全文获取类型
收费全文 | 3152篇 |
免费 | 167篇 |
国内免费 | 2篇 |
出版年
2023年 | 25篇 |
2021年 | 29篇 |
2020年 | 66篇 |
2019年 | 92篇 |
2018年 | 79篇 |
2017年 | 88篇 |
2016年 | 115篇 |
2015年 | 83篇 |
2014年 | 93篇 |
2013年 | 398篇 |
2012年 | 135篇 |
2011年 | 150篇 |
2010年 | 93篇 |
2009年 | 97篇 |
2008年 | 111篇 |
2007年 | 139篇 |
2006年 | 110篇 |
2005年 | 100篇 |
2004年 | 123篇 |
2003年 | 97篇 |
2002年 | 100篇 |
2001年 | 48篇 |
2000年 | 56篇 |
1999年 | 58篇 |
1998年 | 44篇 |
1997年 | 48篇 |
1996年 | 45篇 |
1995年 | 51篇 |
1994年 | 36篇 |
1993年 | 36篇 |
1992年 | 40篇 |
1991年 | 33篇 |
1990年 | 29篇 |
1989年 | 25篇 |
1988年 | 15篇 |
1987年 | 21篇 |
1986年 | 21篇 |
1985年 | 32篇 |
1984年 | 28篇 |
1983年 | 36篇 |
1982年 | 38篇 |
1981年 | 23篇 |
1980年 | 26篇 |
1979年 | 16篇 |
1978年 | 28篇 |
1977年 | 21篇 |
1976年 | 15篇 |
1975年 | 17篇 |
1974年 | 27篇 |
1973年 | 16篇 |
排序方式: 共有3321条查询结果,搜索用时 15 毫秒
901.
Melissa Ann Stormont Sandra Covington Smith Timothy J. Lewis 《Journal of Behavioral Education》2007,16(3):280-290
Although research has clearly supported the use of school-wide positive behavior support (PBS) in elementary school settings,
data-based research has not been conducted to support program-wide PBS in early childhood settings. The purpose of this study
was to specifically support teachers’ use of universal features of program-wide PBS and to determine whether increases in
the use of positive teacher behaviors, including precorrection and praise, were functionally related to decreases in students’
problem behavior. Using a multiple baseline design, three teachers were introduced to an intervention to increase their use
of precorrections and specific behavioral praise statements. A relationship was established between the three teachers’ use
of key features of program-wide PBS and the reduction of students’ problem behavior in a small group setting. However, findings
should be viewed as tentative and future research should explore the relative influence of each of the intervention components
on preschool students’ behavior. 相似文献
902.
Scott W. Plunkett Carolyn S. Henry Linda C. Robinson Andrew Behnke Pedro C. FalconIII 《Journal of child and family studies》2007,16(6):760-772
Using symbolic interaction, we developed a research model that proposed adolescent perceptions of parental support and psychological
control would be related to adolescent depressed mood directly and indirectly through self-esteem. We tested the model using
self-report questionnaire data from 161 adolescents living with both of their biological parents. To examine possible gender
of adolescent differences, we tested two multigroup models separately for adolescents’ perceptions of mothers’ and fathers’
parental behaviors. Both the fathers’ and mothers’ models yielded (a) direct paths from self-esteem to depressed mood (for
boys and girls), psychological control to depressed mood (for boys) and (b) an indirect path from support to self-esteem to
depressed mood (for girls and boys) and an indirect path from psychological control to self-esteem to depressed mood (for
girls). In addition, in the fathers’ model a significant direct path was found between fathers’ support and depressed mood
(for girls). 相似文献
903.
In the part-set cuing effect, cuing a subset of previously studied items impairs recall of the remaining noncued items. This
experiment reveals that cuing participants with previously-studied emotional pictures (e.g., fearevoking pictures of people)
can impair recall of pictures involving the same emotion but different content (e.g., fear-evoking pictures of animals). This
indicates that new events can be organized in memory using emotion as a grouping function to create associations. However,
whether new information is organized in memory along emotional or nonemotional lines appears to be a flexible process that
depends on people’s current focus. Mentioning in the instructions that the pictures were either amusement- or fear-related
led to memory impairment for pictures with the same emotion as cued pictures, whereas mentioning that the pictures depicted
either animals or people led to memory impairment for pictures with the same type of actor. 相似文献
904.
The present study was designed to test the influence of negative mood on the self-report of individual and relational correlates of depression and marital distress. The authors applied a combined experimental mood induction procedure, based on music, autobiographical recall, and environmental manipulation. Results showed that the mood manipulation was effective, and the depressed Mood Induction Procedure (MIP) and neutral MIP groups did not differ in their self-rated measures of the above-mentioned variables. In conclusion, the authors argue that these measures are generally insensitive to depressed mood, providing an important contribution to this literature. 相似文献
905.
906.
The ability to process simultaneously presented auditory and visual information is a necessary component underlying many cognitive tasks. While this ability is often taken for granted, there is evidence that under many conditions auditory input attenuates processing of corresponding visual input. The current study investigated infants' processing of visual input under unimodal and cross-modal conditions. Results of the three reported experiments indicate that different auditory input had different effects on infants' processing of visual information. In particular, unfamiliar auditory input slowed down visual processing, whereas more familiar auditory input did not. These results elucidate mechanisms underlying auditory overshadowing in the course of cross-modal processing and have implications on a variety of cognitive tasks that depend on cross-modal processing. 相似文献
907.
908.
Peter A. Creed Elizabeth G. Conlon Melanie J. Zimmer-Gembeck 《Journal of Vocational Behavior》2007,70(2):242-258
Data were obtained from 176 Year 7 children (mean age = 12.2 years) on career status aspirations and expectations, career barriers, academic engagement, academic control beliefs, general ability and literacy; and from parents, mainly mothers, on aspirations, expectations and career barriers. Discrepancy scores between aspirations and expectations were calculated for both children and parents. Children differed from parents on career status aspirations and expectations; boys did not differ from girls, and parents did not differentiate between boys and girls. Parents’ and children’s aspirations were both associated with reading ability, although the association was weak for the children. Children’s expectations were associated with perceptions of career barriers, and a trend towards reading abilities, while parents’ expectations were associated with general ability and reading. 相似文献
909.
Comments on the article by D. Nettle, who has clearly shown that evolutionary psychologists need to focus more attention on individual differences, not just species-typical universals. Such differences are not mere "noise," and evolutionary theory will gain by understanding how they are produced and maintained. However, by focusing on personality traits and the five-factor personality model, Nettle left unaddressed many of the most important aspects of human personality. An evolutionary psychology of personality must ultimately explain not just trait differences but also differences in personal goals, values, motives, identities, and life narratives--essential elements of human individuality and functionality. K. M. Sheldon et al suggest four reasons why traits and the five-factor personality model do not provide an optimal approach for explaining the evolution of personality: (a) As constructs, traits provide little purchase for explaining the causes of behavior; (b) trait concepts do not acknowledge or explain people's variations around their own baselines, variations that are likely crucial for adaptation; (c) traits do not explain or even describe true human uniqueness, i.e. the ways in which a person is different from everybody else; and (d) traits do not explain personality from the inside, by considering what people are trying to do in their lives. In raising these issues Sheldon et al are suggesting that the important question for evolutionary personality study is not why people fall at different points on a continuum regarding traits x, y, and z, but rather why each person is inevitably unique while still sharing the same evolved psychology. 相似文献
910.
We examined selective attention to threat stimuli as a function of individual differences in adult attachment. Participants completed a dot-probe task in which a general threat word, attachment-related threat word, general positive or attachment-related positive word was presented together with a neutral word. Results showed that attachment anxiety and avoidance were associated with an attentional bias away from attachment threat words. This attentional avoidance effect was best predicted by the interaction between attachment anxiety and avoidance and not by their unique main effects. The findings are discussed in terms of attachment theory and its relation to attentional biases observed in psychopathology. 相似文献