全文获取类型
收费全文 | 880篇 |
免费 | 48篇 |
专业分类
928篇 |
出版年
2024年 | 1篇 |
2023年 | 6篇 |
2022年 | 9篇 |
2021年 | 7篇 |
2020年 | 7篇 |
2019年 | 31篇 |
2018年 | 42篇 |
2017年 | 35篇 |
2016年 | 33篇 |
2015年 | 33篇 |
2014年 | 47篇 |
2013年 | 96篇 |
2012年 | 52篇 |
2011年 | 55篇 |
2010年 | 35篇 |
2009年 | 37篇 |
2008年 | 54篇 |
2007年 | 45篇 |
2006年 | 43篇 |
2005年 | 38篇 |
2004年 | 31篇 |
2003年 | 31篇 |
2002年 | 24篇 |
2001年 | 25篇 |
2000年 | 16篇 |
1999年 | 10篇 |
1998年 | 6篇 |
1997年 | 12篇 |
1996年 | 8篇 |
1995年 | 7篇 |
1994年 | 7篇 |
1993年 | 11篇 |
1992年 | 9篇 |
1991年 | 11篇 |
1990年 | 5篇 |
1989年 | 1篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1981年 | 1篇 |
1980年 | 1篇 |
排序方式: 共有928条查询结果,搜索用时 15 毫秒
771.
Emi Lenes Jacqueline M. Swank Kimberly A. Hart Mercedes M. Machado Stephanie Darilus Monika Ardelt Sondra Smith-Adcock Mary Rockwood Lane Ana Puig 《Journal of counseling and development : JCD》2020,98(2):147-158
The Color-Conscious Multicultural Mindfulness (CCMM) training focuses on addressing intercultural relationship ruptures, individual inequity, and systemic disparities. In this randomized control study, the authors examined the CCMM training effectiveness with 39 prelicensed counselors and counseling students using repeated measures analyses of covariance. Participants reported statistically significant changes in multicultural competence; mindfulness; and color-blind racial attitudes related to privilege, institutional discrimination, and blatant racism. Implications for counselor training practices and future research are provided. 相似文献
772.
Katie M. Edwards Stephanie N. Sessarego Kimberly J. Mitchell Hong Chang Emily A. Waterman Victoria L. Banyard 《American journal of community psychology》2020,65(1-2):160-172
The purpose of the current study was to examine the impact of exposure to Bringing in the Bystander—High School Curriculum (BITB-HSC) on school personnel, which included a seven session classroom curriculum for ninth through twelfth graders (student curriculum), a bystander training workshop for school personnel (school personnel workshop), and reading materials (handout). We examined how exposure to these various BITB-HSC intervention components was associated with school personnel's knowledge and bystander efficacy, intentions, and barriers specific to student relationship abuse (RA) and sexual assault (SA). Participants were 488 school personnel from 12 high schools in upper New England who completed the 4-month follow-up survey that assessed for intervention exposure (284 participants completed both the baseline and follow-up survey). Whereas 53% of participants were exposed to no intervention components, the other half of the sample were exposed to a combination of intervention components. Higher baseline knowledge and reactive bystander intentions were associated with subsequent exposure to both the student curriculum and the handout, and fewer barriers to bystander action predicted exposure to the school personnel workshop. Exposure to the school personnel workshop, student curriculum, and handout was associated with subsequent greater knowledge, exposure to the student curriculum predicted reactive bystander intentions, and exposure to the handout predicted higher reactive bystander intentions and bystander efficacy. Findings suggest that despite challenges with engagement, exposure to the BITB-HSC components may be a useful tool in improving school personnel's responses to RA and SA among high school students. 相似文献
773.
When reviewing past and current research on the role of emotion in couples therapy, there appeared to be a lack of articulation concerning how emotional expressions and relational dynamics are affected by emotional trauma that has not been accessed. The authors demonstrate how emotionally and experientially oriented therapy with couples can be enhanced by accessing stored trauma through the use of Eye Movement Desensitization and Reprocessing (EMDR). This approach is called Eye Movement Relationship Enhancement (EMRE) therapy and includes key clinical areas such as accessing and tolerating previously disowned emotion, reprocessing emotional experiences, and amplifying couple intimacy. These key areas are discussed and illustrated with case examples. 相似文献
774.
This paper describes a variety of motor release phenomena, including manual grasping and groping, imitation behavior, utilization behavior, and alien hand sign, their clinical manifestations, and proposed neural mechanisms. One of these specific neurobehavioral disorders, initially described by Lhermitte (Brain [1983] 106: 237–255), and termed utilization behavior, is addressed in more detail. Patients with this disorder are described as reaching out and using objects in the environment in an automatic manner. The current paper provides a comprehensive review of studies that have documented utilization behavior in individuals with a variety of pathologies, all having a specific predilection for the frontal lobes and frontal-striatal systems. Goldberg's (Behavioral and Brain Sciences [1985] 8: 567–616) theoretical framework for understanding motor release phenomena, which conceptualizes these behaviors as resulting from an imbalance between proposed medial (voluntary, goal directed, and future directed) and lateral (automatic, stimulus bound, and visually based) motor systems, is also discussed. Utilization behavior may prove to be a common underlying cause of high levels of excessive and intrusive motor behaviors within various clinical populations. A more comprehensive understanding of the neural systems underlying utilization behavior may prove highly useful for the differential diagnosis of conditions involving the mesial frontal cortex and fronto-striatal connections. Recent studies have started to investigate utilization behavior in clinical populations with known or suspected frontal system dysfunction, including adult patients with a variety of psychiatric conditions and children with ADHD. 相似文献
775.
Comorbidity between verbal and non‐verbal cognitive delays in 2‐year‐olds: a bivariate twin analysis
776.
777.
778.
779.
Richard Schweickert Cynthia Dahn Kimberly McGuigan 《Attention, perception & psychophysics》1988,44(4):383-389
Two experiments investigated the effects of intensity and the number of response alternatives in hue identification. Three questions were addressed. First, what is the relationship between these effects? If intensity and number of alternatives affect different processes in series, these factors would have additive effects on reaction time (RT). Other models predict a multiplicative interaction. These models assume that when a stimulus is presented, evidence accrues over time for each response alternative, and that when the evidence for a particular alternative exceeds its criterion, the response is made. A natural auxiliary assumption is that intensity affects the rate of evidence accrual, while the number of alternatives affects the criterion. The second question addressed is, how does choice RT change as a function of intensity? Piéron used a power function to describe the effect of intensity on simple RT. This paper considers three candidates for intensity’s effect on choice RT: the power, logistic, and Michaelis functions. Each candidate function was tested in an additive model and a multiplicative model. The best account was given by the power function in an additive model. The last question is, does each process produce an output that can be classified as correct or incorrect? Schweickert (1985) proposed that factors that selectively influenced such processes would have additive effects on log percent correct. Instead, an interaction was found. Perhaps the assumption that the process affected by intensity produces a single output is wrong. 相似文献
780.
Robert Ervin Cramer David J. Lutz Patricia A. Bartell Marguerite Dragna Kimberly Helzer 《Sex roles》1989,20(9-10):551-573
After listening to a masculine male, female subjects learned an instrumental escape response reinforced by the opportunity to listen to an androgynous male. The results of three experiments revealed a striking correspondence between conventional learning variables and social analogues of acquisition, partial reinforcement, delay of reinforcement, and intermittent shock. Subject responses to a postconversation questionnaire indicated that the comments made by the androgynous male were judged as more appropriate and more honest, and he was rated as more likable, more intelligent, more moral, and more mentally healthy, than his masculine counterpart. Discussion focused on the importance of investigating male sex role action using additional theoretically relevant social analogues of conventional learning variables and other familiar learning paradigms. 相似文献