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961.
Determinants of educational achievement at 16+: Intelligence,personality, home background and school
The classical path model linking home background with IQ and school type to educational attainment is extended by the inclusion of the EPQ and new questionnaires measuring Status Aspiration and Work Ethic. In a study of approx. 700 adolescents it was shown that Psychoticism and Status Aspiration are significant variables in the prediction of educational achievement. The most important determinant of educational attainment was found to be intelligence. 相似文献
962.
The author presents an interesting version of the Narcissus myth which she combines with the legend of Peter Pan for a better understanding of the narcissistic personality in group therapy. A lively case is presented of a young man named Jeffrey, whose narcissistic defenses were dismantled during a three-year group participation. A particular encounter between Jeffrey and another client and a powerful intervention by the therapist is described. The therapeutic importance of the group therapist as a firm but protective parent for these clients is emphasized. Definitions of narcissistic are given and some generalizations about these personalities in group therapy are explored.She has completed a book entitledChange in the Context of Group Therapy to be published by Brunner/Mazel in 1984. 相似文献
963.
964.
Intervention in the Library: The Effect of Increased Responsibility on Bystanders' Willingness To Prevent a Theft 总被引:2,自引:0,他引:2
Two field experiments tested the hypothesis that a bystander's increased responsibility to act increases the likelihood of his helping the victim of an emergency. In Experiment 1, an individual asked or did not ask the bystander to protect his property in his absence. In Experiment 2, the presence/absence of an unattentive confederate was varied orthogonally to the request/no request manipulation. The results of both experiments indicated that bystanders who received a prior request for protective assistance felt more personally responsible for protecting the individual's property and were more likely to prevent a theft of that property than were bystanders who received no request. The presence of a confederate in Experiment 2 decreased bystanders' felt responsibility and their willingness to intervene on the victim's behalf. The results were interpreted as support for the "felt responsibility" proposition of the Latané and Darley (1970) model of bystander intervention. 相似文献
965.
This paper is concerned with the processes used by children in solving open sentence problems of the form x + u = y (Type 1) and u + x = y (Type 2). Three models for reaction times to these problems are proposed. The first assumes they are solved by an incrementing process, the second assumes a decrementing process, while the third assumes that the subject increments or decrements, depending on which is quickest. Two experiments designed to evaluate these models are reported. It is shown, by means of a series of regression analyses that the third model gives the best account of the success latencies to Type 1 problems. This model predicts that times will be a linear function of the minimum of x and y ? x. It is also shown that none of the models give an adequate account of the latency data for Type 2 problems. Some possible reasons for this difference are discussed, together with some evidence that indicates that Type 1 problems and ordinary subtraction problems are solved by the same process. 相似文献
966.
967.
It was suggested that insights into feature analysis of processes involved in form identification might be gained from an analysis of eye movements made by Ss as they identified patterns. Fixations were measured during identifications of histoforms, polygons, and Vargus 10 figures. Eye fixations were measured, and Ss rated sections of the figures in terms of their importance. Eye fixations were measured in terms of number of changes and duration of fixations. The number of changes in fixation were found to reflect only individual differences. Duration of fixation was found to vary significantly with location within figures, with fixations being longest where changes of contour occurred. There was also a tendency to look longer at the top of polygons and Vargus 10 figures and at the center of histoforms. Ratings of importance were highest for sections of figures fixated for longer duration-generally areas in which changes of contour were present. 相似文献
968.
Professor John C. Glidewell Margaret C. -L. Gildea Mildred K. Kaufman 《American journal of community psychology》1973,1(4):295-329
In 30 classrooms randomly assigned to experimental conditions, effects on mothers' reports of behavior symptoms were compared for (a) a parent education program; (b) an in-school program of consultation, counseling, training, and referral; and (c) control classrooms. A sample of 426 families were followed for 30 months from the child's entry into third grade. A simple unweighted count of the number of symptoms reported in a home interview had adequate validity, good reliability, low reactivity, and intrinsic significance. Both programs had significant preventive and therapeutic effects on boys but not on girls. Effects were immediate in the upper middle class families, delayed in the lower class families.The larger study on which this article is based was initiated some years ago by Professor Glidewell and his colleagues, and represents a pioneering research effort in the field of community psychology. The present article was prepared by the authors in response to an invitation from the Editor to report important and still timely aspects of the original study that were not previously published in archival sources. We are grateful to Professor Glidewell and his colleagues for giving us this opportunity to make their findings more generally available to community psychology researchers.This work was supported by research grant M-592 from the National Institute of Mental Health, U.S. Public Health Service, and the St. Louis County Health Department. 相似文献
969.
John B. Carroll Margaret N. White 《Quarterly journal of experimental psychology (2006)》1973,25(1):85-95
In multiple-regression analysis of picture-naming latencies from an experiment modelled on Oldfield and Wingfield's (1965), with 94 stimuli and 37 adult subjects, two word frequency measures had insignificant beta weights, while two measures estimating age at which the word was learned had highly significant weights. Objects whose names were learned early were named faster. This result may have important implications for the interpretation of studies using word frequency as a critical variable. It is suggested that word retrieval may be a one-stage process that depends upon the age at which a word was learned. 相似文献
970.
A procedure to teach four mild and moderately retarded persons to sum the value of coin combinations was tested. Subjects were first taught to count a single target coin, and then to sum that coin in combination with coins previously trained. Five American coins and various combinations were trained. Modelling, modelling with subject participation, and independent counting by the subject constituted the training sequence. The subjects improved from a mean pretest score of 29% to 92% correct at posttest. A four-week followup score showed a mean of 79% correct. A multiple-baseline design suggested that improvement in coin-counting performance occurred only after the coin was trained. The results indicate that this procedure has potential for teaching the retarded to sum combinations of coins in 5 to 6 hr of instruction. 相似文献