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961.
Michael J. Boulton Cam Chau Caroline Whitehand Kishori Amataya Lindsay Murray 《The British journal of educational psychology》2009,79(2):207-221
Background Prior studies outside of the UK have shown that peer victimization is negatively associated with school adjustment. Aims To examine concurrent and short‐term longitudinal associations between peer victimization (physical, malicious teasing, deliberate social exclusion, and malicious gossiping) and two measures of school adjustment (school liking and recess liking), and test if these associations were moderated by year and sex. Sample A UK sample of 429 pupils in Years 4, 5, and 6 (Grades 3, 4, and 5, respectively, in USA) participated in the Autumn/Winter (Time 1) and 189 of these provided follow‐up data during the Spring/Summer (Time 2) of the same school year. Method Peer nominations of victimization, and self‐reports of school adjustment were collected in individual and small group interviews. Results At time 2 (but not Time 1), victimization predicted concurrent school liking among year 6 pupils but not among year 4/5 pupils, and victimization predicted recess liking among all pupils. Victimization also predicted changes in School liking among boys (not girls) and among Year 6 (not Year 4/5) pupils, and victimization predicted changes in recess liking among all pupils. Conclusions The associations between victimization and poor school adjustment found elsewhere were replicated with this British sample. The implications of these results for children's social adjustment at school were discussed. 相似文献
962.
This paper explores the development of social competence by examining examples of research interviews conducted with 35 British
undergraduate students on work placements. Work placement schemes are a characteristic of contemporary higher education, which
is particularly geared towards students’ development of employability and transferable skills. Among these skills is that
of social competence which is often taken for granted as emerging from normative adult developmental processes. Research on
social competence is mostly confined to developmental psychology and focused on studying children and adolescents in their
social settings. Moreover, the methodology of social competence is often developed from a child-developmental perspective,
neglecting the situation-specific development beyond childhood. The paper argues that social competence is examinable as situated
discursive practice and that it is essential to understanding career development. Membership categorisation analysis identifies
the participant’s fluid positioning in narrating experiences of work and university. Lastly the paper addresses implications
for theories of development and learning and considers ways in which this study can be expanded in the future.
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Kyoko MurakamiEmail: |
963.
Timo Stein Jan Zwickel Johanna Ritter Maria Kitzmantel Werner X. Schneider 《Psychonomic bulletin & review》2009,16(1):104-109
In a set of three rapid serial visual presentation experiments, we investigated the effect of fearful and neutral face stimuli
on the report of trailing scene targets. When the emotional expression of the face stimuli had to be indicated, fearful faces
induced a stronger attentional blink (AB) than did neutral faces. However, with identical physical stimulation, the enhancement
of the AB by fearful faces disappeared when participants had to judge the faces’ gender. If faces did not have to be reported,
no AB was observed. Thus, fearful faces exhibited an effect on the AB that crucially depended on the observer’s attentional
set. Hence, the AB can be influenced by an emotional T1 when T1 has to be reported, but this influence is modulated by task
context. This result indicates a close connection between temporal attention and emotional processing that is modulated by
task context. 相似文献
964.
Murray Johns Kate Crowley Robert Chapman Andrew Tucker Christopher Hocking 《Attention, perception & psychophysics》2009,71(4):783-788
Vision is suppressed during blinks and saccadic eye movements. We hypothesized that visual reaction times (RTs) in a vigilance test would be significantly increased when a blink or a saccade happened to coincide with the stimulus onset. Thirty healthy volunteers each performed a visual RT test for 15 min while their eye and eyelid movements were monitored by a system of infrared reflectance oculography. RTs increased significantly, many by more than 200 msec, when a blink occurred between 75 msec before and up to 150 msec after the stimulus onset. A similar result was observed with saccades that started 75 to 150 msec after the stimulus. Vision or attention was evidently inhibited before each blink and for longer than the saccades lasted. We suggest that visual suppression is involved in this process, which could explain some of the normal variability in RTs over periods of seconds that has not been adequately explained before. 相似文献
965.
The short-term memory (STM) of 25 deaf and 20 hearing adults fluent in Australian Sign Language (Auslan) was tested using both free- and serial-recall versions of three tasks. On two tasks, where stimuli were presented as either written words or Auslan signs, hearing subjects performed significantly better than deaf subjects. This difference was attributed to the facility of the hearing subjects in translating these two classes of language-based stimuli into phonological codes, which have a preferred status in STM. On the third, language-free task, which was an adaptation of the Corsi Blocks test, the deaf and hearing subjects performed at comparable levels, indicating that differences in their STM became evident only with the introduction of language-based factors. Analyses restricted to the deaf subjects showed that performances on the language-based STM tasks correlated positively with scores on a reading comprehension test. Also, deaf subjects who reported an oral education outperformed their counterparts, who reported a total communication (oral plus signed English) education on the language-based STM tasks. Thus, for this diverse adult deaf sample, proficiency in STM for language-based material, skill in reading, and report of an oral rather than total communication education appear to covary. 相似文献
966.
Lyn Vromans Robert D. Schweitzer Mark Brough Ignacio Correa-Velez Kate Murray Caroline Lenette 《Journal of Loss and Trauma》2017,22(4):357-370
This research examined contributions of loss events to loss distress and trauma symptoms (accounting for trauma events) for refugee women at risk. Participants (N?=?104) responded to the Multidimensional Loss Scale (loss events and distress) and Harvard Trauma Questionnaire (trauma events and symptoms). Loss events contributed uniquely to loss distress (explaining additional 50.8% variance), and made a unique contribution to trauma symptoms (explaining additional 5.2% variance) approximately equal to trauma events. Appropriate response to psychic distress in refugee women at risk requires assessment of both loss and trauma and consideration of cultural differences in ways loss is expressed and meaning ascribed to symptoms. 相似文献
967.
Psychometric properties of the Social Problem Solving Inventory‐Revised Short‐Form in a South African population
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Katherine Sorsdahl Dan J. Stein Bronwyn Myers 《International journal of psychology》2017,52(2):154-162
The Social Problem Solving Inventory‐Revised Short‐Form (SPSI‐R:SF) has been used in several countries to identify problem‐solving deficits among clinical and general populations in order to guide cognitive‐behavioural interventions. Yet, very few studies have evaluated its psychometric properties. Three language versions of the questionnaire were administered to a general population sample comprising 1000 participants (771 English‐, 178 Afrikaans‐ and 101 Xhosa‐speakers). Of these participants, 210 were randomly selected to establish test–retest reliability (70 in each language). Principal component analysis was performed to examine the applicability of the factor structure of the original questionnaire to the South African data. Supplementary psychometric analyses were performed, including internal consistency and test–retest reliability. Collectively, results provide initial evidence of the reliability and validity of the SPSI‐R:SF for the assessment of problem solving deficits in South Africa. Further studies that explore how the Afrikaans language version of the SPSI‐R:SF can be improved and that establish the predictive validity of scores on the SPSI‐R:SF are needed. 相似文献
968.
FATHER–CHILD INTERACTIONS AT 3 MONTHS AND 24 MONTHS: CONTRIBUTIONS TO CHILDREN'S COGNITIVE DEVELOPMENT AT 24 MONTHS
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Vaheshta Sethna Emily Perry Jill Domoney Jane Iles Lamprini Psychogiou Natasha E.L. Rowbotham Alan Stein Lynne Murray Paul G. Ramchandani 《Infant mental health journal》2017,38(3):378-390
The quality of father–child interactions has become a focus of increasing research in the field of child development. We examined the potential contribution of father–child interactions at both 3 months and 24 months to children's cognitive development at 24 months. Observational measures of father–child interactions at 3 and 24 months were used to assess the quality of fathers’ parenting (n = 192). At 24 months, the Mental Developmental Index (MDI) of the Bayley Scales of Infant Development, Second Edition (N. Bayley, 1993 ) measured cognitive functioning. The association between interactions and cognitive development was examined using multiple linear regression analyses, adjusting for paternal age, education and depression, infant age, and maternal sensitivity. Children whose fathers displayed more withdrawn and depressive behaviors in father–infant interactions at 3 months scored lower on the MDI at 24 months. At 24 months, children whose fathers were more engaged and sensitive as well as those whose fathers were less controlling in their interactions scored higher on the MDI. These findings were independent of the effects of maternal sensitivity. Results indicate that father–child interactions, even from a very young age (i.e., 3 months) may influence children's cognitive development. They highlight the potential significance of interventions to promote positive parenting by fathers and policies that encourage fathers to spend more time with their young children. 相似文献
969.
Christine E. Parsons Katherine. S. Young Else-Marie Jegindoe Elmholdt Alan Stein 《Quarterly journal of experimental psychology (2006)》2017,70(3):554-564
Interpreting and responding to an infant's emotional cues is a fundamental parenting skill. Responsivity to infant cues is frequently disrupted in depression, impacting negatively on child outcomes, which underscores its importance. It is widely assumed that women, and in particular mothers, show greater attunement to infants than do men. However, empirical evidence for sex and parental status effects, particularly in relation to perception of infant emotion, has been lacking. In this study, men and women with and without young infants were asked to rate valence in a range of infant facial expressions, on a scale of very positive to very negative. Results suggested complex interaction effects between parental status, sex, and the facial expression being rated. Mothers provided more positive ratings of the happy expressions and more extreme ratings of the intense emotion expressions than fathers, but non-mothers and non-fathers did not. Low-level depressive symptoms were also found to correlate with more negative ratings of negative infant facial expressions across the entire sample. Overall, these results suggest that parental status might have differential effects on men and women's appraisal of infant cues. Differences between fathers’ and mothers’ perceptions of infant emotion might be of interest in understanding variance in interaction styles, such as proportion of time spent in play. 相似文献
970.
Stein, Riedel, and Rotheram-Borus reported in 1999 that early parentification predicted maladaptive outcomes of more emotional distress, substance use, and conduct problems among adolescents of parents with HIV/AIDS (PWH) 6 months later. The current study assessed the adolescents ( N =213) 6 years later to assess whether there were continuing negative effects of parentification, or, rather, if there were some positive outcomes. Although the premature assumption of parental roles had negative effects in the short term, we hypothesized that such skills may have been adaptive in the long run, especially in the case of adolescents with major stressors in their lives, including dying or ill parents, impoverished environments, and family instability. We found that early parentification predicted better adaptive coping skills and less alcohol and tobacco use 6 years later. In addition, early parentification was not associated with later emotional distress and dysfunctional parenting attitudes, including expecting role reversals in their own children. 相似文献