全文获取类型
收费全文 | 976篇 |
免费 | 46篇 |
专业分类
1022篇 |
出版年
2023年 | 11篇 |
2022年 | 13篇 |
2021年 | 27篇 |
2020年 | 26篇 |
2019年 | 43篇 |
2018年 | 46篇 |
2017年 | 41篇 |
2016年 | 33篇 |
2015年 | 34篇 |
2014年 | 26篇 |
2013年 | 96篇 |
2012年 | 56篇 |
2011年 | 58篇 |
2010年 | 44篇 |
2009年 | 28篇 |
2008年 | 32篇 |
2007年 | 49篇 |
2006年 | 33篇 |
2005年 | 22篇 |
2004年 | 28篇 |
2003年 | 24篇 |
2002年 | 19篇 |
2001年 | 7篇 |
2000年 | 10篇 |
1999年 | 23篇 |
1998年 | 24篇 |
1997年 | 8篇 |
1996年 | 15篇 |
1995年 | 10篇 |
1994年 | 6篇 |
1992年 | 9篇 |
1991年 | 9篇 |
1990年 | 6篇 |
1989年 | 6篇 |
1988年 | 8篇 |
1987年 | 6篇 |
1986年 | 8篇 |
1985年 | 5篇 |
1984年 | 9篇 |
1983年 | 3篇 |
1982年 | 8篇 |
1981年 | 8篇 |
1980年 | 6篇 |
1979年 | 6篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1975年 | 3篇 |
1973年 | 3篇 |
1971年 | 3篇 |
1970年 | 4篇 |
排序方式: 共有1022条查询结果,搜索用时 0 毫秒
821.
Preliminary evidence of the impact of early childhood maltreatment and a preventive intervention on neural patterns of response inhibition in early adolescence 下载免费PDF全文
Kathryn F. Jankowski Jacqueline Bruce Kathryn G. Beauchamp Leslie E. Roos William E. Moore III Philip A. Fisher 《Developmental science》2017,20(4)
Maltreated youths in foster care often experience negative developmental and psychological outcomes, which have been linked with poor response inhibition. Recent evidence suggests that childhood maltreatment is also associated with alterations in the neural circuitry underlying response inhibition. However, a burgeoning line of research has begun to explore the mitigating effects of preventive interventions on neural functioning. The current study used event‐related functional magnetic resonance imaging to explore the impact of early childhood maltreatment and a preventive intervention on response inhibition in early adolescence. Thirty‐six demographically similar adolescents (ages 9–14 years) completed a Go/NoGo task. The sample included nonmaltreated adolescents (n = 14) and maltreated adolescents who were in foster care as preschoolers and randomly assigned to receive services as usual (n = 11) or a preventive intervention, Multidimensional Treatment Foster Care for Preschoolers (n = 11). The groups demonstrated similar behavioral performance but significantly different neural patterns. The maltreated adolescents who received services as usual demonstrated subcortical hypoactivity during successful response inhibition and subcortical hyperactivity during unsuccessful response inhibition. In contrast, the nonmaltreated adolescents and maltreated adolescents who received the intervention exhibited strikingly similar neural patterns during successful response inhibition, but the maltreated adolescents who received the intervention demonstrated prefrontal hypoactivity during unsuccessful response inhibition. These findings offer preliminary evidence that early childhood maltreatment alters the neural patterns underlying response inhibition in early adolescence and that participating in a preventive intervention could mitigate maltreatment‐related effects on these neural systems. 相似文献
822.
Kathryn R. Fox Jill M. Hooley Diana M.Y. Smith Jessica D. Ribeiro Xieyining Huang Matthew K. Nock Joseph C. Franklin 《Behavior Therapy》2018,49(5):768-780
Research indicates that people who identify as a sexual minority are at higher risk of numerous negative outcomes, including self-injurious thoughts and behaviors (SITBs). The minority stress model proposes that people identifying as a sexual minority are at higher risk of these behaviors due to sexual orientation-specific stressors—however, it does not clarify whether SITBs will be more severe among these individuals. The present study tested whether SITBs are more common and more severe among people identifying as a sexual minority using several metrics, including frequency of SITB engagement, age of onset of SITB, desire to discontinue SITB engagement, and likelihood of future SITBs. Four independent research samples were used to test this model. Results were then combined and tested in an internal meta-analysis. Findings converge to indicate a longer and more severe course of SITB engagement among people identifying as a sexual minority. Future research is needed to replicate these findings and to advance the understanding of why this imbalance in risk and severity might exist, and how it can be prevented. 相似文献
823.
Learning from past decisions can enhance successful decision-making. It is unclear whether difficulties in learning from experience may contribute to risky decision-making, which may be altered among individuals with attention-deficit/hyperactivity disorder (ADHD). This study follows 192 children with and without ADHD aged 5 to 10 years for approximately 2.5 years and examines their risky decision-making using the Balloon Emotional Learning Task (BELT), a computerized assessment of sequential risky decision-making in which participants pump up a series of virtual balloons for points. The BELT contains three task conditions: one with a variable explosion point, one with a stable and early explosion point, and one with a stable and late explosion point. These conditions may be learned via experience on the task. Contrary to expectations, ADHD status was not found to be related to greater risk-taking on the BELT, and among younger children ADHD status is in fact associated with reduced risk-taking. In addition, the typically-developing children without ADHD showed significant learning-related gains on both stable task conditions. However, the children with ADHD demonstrated learning on the condition with a stable and early explosion point, but not on the condition with the stable and late explosion point, in which more pumps are required before learning when the balloon will explode. Learning during decision-making may be more difficult for children with ADHD. Because adapting to changing environmental demands requires the use of feedback to guide future behavior, negative outcomes associated with childhood ADHD may partially reflect difficulties in learning from experience. 相似文献
824.
Robert Earl Dewar 《Psychological Perspectives》2018,61(4):487-505
The author explains his affinity for numbers as it relates to his work as an artist spanning his long career. This affinity helped him invent one of the first systems for making four-color digital prints. Having been only recently introduced to the book Number and Time, by Marie-Louise von Franz, the author finds that he is in full agreement with her depth psychology theories on number. Recounting a synchronicity that he experienced while writing this paper helped the author to understand Jung’s concept of the unus mundus, as explained by von Franz in Number and Time. He speculates that number archetypes must have evolved in human consciousness over very long periods of time and writes about the number zero as a “recent” example. The author also describes his experience of a spontaneous mathematical vision that led him to create an algorithm, which in turn led him to realize that crystals having fivefold symmetry could exist in nature, which was considered impossible at the time. The author discusses his new inventions of quasi-periodic and random tile patterns, which were inspired by 15th-century Islamic tile patterns, as they related to the aperiodic patterns invented by Roger Penrose in the 20th century. He speculates about the ability of artificially intelligent computer software to be able to generate random quasi-periodic patterns. Lastly, the author recounts a synchronistic experience that occurred during the month of his 72nd birthday, in which his work with numbers is seemingly reciprocated by nature. 相似文献
825.
Students are expected to learn key-term definitions across many different grade levels and academic disciplines. Thus, investigating ways to promote understanding of key-term definitions is of critical importance for applied purposes. A recent survey showed that learners report engaging in collaborative practice testing when learning key-term definitions, with outcomes also shedding light on the way in which learners report engaging in collaborative testing in real-world contexts (Wissman & Rawson, 2016, Memory, 24, 223–239). However, no research has directly explored the effectiveness of engaging in collaborative testing under representative conditions. Accordingly, the current research evaluates the costs (with respect to efficiency) and the benefits (with respect to learning) of collaborative testing for key-term definitions under representative conditions. In three experiments (ns = 94, 74, 95), learners individually studied key-term definitions and then completed retrieval practice, which occurred either individually or collaboratively (in dyads). Two days later, all learners completed a final individual test. Results from Experiments 1–2 showed a cost (with respect to efficiency) and no benefit (with respect to learning) of engaging in collaborative testing for key-term definitions. Experiment 3 evaluated a theoretical explanation for why collaborative benefits do not emerge under representative conditions. Collectively, outcomes indicate that collaborative testing versus individual testing is less effective and less efficient when learning key-term definitions under representative conditions. 相似文献
826.
Guided notes covering lectures have been shown to improve note quality and increase scores on quizzes covering lecture material. We sought to determine whether guided notes would also be beneficial in helping students prepare for quizzes covering assigned readings. We evaluated the efficacy of guided notes for reading assignments on undergraduates’ scores on quizzes covering reading material during one semester of an Introductory Psychology course. Guided notes produced statistically significant improvements in quiz scores and note accuracy. Together with previous literature, our results suggest that guided notes may be an effective component of college courses. 相似文献
827.
Kathryn M. Porter Marion Danis Holly A. Taylor Mildred K. Cho Benjamin S. Wilfond 《The American journal of bioethics : AJOB》2018,18(1):39-45
The increasing complexity of human subjects research and its oversight has prompted researchers, as well as institutional review boards (IRBs), to have a forum in which to discuss challenging or novel ethical issues not fully addressed by regulations. Research ethics consultation (REC) services provide such a forum. In this article, we rely on the experiences of a national Research Ethics Consultation Collaborative that collected more than 350 research ethics consultations in a repository and published 18 challenging cases with accompanying ethical commentaries to highlight four contexts in which REC can be a valuable resource. REC assists: 1) investigators before and after the regulatory review; 2) investigators, IRBs, and other research administrators facing challenging and novel ethical issues; 3) IRBs and investigators with the increasing challenges of informed consent and risk/benefit analysis; and 4) in providing flexible and collaborative assistance to overcome study hurdles, mediate conflicts within a team, or directly engage with research participants. Institutions that have established, or plan to establish, REC services should work to raise the visibility of their service and engage in open communication with existing clinical ethics consult services as well as the IRB. While the IRB system remains the foundation for the ethical review of research, REC can be a valuable service for investigators, regulators, and research participants aligned with the goal of supporting ethical research. 相似文献
828.
829.
830.
Melissa J. Zielinski M. Kathryn Allison Lindsey T. Roberts Marie E. Karlsson Ana J. Bridges JoAnn E. Kirchner 《American journal of community psychology》2021,67(1-2):76-88
Although incarcerated women are a highly victimized population, therapy for sexual violence victimization (SVV) sequela is not routinely offered in prison. SHARE is a group therapy for SVV survivors that was successfully implemented and sustained in a women’s correction center. Here, we aimed to identify implementation factors and strategies that led to SHARE’s success and describe incarcerated women’s perspectives on the program. We conducted a retrospective process evaluation using interviews structured according to EPIS, a well‐established implementation science framework. Participants (N = 22) were incarcerated women, members of the SHARE treatment team, and members of the correction center’s leadership, therapeutic team, and volunteer program. Factors that facilitated SHARE implementation varied by EPIS phase and organization. Positive inter‐organizational and interpersonal relationships were key across phases, as were the synergies between both the strengths and needs of each organization involved in implementation. Incarcerated women reported a strong need for SHARE and did not report any concerns about receiving trauma therapy in a carceral setting. Therapy for SVV sequelae, including exposure‐based therapy, is possible to implement and sustain in carceral settings. Community–academic partnerships may be a particularly feasible way to expand access to SVV therapy for incarcerated women. 相似文献