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Attachment to the Missing Object: Infidelity and Obsessive Love 总被引:1,自引:0,他引:1
Lucinda Mitchell Ph.D. 《Journal of Applied Psychoanalytic Studies》2000,2(4):383-395
In an object relations study on infidelity and obsessive love, the author observes that in relationships marked by chronic, repetitive infidelity and obsession, the lover is enamored with that which they can not have and that the psychological development of such individuals may have been traumatized by early attachment disturbances in the primary dyad. Tenacious, unsatisfying love-attachments as seen in sexual addictions and obsessional love may result from the internalization of an absent or intermittent object relationship—a morbid attachment to the missing object of infancy. Such patients often demonstrate depressive/addictive traits and schizoid defenses and typically have difficulty forming an attachment bond with the analyst, perceiving the analyst as a dangerous, rejecting agent who will recapitulate the original trauma. In the clinical case of Gretchen, the author uses Winnicott's (1960) concept of holding to create a progressive therapeutic bond, as toxic resistant forces are gradually resolved. 相似文献
75.
Nagata H Dalton P Doolittle N Breslin PA 《Journal of experimental psychology. Human perception and performance》2005,31(1):101-109
Multiple sense modalities can be stimulated conjointly by a physically complex item, such as a predator, and also by a physically solitary stimulus that acts on multiple receptor classes. As a prime example of this latter group, l-menthol from mint stimulates taste, smell, and several somatosensory submodalities. In 6 experiments that used a variety of psychometric techniques, the authors experimentally isolated the modality by which l-menthol is detected in the upper airways (the nose and mouth). Interestingly, absolute detection in both the nasal and oral cavities was based on olfaction and not stinging, cooling, or taste. These experiments illustrate how the sensory modality responsible for detecting a multimodal or multisensory stimulus can be psychophysically isolated. 相似文献
76.
A cued, visuospatial attention task and a working memory task were administered to 89 healthy adults genotyped for a T-to-C polymorphism in CHRNA4, a nicotinic receptor subunit gene. Increasing gene dose of the C allele of the CHRNA4 gene (i.e., no C alleles, one C allele, two C alleles) was associated with increased reaction time (RT) benefits of valid attentional cuing and reduced RT costs of invalid cues, but was not associated with working memory performance. In a second experiment, 103 healthy persons were genotyped for a G-to-A polymorphism of the dopamine beta-hydroxylase (DBH) gene. Increasing gene dose of the G allele of the DBH gene was associated with increased working memory accuracy at a high memory load. However, there was no consistent association between the DBH gene and visuospatial attention. Thus, a double dissociation was observed, with visuospatial attention associated with CHRNA4 but not the DBH gene and, conversely, working memory associated with the DBH gene but not CHRNA4. The results show that normal allelic variations in single neurotransmitter genes modulate individual differences in processing components of cognitive functions in healthy individuals. 相似文献
77.
Chinman M Hannah G Wandersman A Ebener P Hunter SB Imm P Sheldon J 《American journal of community psychology》2005,35(3-4):143-157
Research has shown that prevention programming can improve community health when implemented well. There are examples of successful prevention in local communities, however many continue to face significant challenges, demonstrating a gap between science and practice. Common strategies within the United States to address this gap are available (e.g., trainings), but lack outcomes. Building community capacity to implement high quality prevention can help communities achieve positive health outcomes, thereby narrowing the gap. While there is ample research on the efficacy of evidence-based programs, there is little on how to improve community capacity to improve prevention quality. In order to narrow the gap, a new model of research—one based in Community Science—is suggested that improves the latest theoretical understanding of community capacity and evaluates technologies designed to enhance it. In this article, we describe this model and suggest a research agenda that can lead to improved outcomes at the local level. 相似文献
78.
This article presents an approach to graduate (and professional) training that views becoming an ethical psychologist as an acculturation process. J.W. Berry's (1980, 2003) model of acculturation strategies is used as a framework for understanding ethical acculturation, a developmental process during which students can use several types of adaptation strategies. Students enter training with their own moral value traditions and concepts but are confronted with new ethical principles and rules, some of which may be inconsistent with their ethics of origin. The article explores several applications of the framework to ethics courses, practicum supervision, and other areas of training. 相似文献
79.
This study investigates the effects of Classwide Peer Tutoring (CWPT) and peer coaching on the peer social behaviors of children with ADHD. A single-subject, multiple-baseline design is used with three elementary-school students in Grades 3 and 4. Following a baseline period, CWPT is implemented in each student's classroom. During the second intervention phase, CWPT is continued and peer coaching is added. Peer social behaviors are observed in both academic and social settings, with a primary focus on intervention effects on the latter setting. Results suggest that students participating in CWPT are actively and positively engaged with their peers while carrying out the CWPT program in the academic setting. However, when only CWPT is implemented, increases in positive peer social behaviors are not observed in social settings. The addition of peer coaching results in enhanced social behaviors during recess and lunch. 相似文献
80.
We examined whether an undergraduate course on violence would influence students’ violence-related attitudes and beliefs.
Students (N=145) completed the Violence-Related Attitudes and Beliefs Scale (V-RABS) at the beginning (Time 1) and end (Time 2) of the
semester-long course. As expected, support for the death penalty, punishment, and catharsis decreased significantly, as did
belief in an association between mental illness and violence. Acceptance of environmental influences on violent behavior increased
significantly, although belief in biological influences did not change. Support for violence prevention efforts was high at
both Times 1 and 2, and did not change significantly. Consistent with previous research, the results of this study confirm
that college curricula may influence students’ attitudes and beliefs in addition to imparting knowledge. 相似文献