全文获取类型
收费全文 | 175307篇 |
免费 | 7753篇 |
国内免费 | 163篇 |
专业分类
183223篇 |
出版年
2021年 | 1507篇 |
2020年 | 2784篇 |
2019年 | 3437篇 |
2018年 | 3580篇 |
2017年 | 4012篇 |
2016年 | 4658篇 |
2015年 | 3916篇 |
2014年 | 4798篇 |
2013年 | 23424篇 |
2012年 | 4744篇 |
2011年 | 3808篇 |
2010年 | 3971篇 |
2009年 | 4785篇 |
2008年 | 4015篇 |
2007年 | 3601篇 |
2006年 | 4151篇 |
2005年 | 4093篇 |
2004年 | 3568篇 |
2003年 | 3195篇 |
2002年 | 3015篇 |
2001年 | 3365篇 |
2000年 | 3201篇 |
1999年 | 3213篇 |
1998年 | 2812篇 |
1997年 | 2652篇 |
1996年 | 2562篇 |
1995年 | 2428篇 |
1994年 | 2376篇 |
1993年 | 2334篇 |
1992年 | 2682篇 |
1991年 | 2473篇 |
1990年 | 2374篇 |
1989年 | 2254篇 |
1988年 | 2247篇 |
1987年 | 2254篇 |
1986年 | 2218篇 |
1985年 | 2404篇 |
1984年 | 2530篇 |
1983年 | 2326篇 |
1982年 | 2366篇 |
1981年 | 2335篇 |
1980年 | 2188篇 |
1979年 | 2253篇 |
1978年 | 2191篇 |
1977年 | 2146篇 |
1976年 | 1957篇 |
1975年 | 2031篇 |
1974年 | 2081篇 |
1973年 | 1981篇 |
1972年 | 1530篇 |
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
751.
Marylene Cloitre Richard G. Heimberg Craig S. Holt Michael R. Liebowitz 《Behaviour research and therapy》1992,30(6):609-617
Two studies assessed response time among clinically anxious subjects and normal controls when presented with threat, positive and neutral stimuli under perceptual (lexical decision) and semantic (category decision) task conditions. In Study 1, panic disorder subjects' (n = 14) performance was compared to that of matched normal controls (n = 14) while in Study 2 social phobic subjects (n = 24) were compared to matched normal controls (n = 24). Relative to matched normal controls, panic disorder subjects but not social phobics tended to show greater slowing in performance on the more cognitively complex (category) task. A second finding, consistent across both studies was that, compared to the normal control groups, both panic and social phobic groups showed significantly slowed responses to threat words in both the perceptual and semantic tasks. Such findings are directly counter to the predictions of a mood congruence hypothesis. This apparent contradiction is resolved by a review of the literature which indicates that mood-related facilitation effects are obtained only in tasks which tap awareness of threat information rather than speed of response. It is suggested that while anxiety may produce enhanced awareness of threat, it may inhibit responsiveness to it. The results of these studies are seen as consistent with ethological theories of inhibited motoric responses under certain threat conditions. Furthermore, the findings suggest that caution is indicated in interpreting slowed reaction time to threat stimuli in tasks such as the Stroop color naming task as purely the result of attentional processes. 相似文献
752.
P D Blanck A S Bellack R L Rosnow M J Rotheram-Borus N R Schooler 《The American psychologist》1992,47(7):959-965
The primary responsibility of the American Psychological Association's (APA) Committee on Standards in Research (CSR) is to advise the APA on issues and standards related to the protection of human participants in psychological research. A related goal is to enhance the use of good ethical practices by APA members. The purpose of this article is to foster the view of research ethics not as an affront to the integrity of sound research, but as opportunities for scientific rewards, including increased understanding of the meaning of data, enhanced recruitment, and the inclusion of more representative samples. Three ethical practices are discussed as examples of this general premise: respect for confidentiality, use of debriefing, and assurance that participants are noncoerced volunteers. The Committee's intent is to promote consideration of these issues, not to promulgate specific guidelines or procedures. 相似文献
753.
754.
755.
756.
A revised conception of the relationship between psychological science and professional practice is proposed in the light of postmodern changes in perspectives on knowledge. Positivistic science, which has dominated the traditional interpretation of scientist-practitioner training, is considered from a constructivist point of view to be only one possible foundation of psychological knowledge. It is argued that the knowledge base of the profession should be derived with diverse methods and from multiple sources, including the knowledge of practice. The mutuality of science and practice is emphasized. An evolving framework for understanding the epistemology of practice, based on cognitive psychology, is presented. Emphasis on broadened choices of research methods, the development of reflective skills, and better linkage between teaching in the domains of research and practice are urged. Suggestions for research related to scientific training and the knowledge processes of practice are offered. 相似文献
757.
Recent findings of dissociations between direct and indirect tests of memory and perception have renewed enthusiasm for the study of unconscious processing. The authors argue that such findings are heir to the same problems of interpretation as are earlier evidence of unconscious influences--namely, one cannot eliminate the possibility that conscious processes contaminated the measure of unconscious processes. To solve this problem, the authors define unconscious influences in terms of lack of conscious control and then describe a process dissociation procedure that yields separate quantitative estimates of the concurrent contributions of unconscious and consciously controlled processing to task performance. This technique allows one to go beyond demonstrating the existence of unconscious processes to examine factors that determine their magnitude. 相似文献
758.
759.
760.
Two studies compared the effectiveness of different strategies for promoting generalization of staff skills in teaching self-care routines to clients with developmental disabilities. In Study 1, 9 direct-care staff members of group homes were trained sequentially through four conditions: (a) the provision of written instructions, (b) performance-based training using a single client program exemplar and simulated clients (single case training), (c) performance-based training using actual developmentally delayed clients as trainees (common stimuli training), and (d) performance-based training using multiple client program exemplars with simulated clients (general case training). The results indicated that staff members did not reach all generalization criteria until general case training was provided. Because staff members had been trained sequentially through several conditions in Study 1, a second study controlled for potential sequence effects. In Study 2, 7 staff members were trained using only the general case strategy after baseline. All staff members reached generalization criteria with only general case training, replicating the findings of Study 1. Together, the two studies demonstrated that the general case training strategy was more effective at promoting generalized training effects across clients, settings, and client programs than other commonly used staff training approaches. 相似文献