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991.
Marc Rehm Ph.D. 《Psychoanalytic Dialogues》2013,23(5):528-541
Psychoanalysis requires acts of creative destruction. At the same time that analysts create new ways of being for themselves and each other, old ways are consequently destroyed. Just as parents envision futures for their children, analysts envision futures for their patients, reflecting a desire or effort to change them. Awareness of the destruction inherent in facilitating growth can enrich an analyst's work, but anxiety about being destructive, and being destroyed, can stifle it. This paper presents an analyst's reflections on creative and destructive aspects of psychoanalysis. Autobiographical and clinical data are presented to illuminate this theme. 相似文献
992.
Hauser MD 《Trends in cognitive sciences》2000,4(4):127-128
993.
Elian Fink Marc de Rosnay Candida Peterson Virginia Slaughter 《Infant and child development》2013,22(5):539-552
We evaluated the utility of a brief, seven‐item, teacher‐rated Peer Social Maturity Scale (PSMAT). In Study 1, teachers of 138 Australian children (ranging from 5 to 8 years and 5 months old) in kindergarten and Grades 1 and 2 rated their pupils' social maturity using the PSMAT and their classroom social skills via the Social Skills Rating System (SSRS). The PSMAT showed excellent internal consistency and a significant overall correlation with the SSRS social skills scale. Study 2 involved a new longitudinal sample of children who were rated by different classroom teachers in kindergarten and Grades 1 and 2 of full‐time primary school. Consistent with Study 1, at all three time points, PSMAT scores were highly correlated with SSRS social skills scores. PSMAT scores also correlated significantly with peer‐rated social preference. These studies confirm that the PSMAT is a reliable and valid assessment of children's social maturity within their classroom peer groups. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献
994.
Marc Orlitzky 《Journal of Loss and Trauma》2013,18(2-3):227-245
Abstract Research into possible mechanisms preventing disaster (e.g., Hytten, Jensen, & Skauli, 1990; Vaughan, 1996; Weick, 1987, 1993) deserves great attention and praise. Unfortunately, however, organizational disasters cannot be prevented completely, so we must also understand, and prepare for, the social-psychological aftermath of organizational disasters. Despite the common occurrence of manmade and natural disasters, an increasing number of technological disasters (Weisaeth, 1994), and increasing mortality rates in many types of disaster (Ursano, Fullerton, & McCaughey, 1994), individuals, organizations, and institutions are typically ill prepared for the onslaught of massive loss of life because they tend to avoid and deny unpleasant occurrences. Organizational actors must take the aforementioned quotation from the Book of Job seriously or even go a step further and 相似文献
995.
Agnes Moors Jan De Houwer Dirk Hermans Sabine Wanmaker Kevin van Schie Anne-Laura Van Harmelen Maarten De Schryver Jeffrey De Winne Marc Brysbaert 《Behavior research methods》2013,45(1):169-177
This article presents norms of valence/pleasantness, activity/arousal, power/dominance, and age of acquisition for 4,300 Dutch words, mainly nouns, adjectives, adverbs, and verbs. The norms are based on ratings with a 7-point Likert scale by independent groups of students from two Belgian (Ghent and Leuven) and two Dutch (Rotterdam and Leiden-Amsterdam) samples. For each variable, we obtained high split-half reliabilities within each sample and high correlations between samples. In addition, the valence ratings of a previous, more limited study (Hermans & De Houwer, Psychologica Belgica, 34:115-139, 1994) correlated highly with those of the present study. Therefore, the new norms are a valuable source of information for affective research in the Dutch language. 相似文献
996.
997.
Nicole Trabold Marc T. Swogger Zach Walsh Catherine Cerulli 《Journal of aggression, maltreatment & trauma》2013,22(4):381-399
This study sought to increase specificity in our knowledge of links among child sexual abuse (CSA), aggression, and physical intimate partner violence (IPV) perpetration by criminal offenders, with particular interest in gender. Participants were 202 men and 72 women (N = 274), who were recruited from an urban pretrial supervision program. Women reported higher rates of CSA than men. After controlling for relevant covariates, CSA was associated with general aggression and severe IPV. We found a gender by CSA interaction; CSA was associated with aggression and severe IPV for women, but not men. Findings provide preliminary evidence that CSA impacts aggression and IPV perpetration differently for female offenders compared to male offenders and gender-specific treatment might be warranted in pretrial settings. 相似文献
998.
Relational reasoning is often considered more resource intensive than feature-based reasoning. This view implies that learning categories defined by relational regularities should be more difficult than learning categories defined by featural regularities. Unfortunately previous studies do not ground featural and relational information in a common perceptual substrate. After addressing this concern, a series of experiments compare learning performance for relation- and feature-based categories. Under certain circumstances we find faster learning for relation-based categories. The results suggest that mechanisms rooted in relational processes (e.g., relative stimulus judgement, analogical comparison) facilitate or hinder learning depending on whether the relational processes highlight or obscure the underlying category structure. Conversely, category learning affects relational processes by promoting relational comparisons that increase the coherence of acquired categories. In contrast to the largely independent research efforts in category learning and analogy research, our findings suggest that learning and comparison processes are deeply intertwined. 相似文献
999.
Frank D. Pot Marc H.H. Peeters Fietje Vaas Steven Dhondt 《European Journal of Work and Organizational Psychology》2013,22(1):21-37
Abstract Organizational innovation and recent European legislation on work organization require instruments, to be used by practitioners, for the assessment of jobs and the redesign of the structure of the division of labour. In The Netherlands the so-called WEBA-instrument (conditions for well-being at work) has been developed to assess stress risks and learning opportunities. The foundation of the instrument refers to the Dutch modern sociotechnical systems theory, the Karasek demand-control theory and the German action regulation theory. Its application is becoming widespread because, among other reasons, this instrument is supported by the Labour Inspectorate of The Netherlands. Besides a presentation of the instrument and its foundation, some examples will be given and some theoretical and practical problems discussed. 相似文献
1000.
Marc W. Haut Hiroto Kuwabara Maria T. Moran Sharon Leach Robert Arias David Knight 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2013,20(2):216-229
Education has been suggested to play a protective role against the development of age-related dementias. Accordingly, we examined modulation of functional activation during working memory by age and education. Eight older individuals with a college education, six older individuals with a high school education, and eight younger individuals with a college education performed a working memory task during O15 [water] PET scanning. In a voxel-by-voxel whole brain search, older participants with less education demonstrated greater left frontal activation relative to older participants with more education. Older participants with more education demonstrated greater right precuneus activation relative to older participants with less education. This suggests that older less educated participants may have used additional frontal resources to compensate for dysfunctional parietal cortex. These results occurred in the context of similar activation in well-educated younger and older participants. Younger participants had one unique area of activation in the left posterior parietal cortex and no differences in frontal activation were observed between these two groups. The results of this study indicate the need to consider education in age-related neuroimaging studies. 相似文献