全文获取类型
收费全文 | 1006篇 |
免费 | 76篇 |
出版年
2023年 | 16篇 |
2022年 | 8篇 |
2021年 | 12篇 |
2020年 | 38篇 |
2019年 | 25篇 |
2018年 | 35篇 |
2017年 | 40篇 |
2016年 | 61篇 |
2015年 | 36篇 |
2014年 | 55篇 |
2013年 | 109篇 |
2012年 | 63篇 |
2011年 | 65篇 |
2010年 | 32篇 |
2009年 | 31篇 |
2008年 | 32篇 |
2007年 | 53篇 |
2006年 | 40篇 |
2005年 | 19篇 |
2004年 | 28篇 |
2003年 | 22篇 |
2002年 | 14篇 |
2001年 | 10篇 |
2000年 | 7篇 |
1999年 | 8篇 |
1998年 | 5篇 |
1997年 | 10篇 |
1996年 | 6篇 |
1994年 | 6篇 |
1993年 | 9篇 |
1991年 | 6篇 |
1990年 | 12篇 |
1989年 | 7篇 |
1988年 | 8篇 |
1987年 | 12篇 |
1985年 | 7篇 |
1984年 | 7篇 |
1983年 | 8篇 |
1982年 | 7篇 |
1981年 | 5篇 |
1979年 | 7篇 |
1978年 | 8篇 |
1977年 | 9篇 |
1976年 | 6篇 |
1974年 | 5篇 |
1973年 | 7篇 |
1971年 | 4篇 |
1970年 | 4篇 |
1967年 | 4篇 |
1966年 | 5篇 |
排序方式: 共有1082条查询结果,搜索用时 31 毫秒
101.
102.
Carolyn L. Williams Yossef S. Ben-Porath Craig Uchiyama Nathan C. Weed Robert P. Archer 《Journal of personality assessment》2013,95(1-2):73-85
The discriminant and concurrent validity of the five new scales for the Devereux Adolescent Behavior Rating Scale (DAB) was explored using a heterogeneous sample of psychiatric and substance abuse patients. Consistent with predictions, the substance abuse patients scored higher on the Acting Out Behaviors (AOB) and Heterosexual Interests (HI) scales, and psychiatric patients scored higher on the Psychotic Behaviors scale. Gender differences also were found, including boys being rated higher on Acting Out Behaviors, and girls higher on Heterosexual Interests. The new DAB scales demonstrated sufficient concurrent validity using a thorough record review and a parent rating scale (the Child Behavior Checklist [CBCL]). The Neurotic/Dependent Behaviors scale (NDB) showed a consistent relationship with substance abuse and several other measures of more externalizing behaviors, in addition to the predicted relationships with anxious, tense, and dependent behaviors. The Withdrawn/Timid Behaviors scale (WTB) proved to be a purer measure of internalizing behaviors in both sexes. 相似文献
103.
Nathan Greenberg Maria Ramsay Perry Segal Abraham Weiss Harvey Evans 《Journal of personality assessment》2013,95(6):538-544
The main goal of this study was to measure longitudinally change in thought processes and reality testing of a prepsychotic adolescent undergoing psychotherapy. The Holt scoring system for measuring primary process from Rorschach responses was the main measuring instrument. Four Rorschachs were administered over a period of three years. The results of the latter were compared with the clinical ratings of two psychiatrists. While clinical change in response to treatment was slight, there did appear to be a shift from primary to more secondary forms of formal thought processes as determined by the Rorschach. 相似文献
104.
P. Eide A. Kemp R. B. Silberstein P. J. Nathan C. Stough 《The Journal of psychology》2013,147(5):514-520
The Emotional Stroop (ES) task (I. H. Gotlib & C. D. McCann, 1984) has been proposed as an experimental measure to assess the processing of emotion or the bias in attention of emotion-laden information. However, study results have not been consistent. To further examine its reliability for empirical research, the authors of this study administered the ES task to 33 participants on 2 separate occasions separated by 1 week. Results indicated that retest reliabilities for reaction times (RTs) derived from the 3 separate emotion conditions (manic, neutral, and depressive) across the 1 week interval were very high. However, consistent with previous research, the reliabilities were very low for the interference indices (manic and depressive). These low reliabilities reflect the very high intercorrelation between the RTs derived from the 3 conditions. The authors concluded that a better indicator of the reliability for this task is the individual RTs from each emotion condition. 相似文献
105.
Dr. med. Andreas P. Herrmann 《Forum der Psychoanalyse》2013,29(2):223-234
The author outlines some aspects helpful for a better understanding of supervision processes, which focus on difference, e.g. between perspectives of the analyst and the supervisor and take place in a triadic setting. Based on his experience he assumes that this triangulation allows for a differentiation high enough to effectively work on the treatment deliverer’s countertransference. In order to shed some light on this assumption the term “difference” as well as the history of the terms “difference” and “differentiation” are discussed. Furthermore, the concept of early triangulation as understood in developmental psychology is introduced and applied to the process of supervision. An exemplary report of a supervision session with a psychoanalyst in training follows which is intended to underline how supervisory work on countertransference processes within the framework of difference and triangulation can benefit the patient. 相似文献
106.
Optimism and hope—two psychological constructs reflecting positive expectations about one’s future—have garnered considerable research attention and each has been the subject of several narrative reviews. In the current meta-analysis, we examined the optimism–hope relationship and we examined several potential correlates and consequences of optimism and hope. Our results suggest that optimism and hope are distinguishable from each other. Furthermore, both are related to several indices of psychological and physical well-being and both are empirically distinguishable from other personality traits, such as the Five Factor Model characteristics and trait affectivity. We conclude by discussing directions for future research on optimism and hope. 相似文献
107.
Olga L. Walker Kathryn A. Degnan Nathan A. Fox Heather A. Henderson 《Journal of applied developmental psychology》2013
The purpose of this study was to examine developmental change and the influence of shyness on social problem-solving (SPS). At 24, 36, and 48 months, children (N = 570) were observed while interacting with an unfamiliar peer during an SPS task and at 24 months, maternal report of shyness was collected. Results showed that across the full sample, children displayed low but stable levels of withdrawn SPS and increasing levels of SPS competence over development. In addition, results showed multiple trajectories of withdrawn and competent SPS. Shyness was associated with high-increasing and high-decreasing withdrawn SPS trajectories compared with the low-increasing withdrawn SPS trajectory. Shyness was also associated with the low-increasing compared with the high-increasing SPS competence trajectory. Findings demonstrate the development of SPS competence over early childhood, and the influence of early shyness on this developmental course, with some shy children showing improvement in SPS skills and others continuing to show SPS difficulties over time. 相似文献
108.
Nathan Ridout Barbara Dritschel Keith Matthews Maureen McVicar Ian C. Reid Ronan E. O'Carroll 《Cognition & emotion》2013,27(4):739-752
The aim of the present study was to establish if patients with major depression (MD) exhibit a memory bias for sad faces, relative to happy and neutral, when the affective element of the faces is not explicitly processed at encoding. To this end, 16 psychiatric out-patients with MD and 18 healthy, never-depressed controls (HC) were presented with a series of emotional faces and were required to identify the gender of the individuals featured in the photographs. Participants were subsequently given a recognition memory test for these faces. At encoding, patients with MD exhibited a non-significant tendency towards slower gender identification (GI) times, relative to HC, for happy faces. However, the GI times of the two groups did not differ for sad or neutral faces. At memory testing, patients with MD did not exhibit the expected memory bias for sad faces. Similarly, HC did not demonstrate enhanced memory for happy faces. Overall, patients with MD were impaired in their memory for the faces relative to the HC. The current findings are consistent with the proposal that mood-congruent memory biases are contingent upon explicit processing of the emotional element of the to-be-remembered material at encoding. 相似文献
109.
Using the perspective of instructional conversation, we investigated how one teacher regulated student participation and conceptual reasoning in the middle-school mathematics classroom. We examined the elicitations—questions and provocative statements—made by the teacher over a four-day algebra lesson. Analyses showed how the teacher systematically regulated the level of cognitive complexity of his elicitations in reaction to students' responses. When students gave inaccurate or incomplete answers, the teacher tended to reduce the level of cognitive complexity needed to respond to a subsequent elicitation, with the apparent impact being that he scaffolded participation and reasoning. When students provided responses that were mathematically accurate, the teacher usually increased the elicitation level, which subsequently engaged students in more sophisticated forms of reasoning. 相似文献
110.
The decision strategy used to select a choice set from an array of alternative options is known to affect the composition of the final choice set. Specifically, individuals incorporate more answers into their choice set when it is created by eliminating implausible items than when the set is created through the inclusion of plausible options. This difference is accounted for in a decision framework that posits a general reluctance to change the status quo (i.e., actively include or exclude an item). We extended this work to investigate, not only the decisions themselves, but also metacognitive judgments (i.e., confidence in the accuracy of the choice set). In two face recognition experiments, we tested the impact of decision strategy (Experiment 1) and confidence judgment strategy (Experiment 2) on the confidence–accuracy relationship. In Experiment 1, participants completed two blocks of recognition trials, one under inclusion (marking previously seen faces) and one under elimination (marking previously unseen faces) instructions. We observed superior resolution (i.e., discrimination between correct and incorrect) for inclusion trials, but only when they were completed prior to use of the elimination strategy. In Experiment 2, all participants completed face recognition trials under inclusion instructions, but we manipulated the strategy used to assess confidence. Again, we observed a significant impact of strategy on confidence–accuracy resolution. Thus, we observed that both the strategy employed to reach a decision and that employed to assess confidence affected the confidence–accuracy relationship. We discuss theoretical and applied (particularly for eyewitness identification and multiple‐choice testing) implications. Copyright © 2012 John Wiley & Sons, Ltd. 相似文献