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951.
Nguyen L Huang LN Arganza GF Liao Q 《Cultural diversity & ethnic minority psychology》2007,13(1):18-25
This study examined the influence of race and ethnicity on psychiatric diagnoses and clinical characteristics of 1,189 children and adolescents participating in the federally funded Comprehensive Community Mental Health Services for Children and Their Families Program. Results showed that after controlling for age, gender, functional impairment, and socioeconomic status, there were significant race and ethnicity effects on diagnosis and clinical characteristics. Black and Native Hawaiian youth were more likely than White youth to be diagnosed with disruptive behavioral disorders. Hispanic and Native Hawaiian youth were less likely than White youth to be diagnosed with depression or dysthymia. Black, Asian American, and Native Hawaiian youth were rated as exhibiting less internalizing behavior problems than White youth. Implications for research, practice, and policy are discussed. 相似文献
952.
953.
论儒家的自强人格及其培养 总被引:2,自引:0,他引:2
从心理学角度看,儒学主要体现了一种自强的人格心理学思想。仁爱人格、弘毅人格和革新人格是儒家自强人格的主要内容,其终极目标则是养成健全人格。儒家的自强人格既具有个人取向,也具有社会取向。它以个人取向为基础和出发点,以社会取向为最终目标,从个人取向逐渐扩展至社会取向。实践学习、克服偏私、正确处理理情关系和人际关系是培养儒家自强人格的4个主要途径 相似文献
954.
Xianzhong Huang 《Frontiers of Philosophy in China》2007,2(2):265-279
People currently regard justice as the main principle of institutions and society, while in ancient Greek people took it as
the virtue of citizens. This article analyzes Aristotle’s virtue of justice in his method of virtue ethics, discussing the
nature of virtue, how justice is the virtue of citizens, what kind of virtue the justice of citizens is, and the prospect
of the virtue of justice against a background of institutional justice. Since virtue can be said to be a specific individual
character, Aristotle also defines the virtue of justice as the character of justice, with which citizens act justly and desire
to do what is just. The virtue of justice is also an individual ethical virtue, differing from others for it is at the same
time a social ethic. We can call the virtue of justice a “non-individual individual ethical virtue.” It has been explained
as between pure altruism and egoism, which is a wrong explanation. John Rawls regards justice as the first virtue of social
institutions, challenging Aristotle’s virtue of justice, an assertion which also needs further deliberation.
Translated from Zhongguo Renmin Daxue Xuebao 中国人民大学学报 (Journal of Renmin University of China), 2006, (2): 61–69 相似文献
955.
本研究以66对17至32个月的幼儿和母亲为研究对象,研究了在实验室情境中,幼儿在不同实验情境下对母亲的社会朝向反应,并探讨了幼儿社会朝向行为的功能以及母亲的行为对幼儿社会朝向反应的影响。结果显示,(1)大多数幼儿在实验中都表现出了至少一次的社会朝向反应,社会朝向反应的发生是酱遍的;(2)在不同情境中,幼儿的社会朝向反应不同,在积极的情境中,社会朝向反应有分享情绪经历的功能;在抗拒诱惑的任务中,社会朝向行为与获得支持有关;(3)母亲对情境的非信息性反应对幼儿的社会朝向行为有影响,社会朝向是幼儿对社会情境的适应性行为,对这种非语言的情感交流行为的研究可以帮助我们探究幼儿情绪社会化的过程。 相似文献
956.
青少年学生的自立人格 总被引:18,自引:5,他引:13
经过5个步骤编制出了人格特质词的《大学生问卷》、《高中生问卷》、《初中生问卷》和《青少年学生问卷》,分别对大学生、高中生和初中生进行调查和探索性因素分析。结果发现:①《大学生问卷》显示的自立人格包括主动性、开放性、人际责任、积极性和独立性五个维度;②《高中生问卷》显示的自立人格包括人际开放与责任性、灵活与独立性、主动性和行为责任四个维度;③《初中生问卷》显示的自立人格包括主动与行为责任、开放性、人际责任、积极性、灵活与独立性五个维度;④《青少年学生问卷》显示的自立人格包括灵活与独立性、责任性、主动性、人际开放四个维度。最后,对自立人格构念的合理性、自立人格中“开放性”与“责任性”维度的特点、青少年学生自立人格结构的一致性程度以及本研究在探索自立人格结构方面的优劣等问题进行了讨论 相似文献
957.
我国五城市青少年学生价值观的调查 总被引:32,自引:0,他引:32
本研究用Roeach编制的“价值调查表”对广州、深圳、武汉、成都和重庆五个城市的2125名青少年学生的调查结果表明,我国青少年学生的价值观总的来看相当一致,在终极性价值观中,有所作为、真正的友谊,自尊、国家安全被列为4个最重要的价值观。内心平静、舒适的生活、兴奋的生活、拯救灵魂被列入4个最不重要的价值观;在工具性价值观中,有抱负、有能力、胸怀宽广被列为很重要的价值观,而整洁、自我控制、服从则被列为很不重要的价值观。此外有些价值观在性别上、年龄上和学科专业上也有团体差异和个别差异。 相似文献
958.
Donald M. Dougherty James M. Bjork Don R. Cherek Frederick G. Moeller David B. Huang 《Aggressive behavior》1998,24(1):9-26
This study investigated the effects of menstrual cycle phase on aggression in two groups of women, which differed in the severity of their self-reported perimenstrual symptoms. A low- and a high-symptom group were recruited using the Menstrual Distress Questionnaire (MDQ) to define the groups. Twenty-two subjects (11 low and 11 high symptom) participated across one menstrual cycle: during the premenstrual, menstrual, midfollicular, and ovulatory phases. The Point Subtraction Aggression Paradigm was used to assess aggression on each day of participation. There were three main findings; a) rates of aggressive responding did not vary across phases of the menstrual cycle; b) the high-symptom group emitted higher rates of aggressive responding across the menstrual cycle than did the low-symptom group; and c) rates of aggressive responding correlated with the MDQ's behavioral and psychological scales and not the somatic scales. These findings indicate that the menstrual cycle phase does not differentially affect this laboratory measure of aggression. The differences found between the two symptom groups parallel a few reports indicating that women who differ in retrospectively reported mood and behavioral changes related to their menstrual cycle also differ on a number of other psychometric measures. Aggr. Behav. 24:9–26, 1998. © 1998 Wiley-Liss, Inc. 相似文献
959.
Peer Influence in Elementary School: The Importance of Assessing the Likeability of Popular Children
A. Michele Lease Mary Lovelace Hsun-chih Huang 《The Journal of genetic psychology》2020,181(2-3):95-110
AbstractWe examined the degree to which children perceive influence behaviors and influence over social norms from different types of high-status children to vary in a sample of 453 3rd through 5th grade children. Using a cluster analysis of peer-nominated popularity and likeability measures, we identified a seven-cluster solution, including three high-status clusters: Well-Liked, Popular, and Popular/Well-Liked. Popular children were perceived as using ridicule and having influence over misbehavior. Popular/Well-Liked children were perceived as using playful teasing and modeling and influencing over trend-setting and sports norms, at a degree similar to Popular children. However, Popular/Well-Liked children were not perceived as using ridicule or influencing over misbehavior; rather, they scored higher than all other status groups for prosocial assertion and academic motivation. Well-Liked children were perceived as using prosocial assertion and influencing over academic motivation at a higher degree than Average children but at a lower degree than Popular or Popular/Well-Liked children. Although the influence associated with likeability alone appeared relatively limited, likeability in conjunction with popularity seems to make a difference regarding influence behaviors and norms. A person-centered approach that takes into account multiple facets of social status is likely to enhance understanding of high-status children’s influence on their same-age peers. 相似文献
960.
Psychometrika - In this study, a new item response theory model is developed to account for situations in which respondents overreport or underreport their actual opinions on a positive or negative... 相似文献