全文获取类型
收费全文 | 1662篇 |
免费 | 58篇 |
专业分类
1720篇 |
出版年
2023年 | 11篇 |
2022年 | 8篇 |
2020年 | 20篇 |
2019年 | 21篇 |
2018年 | 31篇 |
2017年 | 35篇 |
2016年 | 42篇 |
2015年 | 44篇 |
2014年 | 34篇 |
2013年 | 161篇 |
2012年 | 61篇 |
2011年 | 65篇 |
2010年 | 45篇 |
2009年 | 48篇 |
2008年 | 70篇 |
2007年 | 60篇 |
2006年 | 69篇 |
2005年 | 52篇 |
2004年 | 58篇 |
2003年 | 66篇 |
2002年 | 65篇 |
2001年 | 22篇 |
2000年 | 22篇 |
1999年 | 29篇 |
1998年 | 36篇 |
1997年 | 38篇 |
1996年 | 25篇 |
1995年 | 31篇 |
1994年 | 31篇 |
1993年 | 34篇 |
1992年 | 32篇 |
1991年 | 23篇 |
1990年 | 25篇 |
1989年 | 20篇 |
1988年 | 16篇 |
1987年 | 21篇 |
1986年 | 17篇 |
1985年 | 21篇 |
1984年 | 15篇 |
1983年 | 21篇 |
1982年 | 15篇 |
1981年 | 25篇 |
1980年 | 21篇 |
1979年 | 24篇 |
1978年 | 16篇 |
1977年 | 12篇 |
1976年 | 20篇 |
1975年 | 8篇 |
1973年 | 7篇 |
1971年 | 5篇 |
排序方式: 共有1720条查询结果,搜索用时 15 毫秒
911.
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
912.
913.
914.
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
915.
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
916.
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
917.
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
918.
Neef NA Marckel J Ferreri S Jung S Nist L Armstrong N 《Journal of applied behavior analysis》2004,37(3):267-281
This study examined the effects of modeling versus instructions on the choices of 3 typically developing children and 3 children with attention deficit hyperactivity disorder (ADHD) whose academic responding showed insensitivity to reinforcement schedules. During baseline, students chose between successively presented pairs of mathematics problems associated with different variable-interval schedules of reinforcement. After responding proved insensitive to the schedules, sessions were preceded by either instructions or modeling, counterbalanced across students in a multiple baseline design across subjects. During the instruction condition, students were told how to distribute responding to earn the most reinforcers. During the modeling condition, students observed the experimenter performing the task while describing her distribution of responding to obtain the most reinforcers. Once responding approximated obtained reinforcement under either condition, the schedules of reinforcement were changed, and neither instruction nor modeling was provided. Both instruction and modeling interventions quickly produced patterns of response allocation that approximated obtained rates of reinforcement, but responding established with modeling was more sensitive to subsequent changes in the reinforcement schedules than responding established with instructions. Results were similar for students with and without ADHD. 相似文献
919.
Self-reflection, typically operationalized in scales of egocentrism and introspectiveness, is portrayed as problematic in much of the literature on adolescents. Self-reflection has been linked to dysfunctional self-consciousness, symptomatology, and risk behaviors. Yet, self-reflection also is seen as essential for adolescent development, particularly with respect to individuation and identity. In this exploratory study, the authors focused on the process of self-reflecting. From interviews with 10 students conducted over the first 2 university years, the authors longitudinally assessed and then evaluated self-reflecting patterns in relationship to a narrative analysis of developmental change. Students who showed evidence of developmental change or sustained engagement in developmental work over the study period devoted a higher percentage of their interview conversation to self-reflecting content. Differences in self-reflecting patterning over time among the students who showed developmental change further suggest linkages between self-reflecting and development. The authors discuss implications for the conceptualization of self-reflecting in relationship to development and for the reinterpretation of previous studies. 相似文献
920.
Preschoolers' effortful control and negative emotionality, immediate reactions to disappointment, and quality of social functioning 总被引:1,自引:0,他引:1
Relations among effortful control/low negative emotionality, immediate reactions in a situation that usually calls for the masking of disappointment (i.e., the use of display rules), and social competence/adjustment were investigated for 78 preschool children (mean age=4.87 years). Parents, teachers, and peers rated children on negative emotionality and/or effortful control as well as on social competence/adjustment. Children who were rated by parents and teachers as high on effortful control/low on negative emotionality expressed fewer immediate verbal/gestural indicators of disappointment in the presence of an unfamiliar adult and were perceived by their parents, teachers, and peers as socially competent and well adjusted. The pattern of findings was consistent with the view that children's immediate verbal/gestural reactions to disappointment partially mediated the relations between effortful control (as reported by parents) and social competence/adjustment. 相似文献