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851.
852.
Michael L. Commons Eric A. Goodheart Linda M. Bresette Nancy F. Bauer Edwin W. Farrell Katherine G. McCarthy Dorothy L. Danaher Francis A. Richards Janet B. Ellis Anne M. O'Brien Joseph A. Rodriguez Dawn Schraeder 《Journal of Adult Development》1995,2(3):193-199
This reply discusses the measurement of formal, systematic, and metasystematic stages. Recent multidomain studies have shown disparate results and we suggest that these results could be attributed not to actual variations in adult development or the existence or non-existence of stage, but instead may reflect differences in methodology regarding task, domain, and scoring. Our study indicates that when tested in only one domain—balance beams and extensions of those tasks—participants who performed at the higher stage were also able to perform at the lower stages. These results also coincide with similar studies conducted. 相似文献
853.
Janet Landman Elizabeth A. Vandewater Abigail J. Stewart Janet E. Malley 《Journal of Adult Development》1995,2(2):87-97
Counterfactual thinking entails the process of imagining alternatives to reality—what might have been. The present study examines the frequency, content, and emotional and cognitive concomitants of counterfactual thinking about past missed opportunities in midlife women. At age 43, nearly two-thirds of the sample of educated adult women reported having missed certain opportunities at some time in their lives. Most of the counterfactual thoughts concerned missed opportunities for greater challenge in work. Emotional distress at age 33 did not predict later counterfactual thought. Instead, counterfactual thinking at age 43 was associated with concurrent emotional distress. However, acknowledging counterfactual thinking about the past was also associated with envisioning ways to change things for the better in the future. This suggests the possibility that the negative appraisal often entailed in counterfactual thinking may be associated with emotional distress in the short run but with motivational benefits in the long run, at least for middle-aged women. 相似文献
854.
Guillermo Bernal Janet Bonilla Carmen Bellido 《Journal of abnormal child psychology》1995,23(1):67-82
This article has two objectives. The first is to provide a culturally sensitive perspective to treatment outcome research as a resource to augment the ecological validity of treatment research. The relationships between external validity, ecological validity, and culturally sensitive research are reviewed. The second objective is to present a preliminary framework for culturally sensitive interventions that strengthen ecological validity for treatment outcome research. The framework, consisting of eight dimensions of treatment interventions (language, persons, metaphors, content, concepts, goals, methods, and context) can serve as a guide for developing culturally sensitive treatments and adapting existing psychosocial treatments to specific ethnic minority groups. Examples of culturally sensitive elements for each dimension of the intervention are offered. Although the focus of the article is on Hispanic populations, the framework may be valuable to other ethnic and minority groups. 相似文献
855.
Sex Roles - In this longitudinal investigation, we examined the emotional content of 17 white middle-class parents' conversations about past events with their children at 40 and 70 months of... 相似文献
856.
Janet Dean Fodor 《Journal of psycholinguistic research》1998,27(3):339-374
Learning a language by parameter setting is almost certainly less onerous than composing a grammar from scratch. But recent computational modeling of how parameters are set has shown that it is not at all the simple mechanical process sometimes imagined. Sentences must be parsed to discover the properties that select between parameter values. But the sentences that drive learning cannot be parsed with the learner's current grammar. And there is not much point in parsing them with just one new grammar. They must apparently be parsed with all possible grammars, in order to find out which one is most successful at licensing the language. The research task is to reconcile this with the fact that the human sentence parsing mechanism, even in adults, has only very limited parallel parsing capacity. I have proposed that all possible grammars can be folded into one, if parameter values are fragments of sentential tree structures that the parser can make use of where necessary to assign a structure to an input sentence. However, the problem of capacity limitations remains. The combined grammar will afford multiple analyses for some sentences, too many to be computed on-line. I propose that the parser computes only one analysis per sentence but can detect ambiguity, and that the learner makes use of unambiguous input only. This provides secure information but relatively little of it, particularly at early stages of learning where few grammars have been excluded and ambiguity is rife. I consider three solutions: improving the parser's ability to extract unambiguous information from partially ambiguous sentences, assuming default parameter values to temporarily eliminate ambiguity, reconfiguring the parameters so that some are subordinate to others and do not present themselves to the learner until the others have been set. A more radical alternative is to give up the quest for error-free learning and permit parameters to be set without regard for whether the parser may have overlooked an alternative analysis of the sentence. If it can be assumed that the human parser keeps a running tally of the parameter values it has accessed, then the learner would do nothing other than parse sentences for comprehension, as adults do. The most useful parameter values would become more and more easily accessed; the noncontributors would drop out of the running. There would be no learning mechanism at all, over and above the parser. But how accurate this system would be remains to be established. 相似文献
857.
Kenneth S. Shultz Matt L. Riggs Janet L. Kottke 《Current psychology (New Brunswick, N.J.)》1998,17(4):265-286
The Trinitarian view of validity (namely content, criterion-related, and construct) has dominated psychology for almost a
half century. In industrial and personnel psychology especially, content and criterion-related (in particular) forms of validity
have served as workhorses. Such a limited focus has lead to a stagnation of the area and the inability to incorporate more
theory into the research and practice of personnel psychology. Therefore, we review the evolution of the concept of validity
in the psychology discipline, with a particular emphasis on industrial and personnel psychology. We then review the legal
and statutory history within industrial and personnel psychology that has helped to shape the concept of validity over the
years. Finally, we examine some emerging trends in industrial and personnel psychology, including the issue of graduate training,
which may have important consequences on how we conceptualize validity in the future in both our research and practice of
personnel psychology. 相似文献
858.
Michael H. Epstein Madhavi Jayanthi Janet McKelvey Erin Frankenberry Ron Hardy Kathy Dennis Karl Dennis 《Journal of child and family studies》1998,7(2):161-170
Within the past decade, the wraparound approach has gained significant popularity in providing services to children with challenging social and family needs. While a plethora of wraparound programs have been developed and studies have been conducted to assess their effectiveness, the need to develop instruments that measure the implementation of wraparound services is clear. The purpose of the present study was to evaluate the reliability of a scale that measures wraparound services. In this study, the Wraparound Observation Form (WOF), was developed to evaluate the implementation of the wraparound process in treatment planning meetings. The WOF includes 34 closed-ended items that requires the respondent to note the occurrence or non-occurrence of specific events or behaviors at treatment planning meetings. In the present study, two data collectors attended planning meetings and independently completed the WOF. The inter-rater reliability was 95%. The WOF appears to be a reliable instrument and be appropriate in evaluating wraparound services. 相似文献
859.
Janet E. Wall 《Journal of counseling and development : JCD》1994,72(6):608-613
A new ASVAB (Armed Services Vocational Aptitude Battery) 18/19 Career Exploration Program was made available to United States secondary and postsecondary schools in July 1992. The program allows individual students to use their aptitude test results, an inventory of their interests, and personal preferences to identify occupations with characteristics that seem to be consistent with their own. This capability of matching student characteristics to occupations is derived from extensive analyses based on work performed by the U.S. Departments of Labor and Defense. 相似文献
860.
Detection of feigned cognitive impairment: The two-alternative forced-choice method compared with selected conventional tests 总被引:1,自引:0,他引:1
Cheryl K. Hiscock Janet Dry Branham Merrill Hiscock 《Journal of psychopathology and behavioral assessment》1994,16(2):95-110
A two-alternative forced-choice test, two putative malingering tests, and four neuropsychological tests were administered to 105 prison inmates (51 males and 54 females) and 108 university students (54 males and 54 females) in one of three conditions: naive faking, coached faking, and control. Six of the seven tests differentiated faking subjects from controls, but only the forced-choice test differentiated between naive and coached faking. Even though only 11% of the faking subjects performed below the level of chance on the forced-choice test, this test was more sensitive than other tests in distinguishing between faking subjects and controls. The putative malingering tests were the least sensitive measures. The most salient difference between inmates and students was that faking inmates did not respond to a bogus difficulty manipulation in the forced-choice test. The results indicate that the forced-choice method is a sensitive means of detecting dishonest performance even when scores do not fall below chance. 相似文献