全文获取类型
收费全文 | 1863篇 |
免费 | 67篇 |
出版年
2023年 | 7篇 |
2021年 | 13篇 |
2020年 | 28篇 |
2019年 | 39篇 |
2018年 | 39篇 |
2017年 | 60篇 |
2016年 | 62篇 |
2015年 | 49篇 |
2014年 | 50篇 |
2013年 | 225篇 |
2012年 | 82篇 |
2011年 | 83篇 |
2010年 | 45篇 |
2009年 | 41篇 |
2008年 | 72篇 |
2007年 | 78篇 |
2006年 | 76篇 |
2005年 | 62篇 |
2004年 | 68篇 |
2003年 | 63篇 |
2002年 | 63篇 |
2001年 | 30篇 |
2000年 | 42篇 |
1999年 | 40篇 |
1998年 | 48篇 |
1997年 | 24篇 |
1996年 | 26篇 |
1995年 | 31篇 |
1994年 | 22篇 |
1993年 | 27篇 |
1992年 | 19篇 |
1991年 | 25篇 |
1990年 | 24篇 |
1989年 | 15篇 |
1988年 | 14篇 |
1987年 | 18篇 |
1986年 | 15篇 |
1985年 | 26篇 |
1984年 | 22篇 |
1983年 | 11篇 |
1982年 | 17篇 |
1981年 | 18篇 |
1980年 | 11篇 |
1979年 | 20篇 |
1978年 | 14篇 |
1977年 | 8篇 |
1976年 | 7篇 |
1975年 | 9篇 |
1974年 | 10篇 |
1973年 | 5篇 |
排序方式: 共有1930条查询结果,搜索用时 31 毫秒
991.
Adjusting to chronic illness is very complicated for families with children, as they are already faced with the challenge
of development and childrearing. In this study, qualitative interviews were conducted with HIV positive mothers on a number
of issues related to being an HIV positive mother raising young children. One topic of the interview was whether or not they
felt that HIV had caused them to miss activities with their children while the children were growing up, what types of activities
they had missed, the age of the child for each example, and how HIV had led to missing these activities. Interviews were conducted
in 2008 with a random sample of 57 mothers being followed in a longitudinal assessment study. All study participants were
English or Spanish speaking. Mean age was 44.1 (SD = 5.6) years; 47% were Latina; 35% African American; 11% White; and 7%
other race. About 60% of the mothers disclosed that their HIV status had caused them to miss out on activities with their
children while their children were growing up, ranging from daily care activities to major school and extra-curricular activities.
Some mothers missed significant amounts of time with their children due to hospitalizations. In some cases mothers felt forced
into a choice between mothering ability and their own health, including adherence to medications. Implications for the mothers
and the children are discussed. 相似文献
992.
Fatigue, a subjective state that has been defined as a decreased capacity for physical or mental activity, has many behavioral
similarities to depression (e.g., weariness, difficulty concentrating, diminished motivation). We hypothesized that fatigue
might mediate the relationship between depression and poor child outcomes. A sample of mothers (14 well women, 57 with multiple
sclerosis, and 36 with rheumatoid arthritis) completed an online survey where they reported on their fatigue (using the Modified
Fatigue Impact Scale), depression (using the 20-item Center for Epidemiological Studies Depression Scale), child internalizing
and externalizing behaviors (using the Child Behavior Checklist), and child prosocial behaviors (using a 10-item abbreviated
Positive Behavior Scale). Maternal fatigue mediated the relationship between maternal depression and the total problems T-score
on the Child Behavior Checklist but a mediated relationship was not found for the Positive Behavior Scale. Findings are discussed
in light of the need to elucidate the relationship between maternal fatigue, depression, and child outcomes. 相似文献
993.
Roediger HL Agarwal PK McDaniel MA McDermott KB 《Journal of experimental psychology. Applied》2011,17(4):382-395
Three experiments examined whether quizzing promotes learning and retention of material from a social studies course with sixth grade students from a suburban middle school. The material used in the experiments was the course material students were to learn and some of the dependent measures were the actual tests on which students received grades. In within-subject designs, students received three low-stakes multiple-choice quizzes in Experiments 1 and 2 and performance on quizzed items was compared to that on items that were presented twice (Experiment 2) or items that were not presented on the initial quizzes (Experiments 1 and 2). We found that students' performance on both chapter exams and semester exams improved following quizzing relative to either not being quizzed or relative to the twice-presented items. In Experiment 3, students were given one multiple-choice quiz in class and encouraged to quiz themselves outside of class using a Web-based system. The assessment in this experiment was a short answer test in which students had to produce answers, but we also used multiple-choice tests. Once again, we found that quizzing of material produced a positive effect on chapter and semester exams. These results show the robustness of retrieval practice via testing as a learning mechanism in a classroom setting using the subject matter of the course and (in most cases) the tests on which students received grades as the dependent measures. Our results add to a growing body of evidence that retrieval practice in the classroom can boost academic performance. 相似文献
994.
Guillaume R. Coudevylle Christophe Gernigon Kathleen A. Martin Ginis 《Psychology of sport and exercise》2011,12(6):670-675
Objectives
The purpose of the present study was to examine the mediational role of self-confidence and anxiety in the relationship between self-esteem and claimed self-handicapping in an achievement context.Design
To test this mediational role, the three-step procedure advocated by Baron and Kenny (1986) was used.Method
After hearing and reading about specific conditions of performing that were intended to favor invoking excuses for future poor performance, 68 competitive basketball players completed measures of self-esteem, anxiety (cognitive and somatic), self-confidence, and claimed self-handicapping. Then, they warmed-up and carried out a basketball task.Results
Self-esteem negatively predicted cognitive anxiety and positively predicted self-confidence. In turn, self-confidence negatively predicted claimed self-handicapping and mediated the relationship between self-esteem and claimed self-handicapping. Cognitive and somatic anxieties did not mediate the relationship between self-esteem and claimed self-handicapping. Together, these results suggest that individuals with low self-esteem use more claimed self-handicaps because they have lower self-confidence.Conclusion
These findings shed light on the psychological processes that lead people with low self-esteem to use strategies of claimed self-handicaps. 相似文献995.
Kathleen S. Wilson Kevin S. Spink Carly S. Priebe 《Psychology of sport and exercise》2011,12(6):579-582
Objectives
This study examined different scheduling demands as a moderator of the self-regulatory efficacy (SRE)/physical activity relationship.Design
A prospective design was used.Method
Adolescents (N = 275) reported SRE and activity during times that reflected high and low scheduling demands.Results
When scheduling demands were high, SRE predicted individual activity behavior (p < .001). During a period that reflected lower scheduling demands, however, SRE did not predict physical activity behavior (p = .25).Conclusions
These findings support the idea that the level of challenge (demands) may be an important factor to consider when examining the SRE/activity behavior relationship. 相似文献996.
The development of contextual cueing specifically in relation to attention was examined in two experiments. Adult and 10-year-old participants completed a context cueing visual search task (Jiang & Chun, The Quarterly Journal of Experimental Psychology, 54A(4), 1105-1124, 2001) containing stimuli presented in an attended (e.g., red) and unattended (e.g., green) color. When the spatial configuration of stimuli in the attended and unattended color was invariant and consistently paired with the target location, adult reaction times improved, demonstrating learning. Learning also occurred if only the attended stimuli's configuration remained fixed. In contrast, while 10 year olds, like adults, showed incrementally slower reaction times as the number of attended stimuli increased, they did not show learning in the standard paradigm. However, they did show learning when the ratio of attended to unattended stimuli was high, irrespective of the total number of attended stimuli. Findings suggest children show efficient attentional guidance by color in visual search but differences in contextual cueing. 相似文献
997.
Ulman KH 《International journal of group psychotherapy》2011,61(2):275-284
The importance of the concepts of present moment and implicit communication to group psychotherapy is discussed in relation to the articles by Gans and by Counselman and Abernethy and to the life work of Anne Alonso. Clinical examples are used to illustrate the discussion. 相似文献
998.
Mathieson LC Murray-Close D Crick NR Woods KE Zimmer-Gembeck M Geiger TC Morales JR 《Journal of abnormal child psychology》2011,39(7):977-987
The current study adopts a relational vulnerability model to examine the association between hostile attribution bias and
relational aggression. Specifically, the relational vulnerability model implicates the interactive effects of a number of
relational risk factors in the development of relational aggression. A sample of 635 3rd, 4th, and 5th grade students (50.2%
females) completed a self-report measure assessing hostile attribution bias and emotional distress for relational provocations.
Peer nominations and teacher reports of relational aggression and relational victimization were also collected. Results supported
the relational vulnerability model for girls only. Specifically, hostile attribution bias was associated with relational aggression
only when relational victimization and emotional distress were also high. Implications for future research and clinical practice
are discussed. 相似文献
999.
Jiang J Bernstein LE 《Journal of experimental psychology. Human perception and performance》2011,37(4):1193-1209
When the auditory and visual components of spoken audiovisual nonsense syllables are mismatched, perceivers produce four different types of perceptual responses, auditory correct, visual correct, fusion (the so-called McGurk effect), and combination (i.e., two consonants are reported). Here, quantitative measures were developed to account for the distribution of the four types of perceptual responses to 384 different stimuli from four talkers. The measures included mutual information, correlations, and acoustic measures, all representing audiovisual stimulus relationships. In Experiment 1, open-set perceptual responses were obtained for acoustic /bɑ/ or /lɑ/ dubbed to video /bɑ, dɑ, gɑ, vɑ, zɑ, lɑ, wɑ, eɑ/. The talker, the video syllable, and the acoustic syllable significantly influenced the type of response. In Experiment 2, the best predictors of response category proportions were a subset of the physical stimulus measures, with the variance accounted for in the perceptual response category proportions between 17% and 52%. That audiovisual stimulus relationships can account for perceptual response distributions supports the possibility that internal representations are based on modality-specific stimulus relationships. 相似文献
1000.
We examined the role of self-efficacy in negotiators' choice of dispute-resolution procedures and responsiveness to third-party recommendations after an impasse. Results show that high self-efficacy negotiators were more likely to choose continued negotiation over mediation than were their low self-efficacy counterparts. In addition, we found that these negotiators were more likely to reject a mediator's recommendation for settlement, even when this recommendation was evenhanded and met their interests. As predicted, however, the influence of self-efficacy on the acceptance of recommendations was moderated by mediator credibility. When disputants perceived that the mediator had low credibility, the pattern of effects remained unchanged. However, when disputants viewed the mediator as being highly credible, self-efficacy had no influence on the acceptance/rejection of mediator recommendations. 相似文献