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861.
Abstract This study is based on a statistical analysis of 240 client records. The task of the study was to determine the variables inherent to women with diagnosed sexual problems. Data were secured for 93 variables in four classifications—sociological, sexological, psychological, and counseling. Frequency distributions revealed sociological characteristics which were representative of young, middle-class, well-educated women, except for a greater incidence of divorce and separation. Typical sexual experiences included extramarital relationships, oral and anal intercourse, masturbation, and childhood sexual contacts with adult males who were either a member or friend of the family. Compared to other reports of sexual experience, clients showed greater frequencies of intercourse, homosexual and extramarital experience, and childhood sexual contacts with adult males, but less frequency of orgasm. In addition, mean T-scores were moderately elevated (60–69) for eight of 13 MMPI scales. 相似文献
862.
Associations between relationships maintenance behaviors (positivity, openness, assurances, and sharing tasks) and anxious and avoidant attachment were examined in 265 married couples. Using structural equation modeling to employ the actor-partner interdependence model, the use of positivity, assurances, and sharing tasks were found to be negatively associated with anxious and avoidant attachment for both husbands and wives. Being open and self-disclosing in marriage was not strongly associated with attachment. Results indicated that the use of maintenance behaviors in marriages could have the potential to foster increased security in partners. Research and clinical implications are discussed. 相似文献
863.
We know very little about the development of rumination, the tendency to passively brood about negative feelings. Because rumination is a risk factor for many forms of psychopathology, especially depression, such knowledge could prove important for preventing negative mental health outcomes in youth. This study examined developmental origins of rumination in a longitudinal sample (N=337; 51% girls) studied in preschool (ages 3½ and 4½ years) and early adolescence (ages 13 and 15 years). Results indicated that family context and child temperament, assessed during the preschool period, were risk factors for a ruminative style in adolescence. Specifically, early family contexts characterised by over-controlling parenting and a family style of negative-submissive expressivity predicted higher levels of later rumination. These associations were moderated by children's temperamental characteristics of negative affect and effortful control. Further, the interaction of these temperament factors exerted an additional influence on later rumination. Implications for prevention and intervention efforts are discussed. 相似文献
864.
Marilyn Nissim-Sabat Ph.D. M.S.W. 《Psychoanalytic Inquiry》2013,33(2):153-165
Historically, psychoanalysis has failed to differentiate adequately between aggression and assertion. It is uncontroversial to state that bullying is a form of aggression. However, if aggression and assertion are not adequately distinguished, bullying could also be viewed as a form of assertion. Some psychoanalysts have attempted to resolve this by using the terms aggression and assertion as synonyms but introducing the notion of nondestructive aggression. Bullying, then, is understood to be hostile aggression or hostile assertion. In this article, I aim to prepare psychoanalytic and philosophical groundwork for a meaningful differentiation between aggression and assertion, and, at the same time, to shed light on the nature of bullying, parental bullying in particular. To achieve these aims, I critique an aspect of the case material presented by Frank Summers in his (2005) book, Self Creation: Psychoanalytic Therapy and the Art of the Possible. I also critique Parens' (2008) notion of nondestructive aggression as used by him and by Summers. Additionally, I discuss some of the philosophical notions Summers introduces and discusses relevant to a critique of his notion of the analyst's vision of the patient's development in its relevance to his case of Anna. 相似文献
865.
Dr. Gary B. Mesibov Ph.D. Dr. Lynn W. Adams Ph.D. Eric Schopler Ph.D. 《Psychoanalytic Inquiry》2013,33(5):637-647
This paper discusses how the understanding of autism has changed in the 60 years since Leo Kanner first described the syndrome. Originally identified as an emotional disorder caused by parental ambivalence and rejection, autism today is universally seen as a neurohiological difficulty, whose cause is organic and related to atypical brain development. Evidence for the organic and genetic causes is presented, along with a discussion of how the understanding of autism has evolved during the past half century. The current understanding of autism as a developmental disorder has dramatically improved the quality of care and effectiveness of interventions for these youngsters and their families. 相似文献
866.
Wen-jun Gui Peng-yun Wang Xu Lei Tian Lin Marilyn Horta Xiao-yi Liu 《Memory (Hove, England)》2013,21(3):387-396
ABSTRACTEvidence has demonstrated that sleep-related memory consolidation declines in ageing. However, little is known about age-related changes to sleep-related emotional memory consolidation, especially when considering the positivity effect observed in older adults. In the present study, we sought to explore whether there is a positive emotional bias in sleep-related memory consolidation among healthy older adults. Young and older adults were randomly assigned either into a sleep or wake condition. All participants encoded positive, negative, and neutral stimuli and underwent recognition tests immediately (test 1), after a 12-hour sleep/wake interval (test 2), and 3 days after test 2 (test 3). Results showed that age-related differences of sleep beneficial effect were modulated by emotion valence. In particular, sleep selectively enhanced positive memory in older adults, while in young adults sleep beneficial effect was manifested in neutral memory. Moreover, the sleep beneficial effect can be maintained at least 3 days in both young and older adults. These findings suggest that older adults had preserved but positive bias of sleep-related memory consolidation, which could be one of the underlying mechanisms for their generally better emotional well-being in daily life. These findings highlight the dynamic interplay among sleep and emotional memory in older adults. 相似文献
867.
Specific autobiographical memories have been theorised to serve a directive function, whereby the content of the memory directs behaviour outside awareness. The present research tested whether the extent to which a memory feels low in closure, or psychologically not in the past, moderates this directive effect. A total of 163 participants in an online experiment were asked to recollect a specific autobiographical memory of a time they had failed to donate to charity, or were not asked to recollect a memory. Those who recollected a memory were randomly assigned to think of the memory as high versus low in closure. Recollecting an autobiographical memory made to feel low in closure led to more memory-relevant behaviour than either recollecting a memory made to feel high in closure, or no memory at all. Moreover, the directive effect of a low-closure memory occurred whether participants were made aware of an upcoming behavioural opportunity or not. Discussion centres on possible processes linking low closure and behaviour, as well as implications for the self-memory system theory of autobiographical memory. 相似文献
868.
Abstract: Most people can draw on vast categories of stored information when explicitly asked to do so. The spontaneous, creative, mindful use of previously learned information, however, tends to be atypical. Three studies were designed to assess whether the manner in which information is initially presented affects how such information will subsequently be used, that is, in a mindful or mindless way. More specifically, two experiments (one with children, the other with college students) were conducted to compare the effects of a conditional versus absolute form of teaching upon creativity. Results revealed that instruction presented in an absolute manner resulted in mindless use of the information for both age groups. In contrast, subjects who were taught in a conditional way were better able to creatively deal with the information. For the college students, this finding was obtained even when the absolute learning condition was concerned with theoretical (i.e., conditional) information. In a third experiment, student teachers were taught conditionally or unconditionally in a confident or unconfident manner. Results indicated that confident but conditional instruction was most effective in provoking subsequent mindfulness. 相似文献
869.
C.R. Snyder David B. Feldman Julia D. Taylor Lisa L. Schroeder Virgil H. Adams III 《Applied and Preventive Psychology》2000,9(4):249-269
From its most famous tale, that of Pandora, hope was meant to prevent the emergence and reemergence of life difficulties. A new model defining hope as a combination of agentic pathways and goal-directed thinking is reviewed. Comparisons of the similarities of this theory to other existing theories are made. The beneficial roles of hope in primary (before the appearance of a problem) and secondary (after a problem has appeared) prevention are explored. Primary enhancement is introduced as involving those thoughts and actions that establish optimal functioning and satisfaction. Secondary enhancement is posited to describe those thoughts and actions that are undertaken over time so as to further functioning and satisfaction in order to reach peak levels. Using hope theory as a lens, these primary and secondary enhancement processes are described. The natural synergy between prevention and enhancement activities is discussed, along with the future priorities for using hope in prevention and enhancement efforts. 相似文献
870.
Marilyn Shatz Medha Tare Simone P. Nguyen Tess Young 《Journal of cognition and development》2013,14(1):16-36
We address the issue of children's understanding of abstract words with two studies on preschoolers' knowledge of the time-duration words minutes, hours, days, and years. The first study examines 4- and 5-year-olds' ability to answer questions about durations of common phenomena with duration terms. The second study examines 4- to 6-year-olds' comprehension of duration terms with a forced-choice pointing task. Both show that preschoolers' knowledge of such words is incomplete, but that it adheres to the pattern proposed in previous work with toddlers for abstract words. More specifically, children form lexical domains for such words even before they know their individual meanings, thereby allowing the children to often respond appropriately but not usually correctly to questions about abstract dimensions like time. 相似文献