全文获取类型
收费全文 | 471篇 |
免费 | 22篇 |
出版年
2023年 | 6篇 |
2022年 | 5篇 |
2021年 | 6篇 |
2020年 | 16篇 |
2019年 | 20篇 |
2018年 | 18篇 |
2017年 | 16篇 |
2016年 | 22篇 |
2015年 | 8篇 |
2014年 | 16篇 |
2013年 | 54篇 |
2012年 | 16篇 |
2011年 | 24篇 |
2010年 | 20篇 |
2009年 | 11篇 |
2008年 | 21篇 |
2007年 | 27篇 |
2006年 | 15篇 |
2005年 | 12篇 |
2004年 | 11篇 |
2003年 | 12篇 |
2002年 | 10篇 |
2001年 | 5篇 |
2000年 | 12篇 |
1999年 | 12篇 |
1998年 | 9篇 |
1997年 | 5篇 |
1996年 | 8篇 |
1995年 | 2篇 |
1994年 | 5篇 |
1993年 | 2篇 |
1992年 | 6篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1989年 | 5篇 |
1988年 | 2篇 |
1987年 | 4篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1984年 | 6篇 |
1983年 | 5篇 |
1978年 | 2篇 |
1975年 | 2篇 |
1974年 | 3篇 |
1973年 | 4篇 |
1971年 | 2篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1966年 | 3篇 |
1961年 | 1篇 |
排序方式: 共有493条查询结果,搜索用时 31 毫秒
61.
Robyn E. Holliday 《Applied cognitive psychology》2003,17(4):443-457
This research examined whether a Cognitive interview facilitates correct recall in children aged 4 to 5 and 9 to 10 years, and whether a Cognitive interview given before post‐event misinformation reduces children's reporting of suggestions on subsequent memory tests. Children were presented with an event followed the next day by a Cognitive or a Memorandum interview. Children were then read a post‐event summary containing misleading suggestions. The next day all children were given both standard test and modified forced‐choice cued‐recall tests. The free recall phase of the Cognitive interview elicited the greatest number of correct details. Age differences were found such that 9‐ to 10‐year‐old children's reports were more accurate and more complete than those of the 4‐ to 5‐year‐olds. More correct person, action and object details were reported in a Cognitive interview. Misinformation effects were found in both age groups on the standard test whereas on the modified test such an effect was only found in the 4‐ to 5‐year‐olds. Children's reporting of suggestions was unaffected by prior interview. Copyright © 2003 John Wiley & Sons, Ltd. 相似文献
62.
Robyn Lewis Claar James A. Blumenthal 《Current directions in psychological science》2003,12(4):133-137
Emotional stress has been associated with the development and progression of several chronic medical conditions. Recently, researchers have assessed the impact of stress-management interventions on patients' psychological functioning, quality of life, and various disease outcomes, including survival. This review summarizes the value of stress-management techniques in the treatment of two important, life-threatening conditions: coronary heart disease and cancer. Results from randomized clinical trials indicate that psychological interventions can improve patients' psychological functioning and quality of life. However, there is limited evidence to suggest that these interventions significantly reduce morbidity and mortality. 相似文献
63.
Laura K. Simmons 《Teaching Theology & Religion》2007,10(1):42-49
Abstract. Adult‐learning theory challenges faculty to adapt their teaching to certain characteristics of adult learners, including self‐direction: if adults direct the bulk of their lives outside of school, they should be permitted to direct their own educational experiences. To what extent is self‐directed learning an optimal, or even realistic, methodology for seminary teaching? Does it matter what subjects we are teaching? This essay details an experiment with self‐directed learning in a seminary ministry class: what worked, what might be improved, and how it challenges our view of ourselves as faculty to teach in this way. Student feedback from the course in question enhances our understanding of the best (and most challenging) features of the experiment. 相似文献
64.
Nicole Gravina Jessica A. Nastasi Andressa A. Sleiman Nicholas Matey Davis E. Simmons 《Journal of applied behavior analysis》2020,53(4):1935-1954
The coronavirus pandemic highlighted that workplaces may serve as a hub of disease transmission if proper precautions are not enacted. The Centers for Disease Control recommends several strategies for decreasing the spread of illnesses in the workplace, including a) promoting proper hand hygiene, b) cleaning and sanitizing the work area, c) encouraging sick employees to stay home, d) personal protective equipment, and, e) social distancing. Research suggests that instructions are often not sufficient to change work behaviors, and behavioral interventions may be needed. Thus, the present paper reviews existing research that informs the implementation of behavioral strategies to reduce the spread of disease in the workplace, and makes recommendations for organizations to protect employees, clients, and customers. Intervention components such as training, prompts, the reduction of response effort, clear workplace policies, feedback, and consequences are discussed, and practical recommendations and suggestions for future research are provided. 相似文献
65.
66.
67.
This paper examines the acculturation process of male Central American-origin youths in Toronto, a group who are known to have a higher than average risk of dropping out of high school. Using data from semi-structured interviews with a small sample of male youths born in the region or born in Canada to parents from the region, we examine interrelated and shifting friendship patterns, ethno-social identities, and aspirations for schooling. The findings reveal that some youths become marginalized with weak friendship networks, diffuse ethno-social identities and low school completion aspirations, while others develop relatively strong affiliations exclusively with co-ethnic friends who have modest school completion goals. The strongest trend was toward being integrated with a mix of co-ethnic friends and those from other backgrounds, hybrid ethno-social identities, and higher schooling goals. The analysis examines whether the youths are aware of the relationships between social belonging and academic belonging, and whether they feel it possible to escape from being “boxed in” to acculturation patterns associated with poor school completion. These findings add to research on efforts to understand and improve schooling outcomes for “at risk” minority youth in a multicultural city. 相似文献
68.
69.
Gender differences emerge regularly in autobiographical memory research. We suggest that gender differences in phenomenological self‐report measures of autobiographical memory are rooted in gender identity rather than categorical gender. Reminiscing about the past is perceived as a female‐typical activity, and therefore, gender‐typical individuals will conform to these stereotypes. In this study, 196 participants, age 18–40, each rated the phenomenology of four event memories. Ratings of feminine gender identity, also completed by participants, consistently correlated with MEQ scores, indicating that greater endorsement of feminine gender norms predicted higher memory quality and valence. Masculine gender identity also correlated with MEQ scores, but these correlations were less consistent. Findings suggest that a focus on gender identity can both explain the source of some gender differences in autobiographical memory and potentially explain some inconsistencies in the current literature.Copyright © 2016 John Wiley & Sons, Ltd. 相似文献
70.
Robyn L. Brouer Vickie C. Gallagher Rebecca L. Badawy 《Journal of business and psychology》2016,31(4):515-531