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981.
Jeffrey Cobb 《Metaphilosophy》2002,33(5):597-601
John–Michael Kuczynski says the "paradox of analysis" can be resolved with the proper definition of "partial knowledge." He says that this definition will not do: (K) S has partial knowledge of x = df S knows some, but not all, of x 's parts. He offers an alternative account of incomplete or partial knowledge. I argue here that: (a) Kuczynski's chief criticisms of (K) are defective; (b) his proposed solution to the paradox of analysis has no clear application to the paradox in its familiar forms; and (c) his solution may not avoid the puzzle about partial knowledge it was designed to resolve. 相似文献
982.
Jeffrey Coney 《Current psychology (New Brunswick, N.J.)》2002,21(2):144-167
This study set out to evaluate Cook’s (1986) topographical inhibitory model of language processing in the hemispheres. The
model employs the neurophysiological mechanism of homotopic callosal inhibition to explain recent findings which suggest that
the left hemisphere processes denotative meaning, while the right hemisphere specializes in connotative meaning. Specific
predictions in relation to lateralized priming phenomena were derived from the model. The first experiment tested the prediction
that word repetition and denotative priming would facilitate responses to right visual field targets, while connotative priming
would favour the left visual field. None of these predictions were confirmed. A second experiment modified in a number of
ways, provided a more extensive test of the predictions but produced essentially the same result. It was concluded that no
evidence could be obtained to support the topographical inhibitory model. Instead, the results extend previous findings by
suggesting that associative priming has more or less equivalent effects in each hemisphere, provided the interval between
prime and target is sufficiently long. 相似文献
983.
Robert B. Cotter Jeffrey D. Burke Rolf Loeber Judith L. Navratil 《Journal of child and family studies》2002,11(4):485-498
Minimizing participant attrition is vital to the success of longitudinal research. The Developmental Trends Study (DTS), a longitudinal study of the development of disruptive behavior disorders, has achieved a low attrition rate throughout the study. The development of early retention strategies, managing contact and scheduling history through the use of electronic databases, interviewer persistence, and the emergence of new electronic search methods have contributed to the success of our study. A literature review of retention methodology and practical solutions to maintain participant cooperation is described. A case study of the DTS is presented to inform researchers in longitudinal research on new methods used to maintain high retention rates. 相似文献
984.
The holistic, developmental, systems-oriented perspective, an extension of some aspects of the theoretical perspective of Heinz Werner and his associates, is briefly characterized with respect to its assumptions, methodological approach, and its analysis of a variety of research on critical person-in-environment transitions. The theoretical perspective is applied in an analysis of the far-reaching critical person-in-environment transition that began with the catastrophic events of September 11, 2001. 相似文献
985.
Jeffrey L. Kleinberg 《Group》2002,26(2):149-153
This paper, originally presented November, 2001 at the Plenary Session of the Annual Conference of the Eastern Group Psychotherapy Society in New York, describes the application of group psychodynamics to organizations under stress. The presentation illustrates the system sensitivity required of consultants assisting organizations traumatized by the 9/11 terror attacks. The author's comments and recommendations were shaped by his experience overseeing the consulting work provided by EGPS Members to Wall Street in the aftermath of the attacks. 相似文献
986.
Jeffrey A. Daniels 《Journal of counseling and development : JCD》2002,80(2):215-218
The author describes important considerations when assessing students' threats made at schools. In a recent article, M. Reddy et al. (2001) presented 4 approaches to assessing the risk of school violence. They submitted important issues and problems with 3 commonly used approaches and suggested a 4th approach as an alternative. Implications for school counselors are explored. 相似文献
987.
The American Journal of Psychoanalysis - 相似文献
988.
Lorraine M. McKelvey Leanne Whiteside-Mansell Richard A. Faldowski Jeffrey Shears Catherine Ayoub Andrea D. Hart 《Journal of child and family studies》2009,18(1):102-111
We examined the psychometric properties of two scales of the parenting stress index-short form (PSI-SF) in a low-income sample
of fathers of toddlers. The factor structure, reliability, and validity of the parental distress and parent–child dysfunctional
interaction subscales were assessed for 696 fathers in a multi-site study of Early Head Start. Confirmatory factor analyses
(CFA) compared the fit of the developer recommended two-factor scales with five-factor scales theoretically derived and supported
with mothers. Our results suggested that two subscales from the PSI-SF were reliable and valid for this sample of racially
diverse, low-income fathers of toddlers. However, these subscales capture multiple dimensions of parenting stress and results
also supported the use of more narrowly defined aspects of parenting stress that included general distress, distress specifically
related to parenting demands, problematic interactions of the father–toddler dyad, perceptions of the child, and parental
perceptions of self as a parent. These unidimensional scales may prove useful in research and clinical activities by allowing
researchers to elucidate the mechanisms through which stress impacts parenting and permitting clinicians information to develop
more targeted interventions for young children and their families. 相似文献
989.
990.
Michael C. Gottlieb Jeffrey N. Younggren Kevin B. Murch 《Cognitive and behavioral practice》2009,16(2):164-171
In recent years, the scholarship regarding professional boundaries has increased significantly in a variety of areas. Despite many advances in this line of research, less attention has been devoted to the question of boundary maintenance and its relationship to theoretical orientation. In this article we examine these issues for cognitive-behavioral therapies. After a brief historical review of the evolution of the concept of boundaries, we select three procedures integral to cognitive-behavioral practice and discuss how they may create boundary problems for practitioners. We conclude with recommendations for practice. 相似文献