全文获取类型
收费全文 | 703篇 |
免费 | 30篇 |
专业分类
733篇 |
出版年
2023年 | 5篇 |
2022年 | 6篇 |
2021年 | 9篇 |
2020年 | 11篇 |
2019年 | 17篇 |
2018年 | 18篇 |
2017年 | 24篇 |
2016年 | 21篇 |
2015年 | 13篇 |
2014年 | 22篇 |
2013年 | 67篇 |
2012年 | 25篇 |
2011年 | 30篇 |
2010年 | 21篇 |
2009年 | 15篇 |
2008年 | 35篇 |
2007年 | 28篇 |
2006年 | 41篇 |
2005年 | 29篇 |
2004年 | 27篇 |
2003年 | 19篇 |
2002年 | 23篇 |
2001年 | 13篇 |
2000年 | 15篇 |
1999年 | 17篇 |
1998年 | 7篇 |
1997年 | 17篇 |
1996年 | 16篇 |
1995年 | 16篇 |
1994年 | 6篇 |
1993年 | 11篇 |
1992年 | 6篇 |
1991年 | 8篇 |
1990年 | 5篇 |
1989年 | 9篇 |
1987年 | 6篇 |
1986年 | 9篇 |
1985年 | 4篇 |
1984年 | 7篇 |
1983年 | 4篇 |
1982年 | 6篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 6篇 |
1977年 | 6篇 |
1973年 | 5篇 |
1972年 | 4篇 |
1968年 | 3篇 |
1967年 | 2篇 |
排序方式: 共有733条查询结果,搜索用时 15 毫秒
211.
The qualifying influence of the sex-role appropriateness of observed behavior on children's same-sex imitation was investigated. In each of two studies employing a 2×2×2 design, girls and boys observed a live male or female model display appropriate (to the child's sex) or inappropriate behavior. Results that were consistent in both studies indicated an interaction between sex of child and appropriateness. Boys imitated less when exposed to the inappropriate than to the appropriate sequence. An interaction between sex of child and sex of observer was obtained on only one measure in Experiment I (girls responded more quickly to a female than to a male model). In this study, girls also displayed greater opposite-sex imitation than boys; in Experiment II, there were no differences between boys and girls in either same- or opposite-sex imitation. The results are discussed with regard to the same-sex hypothesis and the differential impact of sex-role factors on boys and girls.The authors wish to thank the children, parents, and staff of Forest Park Elementary School for their participation and cooperation in the conduct of this study. Special thanks are extended to Mr. Paul H. Daby, Principal. The contribution of the undergraduate models and experimenters is also acknowledged. 相似文献
212.
The assumption of differential socialization experiences lead to the hypothesis that African American children would be less stereotyped in their responses to infants than White American children. This study of fifty-three 8–10-year-old children from African American and White American working-to-middle class families supported the hypothesis. The children were photographed with a peer, an infant, and with an infant while acting as a parent. All children stood significantly closer to the infant in the role condition and exhibited more attraction behavior. As predicted, gender differences were evident between White girls and boys, but not between African American girls and boys. Findings suggested that social preferences for infants cannot be necessarily linked to gender. Discussion of the findings from earlier study with younger children (Reid et al., 1989) supported this conclusion.We gratefully acknowledge Carol S. Tate for her assistance in data collection and analysis, and Jeannie M. Shook for coding. This research was supported in part by a faculty research grant given to the first author by the University of Chattanooga Foundation (R04-106830) 相似文献
213.
POOR WOMEN IN PSYCHOLOGICAL RESEARCH 总被引:2,自引:0,他引:2
Pamela Trotman Reid 《Psychology of women quarterly》1993,17(2):133-150
For the most part, theory and empirical study in the psychology of women have failed to recognize many distinctions among women. Indeed, the focus of feminist theory and research has been directed to the explication of women's essential experience of gender, as if this could be separated from the confounds of class and race. This presentation raises the issue of the diversity among poor women, the need to disentangle ethnicity and class, and the limitation of adopting a middleclass White perspective. In addition to racism, other possible causes of exclusion are explored. Silencing of poor women is also discussed in terms of causes and impact on the discipline of psychology. We have not provided sufficient mechanisms to allow diverse groups of women to tell their own stories; instead, we have felt comfortable in making assumptions and drawing parallels that may be inappropriate and incorrect. Suggestions for achieving feminist goals are provided. 相似文献
214.
Kelly Gurley Lambert Tara Neal Jill Noyes Conway Parker Pamela Worrel 《Current Psychology》1991,10(4):297-303
In the present study, the effect of food-related cues on the desire to eat chocolate in hungry and satiated subjects was investigated.
Subjects (n=46) were randomly assigned to either a hungry or satiated group and then assigned to a group receiving one of the following
stimuli: taste (2 M&Ms), sight (a photograph of M&Ms), cognition (a passage describin M&Ms), or control (no stimulus). In
each testing session, subjects rated their desire to eat chocolate before and after the 90-s presentation of the particular
stimulus. Each subject was then given a half pound of M&Ms so that actual consumption could also be measured. Results indicated
that, following the presentation of the sight and taste stimuli, the subjects’ desire to eat chocolate was significantly increased.
Furthermore, no differences in chocolate consumption due to state of hunger or type of food-related stimulus presented were
found. 相似文献
215.
The study addresses the external validity of the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) in learning disabled (LD) elementary school children by controlling for two methodological errors Woodcock identified in previous studies: (a) Intellectual ability range was restricted for both normal and LD samples to counteract an artificial inflation of mean WISC-R scores without concomitant effect on WJTCA scores, and (b) the WISC-R was readministered during data collection. In addition, normals were used as controls for LD students. WJTCA scores were correlated and compared with WISC-R scores and reading achievement test scores in 20 normal, 20 mild-to-moderate LD, and 20 severe LD third-, fourth-, and fifth-grade students. Results indicate comparability of mean WISC-R and WJTCA Full Scale scores in the normal sample, but manifest a significantly lower WJTCA Full Scale scores in the LD samples, despite a strong degree of correlation between the two tests in each sample. The significant linear trend of increasing mean WISC-R/WJTCA discrepancy across the severity of LD strongly suggests that the lower WJTCA scores in the LD samples is a function of the instrument's achievement emphasis and refutes the possibility of systematic error in the WJTCA norms. Results suggest that the WJTCA's achievement emphasis jeopardizes its validity for assessing and classifying LD students within the currently accepted and mandated ability-achievement discrepancy model of specific learning disabilities. 相似文献
216.
217.
Elevated power increases the psychological distance one feels from others, and this distance, according to construal level theory, should lead to more abstract information processing. Thus, high power should be associated with more abstract thinking-focusing on primary aspects of stimuli and detecting patterns and structure to extract the gist, as well as categorizing stimuli at a higher level-relative to low power. In 6 experiments involving both conceptual and perceptual tasks, priming high power led to more abstract processing than did priming low power, even when this led to worse performance. Experiment 7 revealed that in line with past neuropsychological research on abstract thinking, priming high power also led to greater relative right-hemispheric activation. 相似文献
218.
Predicted to diminish task performance were (a) distraction by telephone conversation and (b) older age. 38 participants pointed to letters on a randomized or alphabetized letter matrix during distraction by telephone conversation or no distraction. In a within-subjects design, telephone conversation negatively affected completion time but there were no age differences. Implications for cellular telephone use while driving are discussed. 相似文献
219.
Reid PT 《Cultural diversity & ethnic minority psychology》2002,8(2):103-114
This article suggests that just as gender studies should not proceed without consideration of the various contexts in which men and women behave, similarly multicultural psychology should recognize gender, among other characteristics in the populations examined. Focusing on ethnic group women, who are understudied, develops this theme. Two arguments are proposed: (a) that gender must be recognized as impinging on every aspect of psychological research and practice, and (b) that gender should be considered an aspect of culture, just as ethnicity now is. The literature in psychology is reviewed to demonstrate how erroneous beliefs and exclusion operate to minimize examination of ethnicity and gender. Finally, a call to advocacy is made for attention to complexity. 相似文献
220.
Parental socialization of emotion expression: gender differences and relations to child adjustment 总被引:2,自引:0,他引:2
The present study examined gender differences in children's submissive and disharmonious emotions and parental attention to these emotions. Sixty children and their mothers and fathers participated when children were 4 and 6 years old. Children's emotion expression and parental responses during a game were coded. Girls expressed more submissive emotion than boys. Fathers attended more to girls' submissive emotion than to boys' at preschool age. Fathers attended more to boys' disharmonious emotion than to girls' at early school age. Parental attention at preschool age predicted later submissive expression level. Child disharmonious emotion predicted later externalizing symptoms. Gender differences in these emotions may occur as early as preschool age and may be subject to differential responding, particularly by fathers. 相似文献