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71.
The recent H1N1 pandemic influenza stimulated numerous studies into the attitudes and intentions about the H1N1 vaccine. However, no study has investigated prospective predictors of vaccination behaviour. We conducted a two-wave longitudinal study among residents in four U.S. cities during the course of the H1N1 outbreak, using Internet surveys to assess demographic, cognitive and emotional predictors of H1N1 vaccination behaviour. Surveys were conducted at two time points, before (Time 1) and after (Time 2) the H1N1 vaccine was widely available to the public. Results show that Time 2 vaccination rates, but not Time 1 vaccination intentions, tracked H1N1 prevalence across the four cities. Receipt of seasonal influenza vaccine in the previous year, worry, compliance with recommended interventions, household size and education assessed at Time 1 were significant prospective predictors of vaccination behaviour. Perception of the H1N1 vaccine, social influence and prioritised vaccine recipient status assessed at Time 2 also predicted vaccination behaviour. Critically, worry about H1N1 mediated the effects of both objective risk (prevalence at the city level) and perceived risk on vaccination behaviour. These results suggest that H1N1 vaccination behaviour appropriately reflected objective risk across regions, and worry acted as the mechanism by which vaccination behaviour followed objective risk. 相似文献
72.
False memory implantation studies are characterised by suggestions indicating that specific unremembered events occurred, attributing suggested events to a knowledgeable source (e.g., parents), and including true events that provide evidence that this source was consulted. These characteristics create a particular retrieval context that influences how individuals come to believe that false events occurred. Two studies used a variant of implantation methods to vary the proportion of events attributed to parents and the presence of true events within the suggestion. In Study 1 participants received six false events, and were told that all or some events came from parents. Participants told that all of the events came from parents formed more and stronger false beliefs. In Study 2 participants also received two true events, and a third group was told that half of the events came from their parents. Participants given the specific ratio ("half") endorsed more false beliefs, and beliefs between the other groups no longer differed. Across both studies participants told that some events came from parents reported stronger memory phenomenology. The effect of suggestions on false beliefs in implantation studies depends partly on the credibility of suggestions derived from providing information about the source of suggested events. 相似文献
73.
Individuals often turn to their close social ties for support during stressful life events. Although a great deal of work examines perceived support (i.e., support believed to be available should an event occur), less is known about enacted support (i.e., support actually provided during stressful events), especially among middle-aged and older people. The present study investigated whether enacted support (emotional or instrumental) varies by relationship quality and stress appraisals. Participants included 152 adults (principal respondents; aged 50 to 69 years, 63% women) who had experienced three or more stressful life events in the last year and 180 of their identified supportive ties (core network members). Multilevel models revealed that higher quality relationships enact high levels of support irrespective of high or low stress appraisals. In contrast, lower quality relationships enact greater support under conditions of higher stress but less support under conditions of lower stress, suggesting that lower quality relationships are mobilized only under higher levels of stress. Findings are consistent with the support provision process model and highlight the importance of considering relationship context and the stress continuum in studies of enacted support among older adults. (PsycINFO Database Record (c) 2012 APA, all rights reserved). 相似文献
74.
Emotional events tend to be retained more strongly than other everyday occurrences, a phenomenon partially regulated by the neuromodulatory effects of arousal. Two experiments demonstrated the use of relaxing music as a means of reducing arousal levels, thereby challenging heightened long-term recall of an emotional story. In Experiment 1, participants (N=84) viewed a slideshow, during which they listened to either an emotional or neutral narration, and were exposed to relaxing or no music. Retention was tested 1 week later via a forced choice recognition test. Retention for both the emotional content (Phase 2 of the story) and material presented immediately after the emotional content (Phase 3) was enhanced, when compared with retention for the neutral story. Relaxing music prevented the enhancement for material presented after the emotional content (Phase 3). Experiment 2 (N=159) provided further support to the neuromodulatory effect of music by post-event presentation of both relaxing music and non-relaxing auditory stimuli (arousing music/background sound). Free recall of the story was assessed immediately afterwards and 1 week later. Relaxing music significantly reduced recall of the emotional story (Phase 2). The findings provide further insight into the capacity of relaxing music to attenuate the strength of emotional memory, offering support for the therapeutic use of music for such purposes. 相似文献
75.
Susan Goldin‐Meadow Susan C. Levine Elena Zinchenko Terina KuangYi Yip Naureen Hemani Laiah Factor 《Developmental science》2012,15(6):876-884
Performing action has been found to have a greater impact on learning than observing action. Here we ask whether a particular type of action – the gestures that accompany talk – affect learning in a comparable way. We gave 158 6‐year‐old children instruction in a mental transformation task. Half the children were asked to produce a Move gesture relevant to the task; half were asked to produce a Point gesture. The children also observed the experimenter producing either a Move or Point gesture. Children who produced a Move gesture improved more than children who observed the Move gesture. Neither producing nor observing the Point gesture facilitated learning. Doing gesture promotes learning better than seeing gesture, as long as the gesture conveys information that could help solve the task. 相似文献
76.
Garland AF Haine-Schlagel R Accurso EC Baker-Ericzén MJ Brookman-Frazee L 《Psychological services》2012,9(1):74-88
Sustained treatment attendance has been reported to be poor in publicly funded community-based clinic settings serving children and families. Several child and family characteristics have been shown to predict attendance in community-based care, but virtually no research has been conducted to examine how experiences in care, including psychotherapists' within-session practices, influence client attendance. The goal of this exploratory study was to examine how observed practice within sessions, in particular the extent to which therapists delivered elements consistent with evidence-based practices, impacts total number of sessions attended, while accounting for an array of other potential predictors. Participants include 181 children ages 4-13 and their parents entering a new episode of care for disruptive behavior problems in publicly funded clinics. Data sources include administrative billing records on treatment attendance; coded videotaped treatment sessions; and self-reports from children, parents, and therapists. Results indicate that parent education, service funding source, parent alliance with therapist, and therapist experience predicted number of sessions attended; intensity of evidence-based treatment techniques delivered to children was marginally associated with attendance (p = .059). Implications for improving engagement in community-based care are discussed. 相似文献
77.
Alloy LB Bender RE Whitehouse WG Wagner CA Liu RT Grant DA Jager-Hyman S Molz A Choi JY Harmon-Jones E Abramson LY 《Journal of abnormal psychology》2012,121(2):339-351
A prospective, behavioral high-risk design provided a theoretically guided examination of vulnerability to first onset of bipolar spectrum disorder based on the Behavioral Approach System (BAS) model. Adolescents (ages 14-19) at an "age of risk" for bipolar disorder onset were screened on BAS sensitivity by interviewers blind to current symptoms, lifetime history, and family history of psychopathology. Participants were selected with high versus moderate levels of BAS sensitivity and administered a lifetime diagnostic interview. Those with a bipolar spectrum disorder, psychosis, or hypomanic episode with onset prior to the BAS sensitivity assessment were excluded. High BAS (n = 171) and moderate BAS (n = 119) sensitivity participants in the final sample completed baseline measures of symptoms, goal-setting, and reward responsiveness and were followed prospectively with semistructured diagnostic interviews every 6 months. Consistent with the vulnerability hypothesis of the BAS model of bipolar disorder, high BAS participants had a greater likelihood, and shorter time to onset, of bipolar spectrum disorder than moderate BAS participants across an average of 12.8 months of follow-up (12.9% vs. 4.2%), controlling for baseline depressive and hypomanic symptoms, and family history of bipolar disorder. High reward responsiveness on a behavioral task and ambitious goal-striving for popular fame and financial success (but not impulsivity) also predicted first onset of bipolar spectrum disorder controlling for the covariates and BAS risk group, and ambitious goal-striving partially mediated the BAS risk group effect. We discuss implications of the findings for the BAS model of bipolar disorder and early intervention efforts. 相似文献
78.
Alloy LB Urošević S Abramson LY Jager-Hyman S Nusslock R Whitehouse WG Hogan M 《Journal of abnormal psychology》2012,121(1):16-27
Little longitudinal research has examined progression to more severe bipolar disorders in individuals with "soft" bipolar spectrum conditions. We examine rates and predictors of progression to bipolar I and II diagnoses in a nonpatient sample of college-age participants (n = 201) with high General Behavior Inventory scores and childhood or adolescent onset of "soft" bipolar spectrum disorders followed longitudinally for 4.5 years from the Longitudinal Investigation of Bipolar Spectrum (LIBS) project. Of 57 individuals with initial cyclothymia or bipolar disorder not otherwise specified (BiNOS) diagnoses, 42.1% progressed to a bipolar II diagnosis and 10.5% progressed to a bipolar I diagnosis. Of 144 individuals with initial bipolar II diagnoses, 17.4% progressed to a bipolar I diagnosis. Consistent with hypotheses derived from the clinical literature and the Behavioral Approach System (BAS) model of bipolar disorder, and controlling for relevant variables (length of follow-up, initial depressive and hypomanic symptoms, treatment-seeking, and family history), high BAS sensitivity (especially BAS Fun Seeking) predicted a greater likelihood of progression to bipolar II disorder, whereas early age of onset and high impulsivity predicted a greater likelihood of progression to bipolar I (high BAS sensitivity and Fun-Seeking also predicted progression to bipolar I when family history was not controlled). The interaction of high BAS and high Behavioral Inhibition System (BIS) sensitivities also predicted greater likelihood of progression to bipolar I. We discuss implications of the findings for the bipolar spectrum concept, the BAS model of bipolar disorder, and early intervention efforts. 相似文献
79.
Lauren Beaulieu Gregory P. Hanley Aleasha A. Roberson 《Journal of applied behavior analysis》2012,45(4):685-707
We assessed teacher—child relations with respect to children's name calls, instructions, and compliance in a preschool classroom. The most frequent consequence to a child's name being called was the provision of instructions. We also observed a higher probability of compliance when children attended to a name call. Next, we evaluated the effects of teaching preschoolers to attend to their names and a group call on their compliance with typical instructions. We used a multiple baseline design across subjects and a control‐group design to evaluate whether gains in compliance were a function of treatment or routine experience in preschool. Results showed that compliance increased as a function of teaching precursors for all children in the experimental group, and the effects on compliance were maintained despite a reduction of the occurrence of precursors. Moreover, it appeared that precursor teaching, not routine preschool experience, was responsible for the changes in compliance. 相似文献
80.