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61.
Robert D. Friedberg Donald J. Viglione Raymond A. Fidaleo Bobbie L. Celeste Jon Lovette Gordon Street Ed Yerka Michele Bieraugel Mark Dumas Kathleen G. Beal 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》1998,16(1):45-59
This study investigated the relationship between acquisition of psychoeducational principles and symptomatic improvement in depressed in-patients. One hundred and twenty-three inpatients hospitalized on a Cognitive Therapy Unit were administered the Test of Cognitive Behavioral Principles (TCBP) and the Beck Depression Inventory at admission and discharge. It was predicted that the TCBP scores would be higher at discharge than at pre-testing at admission. Further, it was hypothesized that the higher TCBP scores at post-test would be significantly correlated with lower Beck Depression Inventory scores at post-test. The results revealed that inpatients' TCBP scores improved over the course of treatment supporting the first hypothesis. However, the data did not support the second hypothesis as there was not a significant relationship between the TCBP scores and the BDI scores at discharge. The results are discussed in terms of clinical, theoretical, and methodological implications. 相似文献
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John T. Rapp Raymond G. Miltenberger Ethan S. Long 《Journal of applied behavior analysis》1998,31(4):665-668
The chronic hair pulling of a 36-year-old woman with moderate mental retardation was initially treated with a simplified habit-reversal (SHR) procedure that consisted of awareness training, competing response training, and social support. When SHR did not produce large and sustained reductions in hair pulling, an awareness enhancement device was added, and it reduced hair pulling to near-zero levels in two settings. The results are discussed, and directions for future research with this device are provided. 相似文献
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Don Beal Ph.D. Ann Marie Kopec Raymond DiGuiseppe 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》1996,14(4):215-229
This paper describes and illustrates a conceptual framework developed to assist novice REBT therapists with enlarging their disputational repertoire. First, four disputational strategies are described and illustrated. Then four disputational styles of presenting the strategies to the client are also described and illustrated. Then the disputational strategies and the disputational styles are combined within a conceptual framework to assist the developing REBT therapist in generating a variety of disputes for a single IB. Finally, the conceptual framework is applied to the IB of the case of Karen from Dryden and Digiuseppe'sPrimer on Rational Emotive Therapy to yield thirty-two separate disputes (sixteen disputes for the premise of the IB, and sixteen disputes for the derivative) of the IB. 相似文献
65.
College students periodically experience many challenges in pursuit of their educational goals. Such experiences can have
deleterious effects on subsequent motivation and performance when they are perceived as negative. Research shows that some
students who experience negative events are buffered against motivational deficits, whereas others are motivationally at-risk.
Several individual difference variables have been proposed to account for such diverse reactions. A longitudinal field study
that involved three phases was conducted to extend this research. Phase I examined the motivational buffering effects of academic
attributional style on students' performance, motivation, and emotions. Results indicated that attributional style related
to students' performance, motivation, and emotions. Specifically, students who routinely made unstable and controllable attributions
for negative academic events exhibited the greatest performance and motivation compared to students who typically made stable
and uncontrollable attributions. Phases II and III were designed to examine the remedial benefits of attributional retraining
for different attributional styles. Findings indicated that attributional retraining influenced motivation, emotions, and
course grade. These results were qualified by the interaction between attributional style, attributional retraining, and time.
Findings are discussed within Weiner's (1985, 1986) attribution theory.
This research was based, in part, on the first author's dissertation submitted to the Department of Psychology and the Faculty
of Graduate Studies of The University of Manitoba in partial fulfillment for the Degree of Doctor of Philosophy. This research
was supported by a Social Sciences and Humanities Research Council of Canada (SSHRCC) doctoral fellowship, a University of
Manitoba doctoral fellowship, and a SSHRCC postdoctoral fellowship to the first author. In addition, the research was also
supported by a SSHRCC research grant (#410911296) to the second author. The authors gratefully acknowledge the helpful comments
of Bernard Weiner, Harvey Keselman, John Adair, Rodney Clifton, and Robert Altemeyer. Also appreciated was the assistance
of Verena Menec and the Higher Education Research group. 相似文献
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James S. Howard MD 《Integrative psychological & behavioral science》1996,31(2):148-154
In this article a brief overview of the treatment of chronic psychosis for the last two centuries is covered, with particular emphasis on many scientifically demonstrated causes of chronic organic psychosis and their medically successful treatment, including recent neurotransmitter manipulations. With respect for the important contributions of Bleuler, the term “schizophrenic” is considered as an unscientific and unprovable nosological construct, which has hampered the successful resolution of chronic psychosis and has outlived its usefulness in the lexicon of modern psychiatry. 相似文献
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