全文获取类型
收费全文 | 1130篇 |
免费 | 82篇 |
出版年
2024年 | 4篇 |
2023年 | 16篇 |
2022年 | 16篇 |
2021年 | 26篇 |
2020年 | 42篇 |
2019年 | 53篇 |
2018年 | 78篇 |
2017年 | 81篇 |
2016年 | 72篇 |
2015年 | 39篇 |
2014年 | 49篇 |
2013年 | 159篇 |
2012年 | 56篇 |
2011年 | 65篇 |
2010年 | 40篇 |
2009年 | 35篇 |
2008年 | 45篇 |
2007年 | 48篇 |
2006年 | 41篇 |
2005年 | 30篇 |
2004年 | 23篇 |
2003年 | 15篇 |
2002年 | 25篇 |
2001年 | 10篇 |
2000年 | 11篇 |
1999年 | 12篇 |
1998年 | 5篇 |
1997年 | 11篇 |
1996年 | 3篇 |
1995年 | 5篇 |
1992年 | 6篇 |
1991年 | 6篇 |
1990年 | 6篇 |
1988年 | 6篇 |
1987年 | 4篇 |
1986年 | 4篇 |
1985年 | 8篇 |
1984年 | 2篇 |
1983年 | 5篇 |
1982年 | 6篇 |
1981年 | 5篇 |
1980年 | 2篇 |
1979年 | 5篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1972年 | 2篇 |
1968年 | 2篇 |
1967年 | 2篇 |
排序方式: 共有1212条查询结果,搜索用时 546 毫秒
231.
Lauren B. Alloy 《Journal of personality》1982,50(4):443-479
Three papers in the Journal of Personality (Oakes & Curtis, 1982; Tennen, Drum, Gillen, & Stanton, 1982; Tennen, Gillen, & Drum, 1982) report that behavioral deficits characteristic of learned helplessness occur independently of perceptions of and attributions for noncontingency. The present article discusses the problems for the cognitive mediational component of helplessness theory raised by these three papers. It is argued that while these papers do not seriously challenge helplessness theory because they fail to test adequately the central proposition of the model, they point to the theory's need for greater elaboration of the processes or mechanisms linking objective experiences, perceptions, attributions, expectations, and behavioral effects of uncontrollability. Suggestions for some of the additional mediational processes a revised helplessness theory should incorporate are offered, followed by a discussion of the role of these processes in leading to the relatively greater support found for perceptions and attributions as mediators of behavioral helplessness in natural vs. laboratory environments. 相似文献
232.
Lauren Jay Harris Ellen A. Strommen Suzanne P. Marshall 《Attention, perception & psychophysics》1974,15(3):571-580
A total of 670 undergraduate Ss were tested in three studies conducted in an attempt to define a set of cues that minimally specify perceived “frontness” and “backness” of objects. In Experiment I, Ss were instructed to identify the “front” and “back” of printed squares to which no, one, or two circles were attached. In Experiment II, different Ss made the same kind of judgment to a wider range of geometric forms. In Experiment III, different Ss judged the direction of “imagined” movement of forms from Experiment I. The results indicated that the “front” and “back” are asymmetric opposite sides, with “front” the side most different from the rest and the side toward which the form is imagined to be moving. 相似文献
233.
234.
Hudson Hoagland 《The Journal of general psychology》2013,140(2-3):187-198
235.
236.
237.
Effects of computer‐based training on procedural modifications to standard functional analyses 下载免费PDF全文
Lauren K. Schnell Tina M. Sidener Ruth M. DeBar Jason C. Vladescu SungWoo Kahng 《Journal of applied behavior analysis》2018,51(1):87-98
Few studies have evaluated methods for training decision‐making when functional analysis data are undifferentiated. The current study evaluated computer‐based training to teach 20 graduate students to arrange functional analysis conditions, analyze functional analysis data, and implement procedural modifications. Participants were exposed to training materials using interactive software during a 1‐day session. Following the training, mean scores on the posttest, novel cases probe, and maintenance probe increased for all participants. These results replicate previous findings during a 1‐day session and include a measure of participant acceptability of the training. Recommendations for future research on computer‐based training and functional analysis are discussed. 相似文献
238.
Undergraduates frequently report exposure to stressful life events which may negatively impact mental health. The current study examined associations among attachment style, depression, and meaning made, and tested both direct effects and indirect effects through emotion regulation difficulties. Undergraduates (N?=?336) who reported having experienced stressful and/or potentially traumatic events completed measures through an online survey. More than half of participants (64%) were female, with a mean age of 19.26 years. In both models, higher attachment anxiety and higher attachment avoidance were significantly associated with greater difficulties with accessing emotion regulation strategies, which in turn were related to higher depression symptom severity and lower meaning made. Lack of emotional awareness also partially explained the associations between attachment avoidance and outcomes in both models. Difficulties in engaging in goal-directed behavior partially explained the associations between attachment anxiety and meaning made, but not depression symptom severity. Our results suggest certain emotion regulation strategies may be key mechanisms through which individuals with high attachment anxiety or avoidance may reduce the potential negative mental health impact that stressful life events may have. 相似文献
239.
Adam S. Grabell Yanwei Li Jeff W. Barker Lauren S. Wakschlag Theodore J. Huppert Susan B. Perlman 《Journal of abnormal child psychology》2018,46(1):137-147
Burgeoning interest in early childhood irritability has recently turned toward neuroimaging techniques to better understand normal versus abnormal irritability using dimensional methods. Current accounts largely assume a linear relationship between poor frustration management, an expression of irritability, and its underlying neural circuitry. However, the relationship between these constructs may not be linear (i.e., operate differently at varying points across the irritability spectrum), with implications for how early atypical irritability is identified and treated. Our goal was to examine how the association between frustration-related lateral prefrontal cortex (LPFC) activation and irritability differs across the dimensional spectrum of irritability by testing for non-linear associations. Children (N = 92; ages 3–7) ranging from virtually no irritability to the upper end of the clinical range completed a frustration induction task while we recorded LPFC hemoglobin levels using fNIRS. Children self-rated their emotions during the task and parents rated their child’s level of irritability. Whereas a linear model showed no relationship between frustration-related LPFC activation and irritability, a quadratic model revealed frustration-related LPFC activation increased as parent-reported irritability scores increased within the normative range of irritability but decreased with increasing irritability in the severe range, with an apex at the 91st percentile. Complementarily, we found children’s self-ratings of emotion during frustration related to concurrent LPFC activation as an inverted U function, such that children who reported mild distress had greater activation than peers reporting no or high distress. Results suggest children with relatively higher irritability who are unimpaired may possess well-developed LPFC support, a mechanism that drops out in the severe end of the irritability dimension. Findings suggest novel avenues for understanding the heterogeneity of early irritability and its clinical sequelae. 相似文献
240.
Lauren M. Friedman Mark D. Rapport Sarah A. Orban Samuel J. Eckrich Catrina A. Calub 《Journal of abnormal child psychology》2018,46(3):491-504
The difficulties children with ADHD experience solving applied math problems are well documented; however, the independent and/or interactive contributions of cognitive processes underlying these difficulties are not fully understood and warrant scrutiny. The current study examines two primary cognitive processes integral to children’s ability to solve applied math problems: working memory (WM) and math calculation skills (i.e., the ability to utilize specific facts, skills, or processes related to basic math operations stored in long-term memory). Thirty-six boys with ADHD-combined presentation and 33 typically developing (TD) boys aged 8–12 years old were administered multiple counterbalanced tasks to assess upper (central executive [CE]) and lower level (phonological [PH STM] and visuospatial [VS STM] short-term memory) WM processes, and standardized measures of mathematical abilities. Bias-corrected, bootstrapped mediation analyses revealed that CE ability fully mediated between-group differences in applied problem solving whereas math calculation ability partially mediated the relation. Neither PH STM nor VS STM was a significant mediator. When modeled together via serial mediation analysis, CE in tandem with math calculation ability fully mediated the relation, explained 79% of the variance, and provided a more parsimonious explication of applied mathematical problem solving differences among children with ADHD. Results suggest that interventions designed to address applied math difficulties in children with ADHD will likely benefit from targeting basic knowledge of math facts and skills while simultaneously promoting the active interplay of these skills with CE processes. 相似文献