全文获取类型
收费全文 | 383篇 |
免费 | 24篇 |
专业分类
407篇 |
出版年
2023年 | 3篇 |
2021年 | 4篇 |
2020年 | 4篇 |
2019年 | 7篇 |
2018年 | 18篇 |
2017年 | 10篇 |
2016年 | 16篇 |
2015年 | 7篇 |
2014年 | 13篇 |
2013年 | 30篇 |
2012年 | 15篇 |
2011年 | 23篇 |
2010年 | 10篇 |
2009年 | 6篇 |
2008年 | 11篇 |
2007年 | 14篇 |
2006年 | 15篇 |
2005年 | 7篇 |
2004年 | 11篇 |
2003年 | 10篇 |
2002年 | 10篇 |
2001年 | 4篇 |
2000年 | 13篇 |
1999年 | 8篇 |
1998年 | 6篇 |
1997年 | 9篇 |
1996年 | 10篇 |
1995年 | 5篇 |
1994年 | 7篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 6篇 |
1990年 | 7篇 |
1989年 | 6篇 |
1988年 | 8篇 |
1987年 | 4篇 |
1986年 | 3篇 |
1985年 | 5篇 |
1984年 | 5篇 |
1983年 | 3篇 |
1980年 | 3篇 |
1978年 | 3篇 |
1976年 | 4篇 |
1975年 | 2篇 |
1973年 | 3篇 |
1969年 | 3篇 |
1968年 | 3篇 |
1967年 | 3篇 |
1961年 | 2篇 |
1952年 | 2篇 |
排序方式: 共有407条查询结果,搜索用时 0 毫秒
371.
Tom Baranowski David K. Rassin C. Joan Richardson David E. Bee Judy Palmer 《Psychology & health》2013,28(1):59-75
Abstract The psychometric characteristics and construct validity of an inventory of expectancy statements about breast- and formula-feeding were assessed to refine a measure of the predictors of breastfeeding initiation and maintenance. Respondents were a tri-ethnic sample of mostly lower income mothers within two days after delivery. Ninety-six expectancy items reflecting eight hypothesized domains in expectancies of breastfeeding (BF) and formula-feeding(FF) were submitted to maximum likelihood factor analysis. Four factors were determined: “Benefits of BF,” “Relative Advantages of FF,” “Inconveniences of FF,” and “Relative Inconveniences of BF.” All factors were significantly related to actual BF of the new infant in the expected directions using unweighted factor scores in a multiple logistic regression analysis. Predicted BF closely matched actual BF for all ethnicities combined with a total error rate for misclassification of only 14%. This match was high for Anglo- and Black-American mothers. Each of the factors was determined to be reliably estimated by the ten most highly loaded items without an appreciable loss of internal consistency. Further research must assess expectancies prior to delivery in order to assess their predictiveness of behavior. and must further clarify the meaning of the expectancy factors to facilitate intervention. 相似文献
372.
373.
Reflecting Resiliency: Openness About Sexual Orientation and/or Gender Identity and Its Relationship to Well-Being and Educational Outcomes for LGBT Students 下载免费PDF全文
Joseph G. Kosciw Neal A. Palmer Ryan M. Kull 《American journal of community psychology》2015,55(1-2):167-178
For lesbian, gay, bisexual, and transgender (LGBT) youth, coming out (i.e., disclosure of LGBT identity to others) can be a key developmental milestone, one that is associated with better psychological well‐being. However, this greater visibility may come with increased risk of peer victimization. Being out, therefore, may reflect resilience and may unfold differently depending on ecological context as some spaces may be more or less supportive of LGBT youth than others. This article explores a model of risk and resilience for outness among LGBT youth, including whether it varies by community context. We tested our hypothesized model with a national dataset of 7,816 LGBT secondary school students using multi‐group structural equation modeling. Consistent with our hypotheses, outness was related to higher victimization but also to higher self‐esteem and lower depression. Greater victimization was related to negative academic outcomes directly and indirectly via diminished well‐being. The increases in victimization associated with outness were larger for rural youth, and benefits to well‐being partly compensated for their lower well‐being overall. This article suggests that being out reflects resilience in the face of higher risk of victimization, in addition to promoting well‐being in other ways. Nonetheless, contextual factors influence how this model operates among LGBT youth. 相似文献
374.
Inverting the Object of Study: Recalibrating the Frame of Reference in Study Abroad Experiences 下载免费PDF全文
Norris W. Palmer 《Teaching Theology & Religion》2015,18(1):63-72
This essay is concerned with study abroad experiences as opportunities for student cognitive development, using the interpretive lens of educational psychologist William G. Perry. A standard and often valuable assignment in courses on world religions is a site visit to a religious institution in one's local area. This may concretize otherwise abstract materials and help students reflect on ways in which the lived experience of religion differs from its presentation in course texts and other academic materials. Increasingly, study abroad trips are being offered as extended and more intensive ways of bringing this material to life, offering students opportunity to see lived religion within another cultural framework. At the heart of this paper is the contention that such study abroad experiences function not simply as longer, more intense versions of site visits but, rather, as experiences that invert the subject and object of study. The worldview of the student becomes a primary object of study, which is examined, as it were, by the particulars of the religion(s) under investigation and the cultures of which said religion(s) are a part. Where site visits offer students an opportunity to visit the strange amidst the familiar, study abroad trips provide opportunities for students to become the strange within a recalibrated familiar. The subject becomes the object and is interrogated by the context of study. While local, stateside site visits can offer a degree of such dislocation, their brevity, together with some degree of assimilation to the larger culture flows on the part of the local religious institution being visited, most often mitigates any significant inversion. Students generally see such institutions as either mildly or wildly exotic, but always within their frame of reference, which constitutes the norm. When abroad, the normative experience of students is often subverted in ways that lay bare the assumptions behind such views and makes possible another world in which to live. Simply put, the subject and object of study change places. If this inversion is carefully attended to, it can provide rich insight into not only the topics nominally being studied but also occasion opportunity for real cognitive development on the part of the student. This essay is published alongside of six other essays, including a response from John Barbour, comprising a special section of the journal (see Teaching Theology and Religion 18:1, January 2015). 相似文献
375.
In psychology research studies, the goals of the experimenter and the goals of the participants often do not align. Researchers are interested in having participants who take the experimental task seriously, whereas participants are interested in earning their incentive (e.g., money or course credit) as quickly as possible. Creating experimental methods that are pleasant for participants and that reward them for effortful and accurate data generation, while not compromising the scientific integrity of the experiment, would benefit both experimenters and participants alike. Here, we explored a gamelike system of points and sound effects that rewarded participants for fast and accurate responses. We measured participant engagement at both cognitive and perceptual levels and found that the point system (which invoked subtle, anonymous social competition between participants) led to positive intrinsic motivation, while the sound effects (which were pleasant and arousing) led to attentional capture for rewarded colors. In a visual search task, points were awarded after each trial for fast and accurate responses, accompanied by short, pleasant sound effects. We adapted a paradigm from Anderson, Laurent, and Yantis (Proceedings of the National Academy of Sciences 108(25):10367-10371, 2011b), in which participants completed a training phase during which red and green targets were probabilistically associated with reward (a point bonus multiplier). During a test phase, no points or sounds were delivered, color was irrelevant to the task, and previously rewarded targets were sometimes presented as distractors. Significantly longer response times on trials in which previously rewarded colors were present demonstrated attentional capture, and positive responses to a five-question intrinsic-motivation scale demonstrated participant engagement. 相似文献
376.
377.
378.
Effects of university affiliation and “school spirit” on color preferences: Berkeley versus Stanford
The ecological valence theory (EVT) posits that preference for a color is determined by people’s average affective response
to everything associated with it (Palmer & Schloss, Proceedings of the National Academy of Sciences, 107, 8877–8882, 2010). The EVT thus implies the existence of sociocultural effects: Color preference should increase with positive
feelings (or decrease with negative feelings) toward an institution strongly associated with a color. We tested this prediction
by measuring undergraduates’ color preferences at two rival universities, Berkeley and Stanford, to determine whether students
liked their university’s colors better than their rivals did. Students not only preferred their own colors more than their
rivals did, but the degree of their preference increased with self-rated positive affect (“school spirit”) for their university.
These results support the EVT’s claim that color preference is caused by learned affective responses to associated objects
and institutions, because it is unlikely that students choose their university or develop their degree of school spirit on
the basis of preexisting color preferences. 相似文献
379.
Artificial neural networks applied to forecasting time series 总被引:1,自引:0,他引:1
380.
We investigated how spatial organization influences color-pair preference asymmetries: differential preference for one color pair over another when the pairs contain the same colors in opposite spatial configurations. Schloss and Palmer (2011, Attention, Perception, & Psychophysics 73 55-571) found weak figure ground preference asymmetries for small squares centered on large squares in aesthetic ratings. Here, we found robust preference asymmetries using a more sensitive forced-choice task: participants strongly prefer pairs with yellower, lighter figures on bluer, darker grounds (experiment 1). We also investigated which spatial factors influence these preference asymmetries. Relative area of the two component regions is clearly important, and perceived 3-D area of the 2-D displays (ie after the ground is amodally completed behind the figure) is more influential than 2-D area (experiment 2). Surroundedness is not required, because yellowness blueness effects were comparable for pairs in which the figure was surrounded by the ground, and for mosaic arrangements in which the regions were adjacent and separated by a gap (experiment 3). Lightness darkness effects, however, were opposite for figure ground versus mosaic organizations: people prefer figure-ground organizations in which smaller regions are lighter, but prefer mosaic organizations in which smaller regions are darker. Physiological, phenomenological, and ecological explanations of the reported results are discussed. 相似文献