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161.
This study investigated the prevalence of psychoaffective immaturity and tested the hypothesis that it associated with bad prognosis. For 135 psychiatric patients meeting criteria for personality, neurotic, affective, substance use, or psychotic disorders emotional immaturity was rated using the 1985 diagnostic criteria of Doutheau, Dubertret, Moutin, and Barrois. 58 subjects (42.96%, 95% Confidence Interval: 34.61-51.31) were classified as immature. Scores of the Nonimmature and Immature groups were compared for the Beck Depression Inventory and the Professional and Social Functioning Assessment Scale. Scores were, respectively, significantly higher and lower in those patients classified as Immature than those who were classified Nonimmature. When depression was controlled by a covariance analysis, the mean difference on the Professional and Social Functioning Assessment Scale remained significant. It appears that psychoaffective immaturity is a factor associated with severity of psychiatric disorders. 相似文献
162.
We propose an approach that allows a rigorous understanding of the visual categorization and recognition process without asking direct questions about unobservable memory representations. Our approach builds on the selective use of visual information in recognition and a new method (Bubbles) to depict and measure what this information is. We examine three face–recognition tasks (identity, gender, expressive or not) and establish the componential and holistic information responsible for recognition performance. On the basis of this information, we derive task–specific gradients of probability for the allocation of attention to the different regions of the face. 相似文献
163.
Isel F Gunter TC Friederici AD 《Journal of experimental psychology. Learning, memory, and cognition》2003,29(2):277-288
Auditory processing of German 2-noun compound words was investigated with 328 participants in 4 experiments by monitoring semantic priming effects of the left constituents of the compound words. The authors demonstrated that there is no primacy of the left constituents in accessing auditorily presented German compound words in the mental lexicon. A clear priming effect of left constituents occurred only for compound words with a transparent right constituent that is the head of compound words in Germanic languages. The data suggest that the access to German compounds in the auditory domain involves 2 temporally overlapping routes: direct and decompositional. The prosodic structure (i.e., the duration) of the first morphemes of compound words appears to be a determining factor for activation of the decompositional route. 相似文献
164.
This article aimed to test some hypotheses about the hierarchical structure of self-determined motivation in two longitudinal studies. First, the authors verified the stability of global self-determined motivation and school self-determined motivation over time. Second, they tested top-down, bottom-up, reciprocal, and horizontal effects between global self-determined motivation and school self-determined motivation. In Study 1, 122 college students were evaluated on two occasions with a 5-year interval on their global and school self-determined motivation. In Study 2, 294 college students were evaluated on the same variables with a 1-year interval. Results from both studies revealed that (a) global self-determined motivation was not more stable than self-determined school motivation over time and (b) a cross-lag model including reciprocal effects between self-determined global and self-determined school motivation offered the best fit indices comparatively to a model involving only horizontal (or stability) effects. Discussion emphasizes the theoretical implications of the results. 相似文献
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The purpose of the present research was to propose and test a motivational process model of academic achievement. The model posits that parental, teachers, and school administration support for students' autonomy positively influences students' perceived school competence and autonomy. In turn, perceived school competence and autonomy affect positively self-determined school motivation which in turn influences academic achievement. Two studies using a prospective design tested the adequacy of the model. In Study I, participants were 1,623 ninth-grade students. Results from structural equation modeling supported the motivational model. Participants in Study 2 were 1,098 tenth-grade students. Results from this study corroborated those of Study 1 controlling for students' prior achievement in the ninth grade. The role of self-determinod school motivation in academic achievement is discussed and avenues for future research are considered. 相似文献
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Gilbert William Bureau Julien S. Poellhuber Bruno Guay Frédéric 《Motivation and emotion》2021,45(4):436-455
Motivation and Emotion - Psychological distress (PD) is highly prevalent among college students. However, not much is known about the role study programs can have in fostering or reducing PD. Two... 相似文献