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231.
Debra A. Murphy Ph.D. William E. Pelham Alan R. Lang 《Journal of abnormal child psychology》1992,20(5):451-466
High and low-aggressive boys with attention deficit-hyperactivity disorder (ADHD) were compared and the effects of methylphenidate were examined on measures from three domains of aggression: (1) directly observed verbal and nonverbal aggressive behaviors exhibited in the context of a day treatment program, (2) aggressive responding when provoked during a laboratory task, and (3) social information processing patterns exhibited on tasks designed to tap the putative cognitive components of aggression. The high-aggressive (HA) and low-aggressive (LA) subgroups differed significantly on observational measures of aggression and on the laboratory provocation task, but the HA group showed more deviant cognitions on only one of the numerous measures of social information processing. Regarding medication effects on the direct observation measures, methylphenidate decreased aggression for both subgroups. On the laboratory provocation task, methylphenidate had only minimal effects. Significant drug effects were obtained on only two recall social information processing measures. 相似文献
232.
233.
Organizational researchers have long been interested in studying bottom‐up multilevel processes where lower level units (e.g., employees) in organizations interact to jointly create characteristics of higher level units (e.g., work groups). This article contributes to the literature on bottom‐up processes by detailing a statistical approach—the consensus emergence model (CEM)—that allows researchers to study emergence of shared perceptions and feelings or climates in groups over time. The described methodological approach extends standard multilevel methodology by examining residual variances within a growth model to account for dynamic change in group consensus. The CEM provides a formal test for consensus emergence. The approach also allows researchers to test explanatory models of consensus emergence by including person‐level, group‐level, and observation‐level predictors. We illustrate the CEM by applying the method to data from two longitudinal studies of work units. The first study investigated job satisfaction in military companies. Our second study examined professional archeologists working in groups on a field excavation mission and focused on fatigue at the end of the work day. Our analyses demonstrate the CEM's ability to detect and study emergence, and suggest that the CEM may be a valuable tool to help extend the study of emergence in organizational research. 相似文献
234.
Russell Lang Mark O'Reilly Jeff Sigafoos Giulio E Lancioni Wendy Machalicek Mandy Rispoli Pamela White Jennifer Zarcone 《Journal of applied behavior analysis》2009,42(4):889-894
An alternating treatments design compared one condition in which a child with autism was allowed to engage in stereotypy freely prior to the intervention (abolishing operation component) to a second condition without the free‐access period. Levels of stereotypy and problem behavior were lower and levels of functional play were higher in the condition with the abolishing operation component. These data provide preliminary support for the use of abolishing operations in interventions to increase the play skills of children with autism. 相似文献
235.
We model the forgetting of propositional variables in a modal logical context where agents become ignorant and are aware of
each others’ or their own resulting ignorance. The resulting logic is sound and complete. It can be compared to variable-forgetting
as abstraction from information, wherein agents become unaware of certain variables: by employing elementary results for bisimulation,
it follows that beliefs not involving the forgotten atom(s) remain true.
The work for this publication was mainly carried out while Hans van Ditmarsch was associated to: Institut de Recherche en
Informatique, Université Paul Sabatier, France. 相似文献
236.
Kent D. Harber Michal Einev‐Cohen Fran Lang 《European journal of social psychology》2008,38(2):296-314
Two studies tested whether psychosocial resources affect perception of another's distress. Participants' had their resources depleted, left unchanged, or boosted by elaborately recalling either someone who had betrayed them, a neutral person, or a close and trusted other, respectively. Participants then listened to disturbing baby cries, and rated how much distress the cries conveyed. As predicted, participants who recalled a betrayal subsequently heard the cries as conveying more distress than did other participants (Study 1). However, recalling a betrayal did not amplify cry ratings if, prior to cry rating, betrayal‐related thoughts and feelings were disclosed (Study 2). The moderating effect of disclosure on cry ratings indicates that boosting resources (disclosure) can counteract the effects of resource depletion (betrayal). Results in both studies remained significant even after controlling for mood. This research is the first to show that social contexts, and emotional disclosure, each affects perception of others' distress. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献
237.
Lay See Yeo Rebecca P. Ang Wan Har Chong Vivien S. Huan Choon Lang Quek 《Current psychology (New Brunswick, N.J.)》2008,27(3):192-204
This paper focused on the efficacy of Singapore teachers who teach low achieving adolescent students. Three dimensions of
self-reported teacher efficacy—instructional strategies, classroom management, and student engagement—were examined in relation
to teacher attributes and the teacher–student relationship. Data were obtained from the Teacher Self-Efficacy Scale Tschannen-Moran
and Woolfolk Hoy (Teaching and Teacher Education 17:783–805, 2001) and the Teacher–Student Relationship Scale Ang (The Journal of Experimental Education 74:55–73, 2005). Significant differences between novice teachers and experienced teachers emerged in teacher efficacy beliefs in relation
to instructional strategies, classroom management, and student engagement. Conflict in teacher–student relationship was found
to predict teacher efficacy for teachers of low achieving students. Implications for teachers’ professional development were
discussed. 相似文献
238.
因子分析元分析(meta-analysis of factor analyses, MAFA)整合了因子分析和元分析两种方法学传统。开展MAFA方法学研究可结束过去几十年MAFA研究缺乏根据的状况, 服务心理学等领域内的知识生产。三阶段整合模型认为MAFA包括数据准备、数据合成和数据分析三个主要阶段。模型及数据合成技术的有效性将用心理测量学方法, 包括蒙特卡洛模拟研究进行检验。研究结果将阐明正确运用MAFA的一般规则、操作步骤和注意事项, 进而增进我们对MAFA的认识, 丰富应用心理等领域的方法学体系, 为MAFA方法的推广应用奠定基础。 相似文献
239.
We used affective modulation of the eye-blink component of the startle reflex to examine effects of three levels of alcohol intoxication and a no-intoxication control on emotional responses to pleasant, neutral, and unpleasant pictures. Non-problematic student drinkers (n=101; 48 female) were randomly assigned to intoxication groups. Normal inhibition of startle during exposure to pleasant pictures was intact across groups. In contrast, potentiation of startle during viewing of unpleasant pictures was evident in the no- and low-intoxication groups, compared to the intermediate- and high-intoxication groups, in which it was significantly reduced. This pattern suggests that a direct and selective anxiolytic effect of alcohol can occur at higher levels of intoxication without an analogous impact on response to emotionally positive stimuli at similar levels. 相似文献
240.
Keil A Bradley MM Junghöfer M Russmann T Lowenthal W Lang PJ 《Cognitive, affective & behavioral neuroscience》2007,7(1):18-24
The P3 component of the event-related potential (ERP) to an acoustic startle probe is modulated during picture viewing, with
reduced P3 amplitude when participants view either pleasant or unpleasant, as opposed to neutral, pictures. We have interpreted
this as reflecting capture of attentional resources by affective pictures, with fewer resources available for processing the
secondary startle probe. In the present study, we tested this resource allocation hypothesis by presenting either pictures
or sounds as foreground stimuli, with the prediction that P3 amplitude in response to secondary startle probes would be reduced
for affectively engaging foregrounds regardless of modality. Using dense-array electroencephalography and a source estimation
procedure, we observed that P3 amplitude was indeed smaller when startle probes were presented during emotional, as opposed
to neutral, stimuli for both sound and picture foregrounds. Source modeling indicated a common frontocentral maximum of P3
modulation by affect. The data support the notion that emotionally arousing stimuli transmodally attract resources, leading
to optimized processing of the affective stimuli at the cost of the processing of concurrent stimuli. 相似文献