全文获取类型
收费全文 | 4612篇 |
免费 | 245篇 |
国内免费 | 1篇 |
专业分类
4858篇 |
出版年
2024年 | 10篇 |
2023年 | 71篇 |
2022年 | 53篇 |
2021年 | 89篇 |
2020年 | 119篇 |
2019年 | 127篇 |
2018年 | 219篇 |
2017年 | 214篇 |
2016年 | 210篇 |
2015年 | 127篇 |
2014年 | 164篇 |
2013年 | 683篇 |
2012年 | 357篇 |
2011年 | 361篇 |
2010年 | 203篇 |
2009年 | 112篇 |
2008年 | 311篇 |
2007年 | 246篇 |
2006年 | 239篇 |
2005年 | 137篇 |
2004年 | 114篇 |
2003年 | 96篇 |
2002年 | 99篇 |
2001年 | 25篇 |
2000年 | 66篇 |
1999年 | 46篇 |
1998年 | 32篇 |
1997年 | 26篇 |
1996年 | 26篇 |
1995年 | 15篇 |
1994年 | 29篇 |
1993年 | 16篇 |
1992年 | 16篇 |
1991年 | 22篇 |
1990年 | 20篇 |
1989年 | 19篇 |
1988年 | 13篇 |
1987年 | 14篇 |
1986年 | 7篇 |
1985年 | 8篇 |
1984年 | 13篇 |
1983年 | 5篇 |
1982年 | 7篇 |
1981年 | 7篇 |
1980年 | 5篇 |
1979年 | 6篇 |
1975年 | 5篇 |
1974年 | 6篇 |
1973年 | 5篇 |
1966年 | 4篇 |
排序方式: 共有4858条查询结果,搜索用时 7 毫秒
51.
52.
Raymond T. Garza Gloria J. Romero Barbara Goffigon Cox Manuel Ramirez 《Journal of applied social psychology》1982,12(3):237-253
The study examined the interactive effects of degree of biculturalism and locus of control on leader behavior in supportive and nonsupportive ethnically mixed small groups. Subjects were 36 male Chicano college students who participated in a small group discussion composed of four members: a naive subject who invariably served as group leader, and three confederates representing distinct ethnic groups (Anglo, Black, and Chicano). Behavioral observations revealed several interesting interactions involving group support. High biculturals, in comparison to low biculturals, adopted a more active leader role in nonsupportive than in supportive groups, asking for more opinions and evaluations, and making more clarification statements. Furthermore, while low bicultural externals and high bicultural internals tended to be more interpersonally assertive and to make more clarification statements under supportive conditions, it was low bicultural internals and high bicultural externals who exhibited the most active leader roles in nonsupportive groups. Additional findings revealed that statements made by the Anglo confederate were clarified more often in the supportive condition, while statements made by either the Black or the Chicano confederate were clarified more often in the nonsupportive condition. The results are discussed in relation to previous literature and the need to develop a more responsive social psychology of interethnic dynamics. 相似文献
53.
It was found that illiterate adults could neither delete nor add a phone at the beginning of a non-word; but these tasks were rather easily performed by people with similar environment and childhood experiences, who learned to read rudimentarily as adults. Awareness of speech as a sequence of phones is thus not attained spontaneously in the course of general cognitive growth, but demands some specific training, which, for most persons, is probably provided by learning to read in the alphabetic system. 相似文献
54.
55.
56.
57.
58.
It has previously been hypothesized that individuals with elevated attention deficit hyperactivity disorder (ADHD) symptoms are at greater risk of bullying perpetration and victimization. Using autoregressive latent trajectory models with structured residuals (ALT‐SR) and four waves (ages 11, 13, 15, and 17) of longitudinal data from the normative z‐proso study (n = 1526, 52% male), we evaluated the developmental relations between ADHD and bullying using both self‐ and teacher‐reported ADHD symptom data. Analyses suggested that ADHD symptoms primarily increase the risk of bullying perpetration, with a within‐person effect of ADHD symptoms on bullying perpetration symptoms identified across ages 13–15 (β = .13) and ages 15–17 (β = .19) based on self‐reported ADHD symptoms and a similar effect identified across ages 11–13 (β = .24) and 13–15 (β = .29) based on teacher‐reported inattention symptoms. There were also some indications of reciprocal effects and effects involving victimization that merit further exploration in future research. Results imply that the content of bullying intervention and prevention programs should take account of ADHD symptoms to ensure that those with elevated symptoms can benefit as much as their typically developing peers. This will involve addressing bullying perpetration that may reflect impulsive/reactive aggression and impaired social skills rather than instrumental aggression. Further, programs should go beyond classical curriculum/classroom‐based delivery to ensure that individuals with elevated ADHD symptoms can be successfully engaged. 相似文献
59.
Philosophia - It is argued that George Berkeley’s term ‘common sense’ does not indicate shared conviction, but the shared capacity of reasonable judgement, and is therefore to be... 相似文献
60.
Sellers Christina M. Díaz-Valdés Antonia Porter Andrew C. Glenn Catherine R. Miller Adam Bryant Battalen Adeline Wyman O’Brien Kimberly H. McManama 《Journal of abnormal child psychology》2021,49(11):1503-1511
Research on Child and Adolescent Psychopathology - The purpose of this study was to understand the trajectories of nonsuicidal self-injury (NSSI) and suicide plans (SP) in the 90 days... 相似文献