental science》2003,6(5):477-483
By 2½ years of age, children typically show a shape bias in object naming – that is, they extend object names mostly to new instances with the same shape. The acquisition of a shape bias is related to a marked increase in the rate of object name learning. This study asks whether, conversely, children who do not readily acquire new object names lack a shape bias. Twelve 2- to 3-year-old ‘late talkers’– children whose total vocabularies rank below the 30th percentile for their age – were compared with age-matched children with larger vocabularies in a novel object name extension task. The controls extended novel names across novel objects with the same shape. The late talkers showed no group perceptual bias, but many individuals extended novel names across objects with the same surface texture. The implications of the results both for the role of attentional biases in object name learning and for the etiology of some late talking are discussed. 相似文献
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