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301.
Theories of postformal thought (PFT) suggest that cognitive development is enhanced by social interactions where differences
must be negotiated. Friendships provide the potential for complex social interactions and are an ideal context in which to
explore the relation between cognitive development and the negotiation of social differences. The present research is the
first to directly explore the relation between close cross-category friendships and level of postformal cognitive reasoning
among college students. Participants from two universities completed questionnaires assessing PFT and friendship characteristics.
Results indicate that individuals reported more same-category versus cross-category friendships. This was true for sex, ethnicity,
social class, sexual orientation, and age. In addition, individuals high in PFT had more social category differences in their
existing close friendships than individuals low in PFT. 相似文献
302.
Vandana Shashi Matcheri Keshavan Jessica Kaczorowski Kelly Schoch Kathryn E. Lewandowski Allyn McConkie-Rosell Stephen R. Hooper Thomas R. Kwapil 《Journal of genetic counseling》2010,19(5):535-544
The purpose of this study is to examine the association between parental socio-economic status (SES) and childhood neurocognition
and behavior in children with chromosome 22q11.2 deletion syndrome (22q11DS). Although undoubtedly, the deletion of genes
in the 22q11.2 interval is primarily responsible for the psychological manifestations, little is known about the role of the
environment in either mitigating or contributing to these problems. We examined the association of parental socio-economic
status (SES) with cognition and behavior in children with 22q11DS (n = 65) and matched healthy control subjects (n = 52), since SES is a component of family resources. We found that in children with 22q11DS, higher SES correlated with better
overall functioning (p < .01) and social skills (p < .01), and less frequent oppositional defiant behavior (p < .001). These findings were in contrast to the control subjects in whom SES correlated with cognition and achievement, but
not behavior. Our results indicate that environmental factors influence the behavioral phenotype in children with 22q11DS,
providing a framework for developing appropriate interventions. As such, genetic counseling for families with 22q11DS may
include consideration of family resources and inclusion of other health professionals, such as social workers, to explore
with the family available social supports and resources. 相似文献
303.
Kelly Pelletier Bethany McNamara Paula Braga‐Kenyon William H. Ahearn 《Behavioral Interventions》2010,25(4):261-274
A video self‐monitoring treatment package was used to evaluate the procedural integrity of staff implementing behavioral guidelines for one child with autism. Staff members with low procedural integrity scores were asked to participate. The treatment package incorporated an implementation video which reviewed the relevant behavioral guidelines and a procedural integrity monitoring system. Each participant was taught to score a pre‐training video, which highlighted components of implementing behavioral guidelines, with a procedural integrity tool denoting correct implementation of the procedures. The participant then scored their own baseline video using a similar tool constructed to highlight the target student's behavior plan. Participant scores were compared to experimenter scores and verbal feedback was given by the experimenter if the scores varied. Results showed increased procedural integrity implementing the behavior guidelines from baseline to 100% implementation for two out of three participants. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
304.
Debbie M. Kelly 《Animal cognition》2010,13(3):453-462
Successful navigation within an environment requires that the traveler establish the correct heading—a process referred to
as orienting. Many studies have now shown that humans and non-human animals can use the geometric properties of an enclosure
to orient. In the present study, two groups of Clark’s nutcrackers (Nucifraga columbiana) were trained, in a reference memory task, to find food hidden in one of four containers arranged to form a rectangular array.
One group had unique objects placed next to each of the containers, whereas the second group had identical objects placed
next to each of the containers. Here, I show for the first time that for the Clark’s nutcracker, the distinctive properties
of these objects enhanced the encoding of the array’s geometry compared to the learning of geometric properties from an array
of identical objects, which remained at chance after substantial amounts of training. Subsequent transformation tests showed
that an object not associated with reward, but sharing the same geometric properties as the correct object, may have had inhibitory
qualities. Furthermore, by systematically removing objects from the array, I show that although nutcrackers encoded the geometry
of the array, they did not encode a complete featural representation of the objects within the array. 相似文献
305.
Carolyn Black Becker Chantale Wilson Allison Williams Mackenzie Kelly Leda McDaniel Joanna Elmquist 《Body image》2010,7(4):280-288
Research supports the efficacy of both cognitive dissonance (CD) and healthy weight (HW) eating disorders prevention, and indicates that CD can be delivered by peer-facilitators, which facilitates dissemination. This study investigated if peer-facilitators can deliver HW when it is modified for their use and extended follow-up of peer-facilitated CD as compared to previous trials. Based on pilot data, we modified HW (MHW) to facilitate peer delivery, elaborate benefits of the healthy-ideal, and place greater emphasis on consuming nutrient dense foods. Female sorority members (N = 106) were randomized to either two 2-h sessions of CD or MHW. Participants completed assessment pre- and post-intervention, and at 8-week, 8-month, and 14-month follow-up. Consistent with hypotheses, CD decreased negative affect, thin-ideal internalization, and bulimic pathology to a greater degree post-intervention. Both CD and MHW reduced negative affect, internalization, body dissatisfaction, dietary restraint, and bulimic pathology at 14 months. 相似文献
306.
Michael R. Kelly 《Husserl Studies》2008,24(1):15-30
Those familiar with contemporary continental philosophy know well the defenses Husserlians have offered of Husserl’s theory
of inner time-consciousness against post-modernism’s deconstructive criticisms. As post-modernism gives way to Deleuzean post-structuralism,
Deleuze’s Le bergsonisme has grown into the movement of Bergsonism. This movement, designed to present an alternative to phenomenology, challenges
Husserlian phenomenology by criticizing the most “important… of all phenomenological problems.” Arguing that Husserl’s theory
of time-consciousness detailed a linear succession of iterable instants in which the now internal to consciousness receives
prejudicial favor, Bergsonism concludes that Husserl derived the past from the present and cannot account for the sense of
the past, which differs in kind from the present. Consequently, everything on Husserl’s account remains present and his theory
cannot accommodate for time’s passage. In this paper, I renew the Husserlian defense of Husserl’s theory of time-consciousness
in response to the recent movement of Deleuzean Bergsonism. Section one presents Bergsonism’s notion of the past in general
and its critique of Husserl’s theory of time-consciousness. Section two presents a rejoinder to Bergsonism’s critique of Husserl,
questioning (1) its understanding of the living-present as linearly extended, (2) its conflation of the living-present with
Husserl’s early schema-apprehension interpretation, and (3) its failure to grasp Husserl’s revised understanding of primary
memory as a result of (2). In conclusion, I suggest that Husserl’s theory of retention might articulate a notion of the past
more consistent with Bergson than Bergsonism itself.
相似文献
Michael R. KellyEmail: |
307.
Physician and patient communication training in primary care: effects on participation and satisfaction 总被引:1,自引:0,他引:1
Kelly B Haskard Summer L Williams M Robin DiMatteo Robert Rosenthal Maysel Kemp White Michael G Goldstein 《Health psychology》2008,27(5):513-522
OBJECTIVE: To assess the effects of a communication skills training program for physicians and patients. DESIGN: A randomized experiment to improve physician communication skills was assessed 1 and 6 months after a training intervention; patient training to be active participants was assessed after 1 month. Across three primary medical care settings, 156 physicians treating 2,196 patients were randomly assigned to control group or one of three conditions (physician, patient, or both trained). MAIN OUTCOME MEASURES: Patient satisfaction and perceptions of choice, decision-making, information, and lifestyle counseling; physicians' satisfaction and stress; and global ratings of the communication process. RESULTS: The following significant (p < .05) effects emerged: physician training improved patients' satisfaction with information and overall care; increased willingness to recommend the physician; increased physicians' counseling (as reported by patients) about weight loss, exercise, and quitting smoking and alcohol; increased physician satisfaction with physical exam detail; increased independent ratings of physicians' sensitive, connected communication with their patients, and decreased physician satisfaction with interpersonal aspects of professional life. Patient training improved physicians' satisfaction with data collection; if only physician or patient was trained, physician stress increased and physician satisfaction decreased. CONCLUSION: Implications for improving physician-patient relationship outcomes through communication skills training are discussed. 相似文献
308.
Two psychophysical experiments are reported, one dealing with the visual perception of the head orientation of another person (the 'looker') and the other dealing with the perception of the looker's direction of eye gaze. The participant viewed the looker with different retinal eccentricities, ranging from foveal to far-peripheral viewing. On average, judgments of head orientation were reliable even out to the extremes of peripheral vision (90 degrees eccentricity), with better performance at the extremes when the participant was able to view the looker changing head orientation from one trial to the next. In sharp contrast, judgments of eye-gaze direction were reliable only out to 4 degrees eccentricity, signifying that the eye-gaze social signal is available to people only when they fixate near the looker's eyes. While not unexpected, this vast difference in availability of information about head direction and eye direction, both of which can serve as indicators of the looker's focus of attention, is important for understanding the dynamics of eye-gaze behavior. 相似文献
309.
Stereotype Threat in Applied Settings Re-Examined 总被引:1,自引:0,他引:1
Stricker & Ward (2004 ) examined stereotype threat with a national sample of students taking an Advanced Placement (AP) Calculus exam, and a smaller sample taking Computerized Placement Tests (CPT). They inquired about gender either before (traditional) or after the test (which can reduce stereotype threat). They reported no significant effects of question timing. We reanalyze their findings, and argue that their conservative criterion for evidence led them to overlook significant stereotype threat effects with real practical implications. Women benefited substantially on the Calculus test, and on the CPT–Reading when demographics were asked after testing rather than before. This simple, small, and inexpensive change could increase U.S. women receiving AP Calculus AB credit by more than 4,700 every year. 相似文献
310.
To investigate potential age-related differences in performance gains (compensation and optimization) and losses (failure to actualize potential) of collaboration with a familiar partner, the authors compared pairs of older (N = 75; 69% women) and younger (N = 75; 52% women) age-homogeneous same-gender friends who interacted or worked alone to generate strategies for solving interpersonal and instrumental problems. Two indexes of strategy fluency (total and unique number of strategies) and 2 indexes of strategy type (content of strategy repertoires and strategy selected as most effective by older and younger adults) were examined. Strategies generated by interacting pairs were compared with nominal pair scores. Nominal pair scores indexed dyadic potential and were created by pooling the performance of 2 individuals who worked alone. Age differences in strategy fluency and type were largely similar to prior research based on individual problem solvers. Interacting pairs produced fewer strategies than nominal pairs, but there were no differences in strategy type. For interpersonal problems, older adults were relatively more likely to actualize their dyadic potential. 相似文献