全文获取类型
收费全文 | 1688篇 |
免费 | 82篇 |
专业分类
1770篇 |
出版年
2020年 | 21篇 |
2019年 | 18篇 |
2018年 | 41篇 |
2017年 | 35篇 |
2016年 | 38篇 |
2015年 | 32篇 |
2014年 | 41篇 |
2013年 | 167篇 |
2012年 | 67篇 |
2011年 | 70篇 |
2010年 | 47篇 |
2009年 | 45篇 |
2008年 | 53篇 |
2007年 | 63篇 |
2006年 | 50篇 |
2005年 | 48篇 |
2004年 | 55篇 |
2003年 | 62篇 |
2002年 | 49篇 |
2001年 | 38篇 |
2000年 | 33篇 |
1999年 | 41篇 |
1998年 | 27篇 |
1997年 | 16篇 |
1996年 | 25篇 |
1995年 | 26篇 |
1994年 | 27篇 |
1993年 | 26篇 |
1992年 | 24篇 |
1991年 | 27篇 |
1990年 | 27篇 |
1989年 | 21篇 |
1988年 | 26篇 |
1987年 | 15篇 |
1986年 | 25篇 |
1985年 | 30篇 |
1984年 | 27篇 |
1983年 | 18篇 |
1982年 | 28篇 |
1980年 | 18篇 |
1979年 | 19篇 |
1978年 | 21篇 |
1977年 | 16篇 |
1976年 | 19篇 |
1975年 | 15篇 |
1974年 | 16篇 |
1972年 | 14篇 |
1971年 | 13篇 |
1968年 | 9篇 |
1967年 | 9篇 |
排序方式: 共有1770条查询结果,搜索用时 0 毫秒
41.
42.
Karen Kaufman W. Larry Gregory Walter G. Stephan 《American journal of community psychology》1990,18(5):757-765
Ascertained if being a member of a statistical minority influences children's adjustment in school, as measured by the AML, a teacher-administered adjustment rating scale. Teachers from a southwest school district evaluated elementary students on aggressive, acting-out behaviors, moody-internalized behaviors, and learning difficulties. Analyses conducted on 376 students revealed significant effects of statistical minority status on certain dimensions of adjustment ratings for both Hispanic and Anglo students. Hispanic students in the statistical minority received poorer ratings on the moodiness dimension of the AML than nonminority Hispanic students. Anglo students in the statistical minority received poorer ratings on the aggression dimension of the AML than nonminority Anglo students. These results were interpreted in terms of cultural differences in coping with statistical minority status. Traits commonly exhibited within a culture may intensify and be perceived as maladaptive when stress resulting from being a minority occurs. Implications of the finding that statistical minority status within the school environment influences adjustment are discussed. 相似文献
43.
CONCEPT LEARNING AND LEARNING STRATEGIES 总被引:2,自引:0,他引:2
Anthony A. Wright 《Psychological science》1997,8(2):119-123
Abstract —Concept teaming and learning strategies of pigeons were manipulated in a matching-Co-sample task. Groups of 4 pigeons responded either 0, J, 10, or 20 times to a sample stimulus, and then chose between a matching comparison stimulus and a nonmatching comparison stimulus. Tests with unfamiliar arrangements of the three training stimuli showed that learning was not by if-then rules. Tests with novel stimuli showed that as the number of sample responses increased, learning about the configural pattern of each display gave way to more teaming about the sample-comparison relationship and more concept learning. Pigeons making the most sample responses showed complete concept teaming. 相似文献
44.
Larry Gates 《Journal of religion and health》1994,33(4):313-319
Carl Jung saw the Holy Ghost as the crowning figure in God's revelation of Himself. For Jung, the Holy Ghost is that mysterious
force which unites opposites and allows the transcendent to enter space and time. Through a process called “continuing incarnation”,
the Holy Ghost makes it possible for ordinary people to participate in “the sonship of God”. 相似文献
45.
Valrie Lambert Yvan Lussier Stphane Sabourin John Wright 《International journal of psychology》1995,30(1):109-131
La présente étude vise à examiner la nature des liens entre les styles d'attachement (sécurisant, anxieux/ambivalent et évitant), la solitude et la détresse psychologique (dépression, anxiété, agressivité et problèmes cognitifs) chez des jeunes adultes. L'échantillon se compose de 407 étudiants de niveau collégial dont l'âge moyen se situe à 18 ans. Les sujets doivent répondre à deux questionnaires d'évaluation du style d'attachement, à l'échelle de solitude UCLA, ainsi qu'à l'index de symptômes psychiatriques. Les résultats laissent voir que les individus ayant un style d'attachement sécurisant rapportent moins de symptômes de dépression et de sentiments de solitude que les sujets des styles anxieux/ambivalent et évitant. De même, ils vivent moins d'anxiété, d'agressivité et de problèmes cognitifs que les individus du style anxieux/ambivalent. Par ailleurs, les individus du style d'attachement anxieux/ambivalent sont plus déprimés, anxieux et agressifs que les individus du style évitant. Par contre, aucune différence significative ne ressort entre les sujets des styles d'attachement anxieux/ambivalent et évitant sur le plan des problèmes cognitifs et de la solitude. Des analyses de régression multiple montrent que l'attachement anxieux/ambivalent et la solitude expliquent un pourcentage significatif de la variance associée à la détresse psychologique. Enfin, il ressort que la solitude joue un rôle modérateur dans la relation unissant l'attachement non sécurisant et les problèmes de nature cognitive, alors qu'elle joue un rôle médiateur dans la relation entre l'attachement sécurisant, la dépression et l'anxiété. 相似文献
46.
When the process of publication favors studies with smallp-values, and hence large effect estimates, combined estimates from many studies may be biased. This paper describes a model for estimation of effect size when there is selection based on one-tailedp-values. The model employs the method of maximum likelihood in the context of a mixed (fixed and random) effects general linear model for effect sizes. It offers a test for the presence of publication bias, and corrected estimates of the parameters of the linear model for effect magnitude. The model is illustrated using a well-known data set on the benefits of psychotherapy.Authors' note: The contributions of the authors are considered equal, and the order of authorship was chosen to be reverse-alphabetical. 相似文献
47.
48.
This series of studies investigated the ability of literate adults to exploit communications options that are available to writers but have no counterpart in speech. Specifically it examined people's use of sketches when giving written directions to help a stranger cross town. When writing an informal letter to a friend most directions were given in prose paragraph style (Experiment 1). Almost no-one included a sketch, even if given a street map as an aid. Yet most subjects could draw adequate sketch maps (Experiment 2), and everyone said yes when asked whether they would include a sketch in a letter. So the previous choices were not constrained either by graphic skill or by judgements concerning the appropriateness of a sketch, When people were asked to 'design' the back page of a leaflet they still did not include a sketch (Experiment 3). Experiment 4 showed that any bias in the instructions was towards rather than against the use of sketches. The need to generate the sketch was removed in Experiment 5 where subjects composed the leaflet page from pre-formed sections that included alternative routes in both words and diagrams. Nearly all subjects now included a sketch in their directions. In case subjects previously, in haste, had not considered the possibility of including a sketch map, they were made aware of the drawing option by rating the usability of route information in a variety of communication styles immediately before writing their own directions (Experiment 6). People rated directions that included diagrams as significantly more usable, but still most subjects did not include a sketch in the directions they gave. So the communication styles that readers recognized as successful were not determining their choices as writers. It is suggested that, when giving written directions, inexperienced writers rely too heavily on how they would respond as speakers. 相似文献
49.
Operant temporal discrimination learning was investigated in goldfish. In the first experiment, there was a fixed daily change in illumination. Eight subjects were trained to operate a lever that reinforced each press with food. The period during which responses were reinforced was then progressively reduced until it was 1 hr in every 24. The final 1-hr feeding schedule was maintained over 4 weeks. The feeding period commenced at the same time each day throughout. The food dispensers were then made inactive, and a period of extinction ensued for 6 days. The pattern of responding suggested that the fish were able to exhibit temporal discrimination in anticipation of feeding time. This pattern of responding persisted for a limited number of days during the extinction procedure. The second experiment produced evidence that operant temporal discrimination could develop under continuous illumination. 相似文献
50.