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891.
Anna Ashworth Catherine M. Hill Annette Karmiloff‐Smith Dagmara Dimitriou 《Developmental science》2017,20(2)
Sleep plays an active role in memory consolidation. Because children with Down syndrome (DS) and Williams syndrome (WS) experience significant problems with sleep and also with learning, we predicted that sleep‐dependent memory consolidation would be impaired in these children when compared to typically developing (TD) children. This is the first study to provide a cross‐syndrome comparison of sleep‐dependent learning in school‐aged children. Children with DS (n = 20) and WS (n = 22) and TD children (n = 33) were trained on the novel Animal Names task where they were taught pseudo‐words as the personal names of ten farm and domestic animals, e.g. Basco the cat, with the aid of animal picture flashcards. They were retested following counterbalanced retention intervals of wake and sleep. Overall, TD children remembered significantly more words than both the DS and WS groups. In addition, their performance improved following night‐time sleep, whereas performance over the wake retention interval remained stable, indicating an active role of sleep for memory consolidation. Task performance of children with DS did not significantly change following wake or sleep periods. However, children with DS who were initially trained in the morning continued to improve on the task at the following retests, so that performance on the final test was greater for children who had initially trained in the morning than those who trained in the evening. Children with WS improved on the task between training and the first retest, regardless of whether sleep or wake occurred during the retention interval. This suggests time‐dependent rather than sleep‐dependent learning in children with WS, or tiredness at the end of the first session and better performance once refreshed at the start of the second session, irrespective of the time of day. Contrary to expectations, sleep‐dependent learning was not related to baseline level of performance. The findings have significant implications for educational strategies, and suggest that children with DS should be taught more important or difficult information in the morning when they are better able to learn, whilst children with WS should be allowed a time delay between learning phases to allow for time‐dependent memory consolidation, and frequent breaks from learning so that they are refreshed and able to perform at their best. 相似文献
892.
Elad N. Sherf;Natalie Croitoru;Terence McElroy; 《Personnel Psychology》2024,77(2):847-890
Scholarship on seeking behaviors, which refer to deliberate attempts to obtain information or assistance from others, has emerged in multiple silos (e.g., feedback-seeking, information-seeking, help-seeking, and advice-seeking). Furthering recent synthesis attempts, we draw on reinforcement sensitivity theory (RST) to generate novel predictions concerning the causes of explicit and implicit seeking behaviors and clarify the inconsistencies between theoretical predictions and empirical findings noted in past reviews. We test our arguments through a meta-analysis of 393 samples drawn from management and applied psychology research. In doing so, we uncover nuances in the associations between seeking behaviors and work outcomes (e.g., in-role performance and creativity). We discuss how our theorizing and findings challenge, refine, and extend the existing knowledge concerning seeking behaviors at work, provide methodological and practical recommendations, and identify directions for future research. 相似文献
893.
Maria-Jose Sanchez-Ruiz;Tatiana Khalaf;Natalie Tadros;Diane Nauffal;Joelle Nader;Rula Diab;Barbar Akle;Elma Nassar; 《International journal of psychology》2024,59(6):932-941
This study examined the impact of positive psychology variables, namely trait emotional intelligence (EI), positive affect and self-care, on academic engagement (AE) in an online learning environment during COVID-19. The study involved 717 undergraduates in Lebanon and utilised structural equation modelling for data analysis. The results demonstrated that positive affect and self-care mediated the relationship between trait EI and AE. In women, both self-care and positive affect were mediators, whereas in men, positive affect was the only mediator. For students who received a mix of synchronous and asynchronous lessons, both self-care and positive affect mediated the relationship between trait EI and AE. However, for those who received only synchronous lessons, positive affect was the sole mediator. Furthermore, AE significantly predicted academic performance (AP) in both models. These findings suggest the importance of interventions that enhance trait EI, positive emotions and self-care to improve AE and ultimately AP in online learning. 相似文献
894.
This study takes a novel qualitative approach to the investigation of everyday insight experience. It offers ecological validation to findings principally rendered, prior to this research, from a quantitative, cognitive standpoint. In addition, it considers emotional as well as cognitive components of insight. Participants were given different (or no) definitions of insight to ensure experiences collected did not simply mirror the examples of insight provided. This avoided the circularity problem of previous insight research. With the use of an open‐ended questionnaire (online or hardcopy), first‐hand textual accounts of insight instances were recorded. Data collected from 76 participants were analyzed using an adapted qualitative methodology, Integrative Thematic Analysis. This enabled the researchers to identify themes from the data, building a new typology of insight: Content (Personal, Intellectual, Practical), Process (Social Facilitation, Time Away, Active Search) and Feelings (Positive Feelings, Negative Feelings) aspects of insight. The findings suggest everyday experience of insight reaches beyond cognitive problem solving to include elements related to applied psychology, namely Personal (counseling psychology) and Social Facilitation (occupational psychology). Notably, this study offers examples of negative insight, Uh‐oh moments, for the first time. Future research should focus on the interaction of cognitive and affective components in insight moments. 相似文献
895.
Justin E. Heinze Allison Krusky‐Morey Kevin J. Vagi Thomas M. Reischl Susan Franzen Natalie K. Pruett Rebecca M. Cunningham Marc A. Zimmerman 《American journal of community psychology》2018,62(1-2):101-109
Lack of maintenance on vacant neighborhood lots is associated with higher levels of depression, anxiety, and stress for nearby residents. Overgrown grasses and dense brush provide hiding spots for criminals and space to conduct illicit activities. This study builds upon previous research by investigating greening programs that engage community members to conduct routine maintenance on vacant lots within their neighborhoods. The Clean & Green program is a community‐based solution that facilitates resident‐driven routine maintenance of vacant lots in a midsized, Midwestern city. We use mixed effects regression to compare assault and violent crime counts on streets where vacant lot(s) are maintained by community members (N = 216) versus streets where vacant lots were left alone (N = 446) over a 5‐year timeframe (2009–2013). Street segments with vacant lots maintained through the Clean & Green program had nearly 40% fewer assaults and violent crimes than street segments with vacant, abandoned lots, which held across 4 years with a large sample and efforts to test counterfactual explanations. Community‐engaged greening programs may not only provide a solution to vacant lot maintenance, but also work as a crime prevention or reduction strategy. Engaging the community to maintain vacant lots in their neighborhood reduces costs and may increase the sustainability of the program. 相似文献
896.
Jennifer Ericksen Elizabeth Loughlin Charlene Holt Natalie Rose Eliza Hartley Melissa Buultjens Alan W. Gemmill Jeannette Milgrom 《Infant mental health journal》2018,39(4):396-409
Symptoms of depression negatively impact on mother?infant relationships and child outcomes. We evaluated a novel, 10‐session mother?infant therapeutic playgroup—Community HUGS (CHUGS)—which combines cognitive and experiential components through psychoeducation, play, music, and movement. Participants were mothers experiencing a range of postnatal mental health difficulties, including depression, with infants ≤12 months of age. However, the aim was not to treat maternal depression but to ameliorate associated problems in the mother?infant interaction. In the feasibility study, all participants received CHUGS. In the pilot randomized controlled trial (RCT), participants were randomized between intervention and a wait‐list. Outcomes were the Parenting Stress Index (PSI; R.R. Abidin, 1995), Parenting Sense of Competency Scale (Self‐Efficacy subscale; J. Gibaud‐Wallston & L.P. Wandersman, 1978), and the Depression, Anxiety, Stress Scales (P.F. Lovibond & S.H. Lovibond, 1995). In the feasibility study (n = 74), PSI scores dropped on all subscales, all ps < .01. Depression, p < .001, anxiety, p = .01, stress, p = .01, and self‐efficacy, p < .001, all showed improvements, as did observer‐rated mother?infant interactions, p < .001. In the RCT, depression, p < .001, anxiety, p = .005, and stress, p < .001, symptoms were significantly reduced for intervention participants (n = 16), as compared to wait‐list participants (n = 15). The CHUGS program had high participant satisfaction and produced improvements in self‐efficacy, depression, anxiety, stress, and mother?infant interactions that supported the program's acceptability and the utility of further rollout. 相似文献
897.
Sarah Knox Jennifer Cook Graham Knowlton Clara E. Hill 《Counselling psychology quarterly》2018,31(3):353-374
Fourteen therapists were interviewed via telephone regarding their experience of “carrying around” their clients with them between sessions (i.e. internal representations, or IRs, of clients), a phenomenon about which little empirically based knowledge exists. Data were analyzed using consensual qualitative research. Findings indicated that overall, therapists have IRs infrequently, most often have IRs of clients struggling with severe or challenging presenting problems, and do receive some training about IRs. When describing a specific IR experience, therapists typically noted a strong therapy relationship, and stated that the IRs typically had specific triggers. The IRs generally consisted of feelings about the client, and typically consisted of thoughts about the client or the felt presence of the client. The IRs generally yielded positive effects, typically both personally and professionally, and were typically discussed with supervisors/consultants. Implications for research, training, and practice are presented. 相似文献
898.
899.
Natalie Russo Wendy R. Kates Nicole Shea Megan LeBlanc Bradley Wyble 《Developmental science》2018,21(2)
The attentional blink (AB) is thought to help the visual system parse and categorize rapidly changing information by segmenting it into temporal chunks, and is elicited using Rapid Serial Visual Presentation. It is reflected in a decrease in accuracy at detecting the second of two targets presented within 200–500 ms of the first, and its development appears to be protracted on tasks that require set‐shifting. Here, younger (M = 8.5 years) and older (M = 12.8 years) children and adults (M = 19.13 years) completed a simple AB task with no set‐shift requirement in which participants detected two letters in a stream of numbers presented at a rate of 135 ms/item. In addition to assessing the developmental course of the AB on this simple task, we also assessed temporal order errors, or swaps. The AB and its associated characteristics are present in both groups but developmental differences were noted in the depth of the AB, and the presence or absence of lag‐1 sparing. These developmental changes were explained by changes in a single parameter, inhibition, using the eTST model, which suggests that the AB is an adaptive function of the visual system. 相似文献
900.
Natalie Koch 《Sport, Ethics and Philosophy》2020,14(3):355-376
ABSTRACT The names of two major Gulf airlines, Qatar Airways and Emirates, have saturated the European football scene for many years, sponsoring some of the most prominent European teams and FIFA itself. These state-backed airlines are also active in motorsports, rugby, cycling, tennis, golf, cricket, and equestrian sport, while several prominent Gulf elites and royal family members have recently taken over major sports franchises in Europe and elsewhere. How should we understand these far-reaching sponsorship agendas in the Gulf? What can they tell us about the politics and ethics of international sport on the Arabian Peninsula? Moving beyond the general readings of Gulf sport sponsorship as an exercise in ‘soft power,’ this article shows how these deals are strategic nodes for diverse actors in the Gulf and in the international sporting community to advance various interests: personal, political, financial, and otherwise. Informed by a critical geopolitics lens that questions the coherence of the ‘state’ as an actor, I ask what it means to say that ‘the Gulf’ sponsors sport, and more specifically investigate the relevant actors behind these sponsorship deals. To do so, this article examines regional and global political economy through a focus on three Gulf airline sponsors, Emirates, Etihad, and Qatar Airways, and three elite sports sponsors—the UAE’s Sheik Mansour, Qatar’s Nasser bin Ghanim Al-Khelaïfi, and Sheikh Nasser of Bahrain. By decentering ‘soft power’ approaches to sport that unduly emphasize the ‘state’ as an actor, this article suggests a more grounded approach to the geopolitics of sport in the Arabian Peninsula, which simultaneously acknowledges the complicity of Western actors and institutions in the rise of Gulf sports sponsorship deals in the past decade. 相似文献