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191.
Lynn Stewart Hewitt 《European journal of social psychology》1975,5(1):35-47
Predictions concerning aggression displacement, derived from Miller's conflict model, were investigated under conditions in which subjects' inhibitions about aggressing against an attacker were manipulated. Half of the high-attacked subjects were placed in a high-inhibition situation, designed so that strong inhibitory tendencies competed with strong aggressive tendencies; the remaining high-attacked subjects were placed in a low-inhibition situation, designed so that weak inhibitory tendencies competed with strong aggressive tendencies. Low-attacked control subjects also received the inhibition treatment. High- and low-attacked subjects were then confronted with one of four target persons, varying in similarity, toward whom they could aggress with electric shock. As expected, under high inhibition, the target most similar to the attacker received more shocks from high-attacked subjects than did either the attacker or two less similar targets. Contrary to expectation, the attacker did not receive the most shocks under low inhibition; personality evaluations of the attacker suggested that high-attacked subjects in substitute target conditions may have been unintentionally angered further by being denied the opportunity for direct retaliation. 相似文献
192.
In two studies, subjects from second-grade, sixth-grade, and college were presented lists of unrelated words for single-trial free recall. Embedded in the list were critical items that were either semantically or phonemically related or else were completely unrelated. The sets of related items were either massed or distributed in the longer list. For second-graders, recall of Phonemic words was better than recall of Semantic words while the reverse was true for sixth-graders. Recall of Semantic distributed words by second-graders and of Phonemic distributed words by sixth-graders did not differ from recall of unrelated words. College students recalled Phonemic and Semantic words equally well and all related words better than unrelated words. Developmental trends were seen in the salience of particular attributes and in the utilization of low salient attributes. 相似文献
193.
194.
Values for Spearman's g for Hong Kong are calculated from data derived from the administration of Raven's Standard Progressive Matrices to several thousand children. The results indicate that the mean IQ in Hong Kong for the mid 1980s is approximately 108 in relation to a Caucasian mean of 100 for the United States and the United Kingdom. Values for the spatial and perceptual speed primaries are also substantially higher in Hong Kong. On the other hand Hong Kong children are relatively weak on the word fluency primary. The pattern of abilities of Chinese Hong Kong children is broadly similar to that obtained on other Mongoloid populations. 相似文献
195.
The importance of friend influence as a determinant of adolescent behavior has primarily been inferred from research that has repeatedly demonstrated the behavior of friends to be similar. Homogeneity among peers, however, could also be due to a selection process whereby adolescents choose and keep friends whose behavior is similar to their own. Most previous studies have used cross-sectional designs that cannot delineate the source of peer homogeneity; this study employed sociometric data from longitudinal research on adolescent smoking and drinking to separate and examine the selection and influence processes. Although the findings indicate some support for the friend influence model, the acquisition hypothesis from the selection model accounts for substantially more of the adolescent-friend relationship. The implications of these results for past and future research concerning the role of peers in adolescence are discussed. 相似文献
196.
The Psychological Record - Rats were trained on fixed-ratio schedules with different reinforcer magnitudes (concentrations of sweetened milk), using procedures in which responding was allowed to... 相似文献
197.
Lila Ghent Braine Linda Relyea Lynn Davidman 《Attention, perception & psychophysics》1981,29(2):138-144
It is generally assumed that the orientation of a shape is judged only by identifying the location of a particular feature. In contrast, it is argued here that the basis of orientation judgments depends on the task; this proposal is examined for judgments of upside down and sideways. Pictures of mono-oriented objects were presentedone at a time, and adults identified the orientations of each in a RT paradigm. One condition presented successively upright and upside-down pictures or upright and sideways pictures. Another condition presented successively upside-down and sideways pictures. As predicted, the time to identify orientation was longer for the condition presenting two nonuprights, because specific identifications of upside down and sideways were required, whereas the other condition required only that uprightness be distinguished from nonuprightness. The notion that the nature of a judgment of shape orientation depends on the contrasts provided by the task has implications for theory and experimental design that are discussed for both realistic and geometric shapes. 相似文献
198.
APL functions to support preparation of data files are presented: a function to manage the entry of raw data, functions to display the entered data in formats convenient for checking, a function to support correction of errors, a function to organize the data into tables and file them, and a user interface function that provides menu selection of the data preparation functions. General-purpose support functions to assist in file use and in menu selection are also provided. 相似文献
199.
Gail G. McGee Patricia J. Krantz Lynn E. McClannahan 《Journal of applied behavior analysis》1985,18(1):17-31
In a comparison of incidental teaching and traditional training procedures, three language-delayed autistic children were taught expressive use of prepositions to describe the location of preferred edibles and toys. Traditional highly structured training and incidental teaching procedures were used in a classroom setting, and generalization was assessed during free-play sessions. Results clearly indicate that incidental teaching promoted greater generalization and more spontaneous use of prepositions. These findings have important implications for language programming and teacher training, suggesting that incidental teaching should be included as a standard component of language development curricula for autistic and other developmentally delayed children. 相似文献
200.