全文获取类型
收费全文 | 483篇 |
免费 | 26篇 |
出版年
2022年 | 3篇 |
2021年 | 6篇 |
2020年 | 7篇 |
2019年 | 12篇 |
2018年 | 12篇 |
2017年 | 12篇 |
2016年 | 23篇 |
2015年 | 11篇 |
2014年 | 13篇 |
2013年 | 57篇 |
2012年 | 21篇 |
2011年 | 24篇 |
2010年 | 19篇 |
2009年 | 12篇 |
2008年 | 15篇 |
2007年 | 23篇 |
2006年 | 15篇 |
2005年 | 13篇 |
2004年 | 14篇 |
2003年 | 12篇 |
2002年 | 12篇 |
2001年 | 8篇 |
2000年 | 17篇 |
1999年 | 10篇 |
1998年 | 10篇 |
1997年 | 4篇 |
1996年 | 7篇 |
1995年 | 5篇 |
1994年 | 6篇 |
1993年 | 8篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 9篇 |
1989年 | 14篇 |
1988年 | 8篇 |
1987年 | 5篇 |
1985年 | 5篇 |
1984年 | 8篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1980年 | 5篇 |
1979年 | 2篇 |
1978年 | 6篇 |
1977年 | 2篇 |
1971年 | 2篇 |
1967年 | 1篇 |
1966年 | 2篇 |
1961年 | 1篇 |
1955年 | 1篇 |
排序方式: 共有509条查询结果,搜索用时 31 毫秒
181.
C. Edward Watkins Jr. 《Journal of Contemporary Psychotherapy》1997,27(1):5-22
We do not lack for criticism about psychotherapy practice, research, and training. Admittedly, there is much there that needs to change. But, thus far, what have we done right? What are some of the positive, affirming, constructive strides that have been made with regard to therapy practice, research, and training? In this paper, those questions are addressed. Ten broad-based themes about some aspects of psychotherapy are presented and discussed; while by no means exhaustive, each is considered to be quite robust and clearly reflective of some of the truly constructive facets now evident in the field. 相似文献
182.
Disruption of written language in aphasia: A case study 总被引:1,自引:0,他引:1
183.
Edward C. Watkins Jr. 《Counselling psychology quarterly》1992,5(2):177-188
This paper considers the effects of four historical influences on the use of assessment methods in counseling psychology: the vocational guidance, psychometric, mental hygiene, and Rogerian counseling/psychotherapy traditions. Each historical influence is examined, and some of the implications each influence has had on our current use of or manner in approaching assessment methods are considered. 相似文献
184.
The authors explored the basis of the self-concepts of young children from impoverished villages high in the mountains of Nepal by having them respond to the How I See Myself questionnaire (A. Juhasz, 1985). The participants were 101 children, 7 to 14 years old, from the Sherpa and Tamang ethnic groups. The results provide evidence for questioning the appropriateness of the content of Western self-esteem instruments for such children. The authors argue that items about satisfying basic physical needs may be most appropriate for assessing the self-esteem of such children. 相似文献
185.
Evidence for a representational tactile memory was obtained from a tactile analogue of the auditory suffix effect. In two experiments, a short sequence of tactile stimuli applied to the fingers was followed by an acoustic (control) or tactile (suffix) recall signal. The serial position curves for the two conditions were compared. They revealed similar and strong primacy effects, but recall of the last few stimuli was higher in the control condition. This terminal control advantage was attributed to the retention of raw tactile information. 相似文献
186.
Michael J. Watkins 《Memory & cognition》1977,5(5):529-534
The effects of word frequency on memory span were explored using the “up-and-down” method. Mean spans were greatest when the sequences were of all high-frequency words (5.82), and smallest when they were of all low-frequency words (4.24). For mixed-frequency sequences, mean spans were greater when the high-frequency words were presented before the low-frequency words (5.19) than when the low-frequency words came first (4.65). The findings are discussed in terms of the primary-secondary memory distinction worked out for single-trial free recall, and the logic of this distinction is used to argue against attributing span performance to a simple unitary process. 相似文献
187.
188.
189.
190.
The McCarthy Scales of Children's Abilities (MSCA) was administered to 200 children, 100 males and 100 females, with a mean chronological age of 3–9. The results were subjected to factor analysis to determine the validity of MSCA alignment into six distinct indexes, or factors, and to determine if there were sex differences in factors produced by the MSCA. A general (“g”) factor was derived for both females and males. Specific factors (Abstract Verbal Reasoning and Remote Verbal Memory) were derived for the female sample. Two specific factors (Sequential Memory and Nonverbal Cognition) were derived for the male sample. Only the “g” factors derived for male, female, and total samples corresponded to the General Cognitive Index (GCI) used in the MSCA. The results suggested that clinical interpretation of the MSCA should be made cautiously for both normal and exceptional children until further exploration of the construct validity and sex differences in the MSCA can be conducted. 相似文献