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931.
Valiente C Eisenberg N Smith CL Reiser M Fabes RA Losoya S Guthrie IK Murphy BC 《Journal of personality》2003,71(6):1171-1196
In this study, we examined the role of negative emotionality as a moderator of the relations of effortful control and overcontrol (versus undercontrol) with children's externalizing problem behaviors; we also examined the longitudinal relations among these variables. Teachers' and parents' reports of children's negative emotionality, effortful control, overcontrol and externalizing problem behaviors were obtained at T1 (N=199; M age=89.51 months) and again 2 (T2) and 4 years (T3) later. In addition, children's effortful control was assessed with an observed measure of persistence. In a T3 concurrent structural equation model, effortful control, but not overcontrol, was negatively related to children's T3 externalizing problem behaviors. In regression analyses, the negative relation between T3 effortful control and externalizing problem behaviors was strongest at high levels of T3 negative emotionality. In the best-fitting longitudinal structural equation model, both T1 effortful control and T1 overcontrol negatively predicted externalizing problems at T1, whereas T3 effortful control (but not T3 overcontrol) was significantly negatively related to T3 externalizing problem behaviors when controlling for T1 externalizing problem behaviors. 相似文献
932.
Longitudinal relations among parental emotional expressivity,children's regulation,and quality of socioemotional functioning 总被引:1,自引:0,他引:1
Eisenberg N Valiente C Morris AS Fabes RA Cumberland A Reiser M Gershoff ET Shepard SA Losoya S 《Developmental psychology》2003,39(1):3-19
The role of regulation as a mediator of the relations between maternal emotional expressivity and children's adjustment and social competence was examined when children (N = 208) were 4.5 to just 8 years old (Time 1, T1) and 2 years later (Time 2, T2). At T2, as at T1, regulation mediated the relation between positive maternal emotional expressivity and children's functioning. When T1 relations and the stability of variables over time were controlled for in a structural equation model, T2 relations generally were nonsignificant, although parents' dominant negative expressivity predicted high regulation. In contrast, in regressions, the findings for parent positive expressivity, but not negative expressivity, held at T2 when T1 variables were controlled. Thus, relations for negative expressivity, but not positive expressivity, changed with age. 相似文献
933.
934.
This paper examines and explores the manifestations of aggressive impulses in the so-called female oedipal complex. The authors describe how competitive aggression on the part of young girls, seemingly missing in children's stories and myths, is unconsciously inhibited, disguised, or externalized. They report similar phenomena in women patients involved in triangular conflicts, and present a selected review of the literature on the inhibition of aggression within the female triangular situation. Stressing dynamic patterns in the object relationships in the female triangular situation, the authors offer a psychological explanation for this inhibition. They present clinical material to demonstrate how overt murderous and competitive aggression toward the mother appears after considerable analytic work. They conclude that girls and women frequently relinquish a sense of agency over both aggression and sexuality in dealing with triangular conflicts, to preserve a safe relationship with their mothers. 相似文献
935.
936.
937.
Butler EA Egloff B Wilhelm FH Smith NC Erickson EA Gross JJ 《Emotion (Washington, D.C.)》2003,3(1):48-67
At times, people keep their emotions from showing during social interactions. The authors' analysis suggests that such expressive suppression should disrupt communication and increase stress levels. To test this hypothesis, the authors conducted 2 studies in which unacquainted pairs of women discussed an upsetting topic. In Study 1, one member of each pair was randomly assigned to (a) suppress her emotional behavior, (b) respond naturally, or (c) cognitively reappraise in a way that reduced emotional responding. Suppression alone disrupted communication and magnified blood pressure responses in the suppressors' partners. In Study 2, suppression had a negative impact on the regulators' emotional experience and increased blood pressure in both regulators and their partners. Suppression also reduced rapport and inhibited relationship formation. 相似文献
938.
Spinrad TL Eisenberg N Harris E Hanish L Fabes RA Kupanoff K Ringwald S Holmes J 《Developmental psychology》2004,40(1):67-80
The relations of children's nonsocial behavior to their emotionality, regulation, and social functioning were examined in a short-term longitudinal study. Parents (primarily mothers) and teachers rated children's effortful regulation, emotionality, asocial behaviors, problem behaviors, and social acceptance, and children's nonsocial play behaviors were observed for two semesters. Peers also rated likability. Children's observed reticent activities were related to adults' ratings of high regulation, low externalizing problems, and high asocial behavior, as well as to low anger and low positive emotion. On the other hand, solitary play was associated with low positive emotion and low regulation over time and with high asocial behavior and high peer exclusion. Peer rejection mediated the relation of internalizing emotions (anxiety, low positive emotion) and regulation to solitary play later in the school year, and asocial play mediated the relation of internalizing emotions to both solitary and reticent play behavior. 相似文献
939.
Allhusen V Belsky J Booth-LaForce CL Bradley R Brownwell CA Burchinal M Campbell SB Clarke-Stewart KA Cox M Friedman SL Hirsh-Pasek K Houts RM Huston A Jaeger E Johnson DJ Kelly JF Knoke B Marshall N McCartney K Morrison FJ O'Brien M Tresch Owen M Payne C Phillips D Pianta R Randolph SM Robeson WW Spieker S Lowe Vandell D Weinraub M 《Developmental psychology》2004,40(5):651-664
This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were somewhat less likely to be engaged. Teachers in smaller classes rated typical children in those classes as more socially skilled and as showing less externalizing behavior and reported more closeness toward them. Children in smaller classes performed better on literacy skills. Larger classrooms showed more group activities directed by the teacher, teachers and children interacted more often, and children were more often engaged. Lower class sizes were not of more benefit (or harm) as a function of the child's family income. First-grade class size in the range typical of present-day classrooms in the United States predicts classroom social and instructional processes as well as relative changes in social and literacy outcomes from kindergarten to first grade. 相似文献
940.
The effects of two training procedures--(a) modeling and praise and (b) self-instruction, modeling, and praise--on complex gross-motor chain acquisition for preschool dance class students were evaluated. Six girls participated in the study. A multiple baseline design across six gross-motor chains with a secondary group comparison for treatment order effects was used. Both procedures were effective in teaching the gross-motor chains. Nevertheless, for 4 of the 6 participants, the self-instruction procedure produced a faster acquisition rate in at least two of the three comparable pairs of gross-motor chains. Furthermore, very early in gross-motor chain acquisition, for five of the six gross-motor chains, the self-instruction condition was associated with faster response acquisition. 相似文献