全文获取类型
收费全文 | 262篇 |
免费 | 15篇 |
出版年
2023年 | 2篇 |
2021年 | 3篇 |
2020年 | 4篇 |
2019年 | 4篇 |
2018年 | 7篇 |
2017年 | 7篇 |
2016年 | 10篇 |
2015年 | 4篇 |
2014年 | 6篇 |
2013年 | 32篇 |
2012年 | 14篇 |
2011年 | 11篇 |
2010年 | 8篇 |
2009年 | 6篇 |
2008年 | 7篇 |
2007年 | 13篇 |
2006年 | 15篇 |
2005年 | 10篇 |
2004年 | 7篇 |
2003年 | 8篇 |
2002年 | 12篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1999年 | 2篇 |
1998年 | 3篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 8篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 5篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 5篇 |
1983年 | 4篇 |
1981年 | 4篇 |
1980年 | 2篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1969年 | 2篇 |
1967年 | 2篇 |
1966年 | 1篇 |
1964年 | 1篇 |
1963年 | 1篇 |
1962年 | 1篇 |
1961年 | 2篇 |
1960年 | 1篇 |
排序方式: 共有277条查询结果,搜索用时 15 毫秒
231.
Carrie A. Ankerstein Rosemary A. Varley Patricia E. Cowell 《Behavior research methods》2009,41(1):172-176
In this article, we present 84 nonobjects we created by using the colored object pictures from Rossion and Pourtois (2004).
These nonobjects were explored on a number of measures, including object resemblance, visual complexity, and an object decision
task (ODT). Object resemblance for nonobjects is a construct comparable to the “word-likeness” of phonotactically legal pseudowords.
The nonobjects were rated as possible objects, showing similarity to real objects. Visual complexity ratings for objects and
nonobjects were comparable. In the ODT, response times (RTs) were significantly longer for nonobjects than for real-object
pictures. This RT difference is analogous to the word advantage, or lexicality effect, found in lexical decision tasks, in
which responses for words are generally faster than those for nonwords. This nonobject set is freely available and has the
advantage of having a companion set of real-object pictures. The nonobjects are available in color and in grayscale from brm.psychonomic-journals.org/content/supplemental. 相似文献
232.
Michael J. Lyons Timothy P. York Carol E. Franz Michael D. Grant Lindon J. Eaves Kristen C. Jacobson K. Warner Schaie Matthew S. Panizzon Corwin Boake Hong Xian Rosemary Toomey Seth A. Eisen William S. Kremen 《Psychological science》2009,20(9):1146-1152
ABSTRACT— Previous research has demonstrated stability of cognitive ability and marked heritability during adulthood, but questions remain about the extent to which genetic factors account for this stability. We conducted a 35-year longitudinal assessment of general cognitive ability using the Armed Forces Qualification Test administered to 7,232 male twins in early adulthood and readministered to a subset of 1,237 twins during late middle age. The proportion of variance in cognitive functioning explained by genetic factors was .49 in young adulthood and .57 in late middle age. The correlation between the two administrations was .74 with a genetic correlation of 1.0, indicating that the same genetic influences operated at both times. Genetic factors were primarily responsible for stability, and nonshared environmental factors were primarily responsible for change. The genetic factors influencing cognition may change across other eras, but the same genetic influences are operating from early adulthood to late middle age. 相似文献
233.
Dr Amanda Harris Nicola Yuill Rosemary Luckin 《The British journal of educational psychology》2008,78(3):355-374
Background . Research has demonstrated that working collaboratively can have positive effects on children's learning. While key factors have been identified which influence the quality of these interactions, little research has addressed the influence of children's achievement goals on collaborative behaviour. Aims . This paper investigates the influence of mastery and performance goals on the nature of children's collaborative participation while playing a problem‐solving computer game with a peer. Sample . Forty‐eight primary schoolchildren aged 8–10 years were divided into two groups: those displaying strong personal goal preferences (dispositional group: N = 14) and those whose goal preferences were context‐dependent, displaying no consistent bias for either mastery or performance goals (context‐dependent: N = 34). Children were paired on the basis of same gender, year group, and goal orientation. Method . Context‐dependent pairs were assigned to either a mastery or a performance condition in which they received goal‐focused instructions. Dispositional pairs received only the instructions to collaborate given to all groups. Collaborative sessions were videotaped and interactions coded. Results . Children who were assigned mastery goals engaged in significantly more elaborated problem‐solving discussion whilst children who were assigned performance goals engaged in more executive help seeking and displayed lower levels of metacognitive control. Dispositional pairs shared some similar patterns, according to goal orientation, as context‐dependent pairs. Conclusions . Goal‐focused instructions can be used to influence the nature and quality of children's paired interactions. Instructing children towards mastery goals appears to promote a more collaborative style of interaction. 相似文献
234.
There is a widely acknowledged lack of clarity in psychotherapeutic training about the role of personal therapy in developing practitioner competence. This paper presents part of a wider ongoing qualitative study exploring the role that personal therapy plays in the clinical practice and training of experienced counselling psychologists. Results derived from an interpretative phenomenological analysis suggest that personal therapy is valued mainly as a means of enhancing reflectiveness within clinical work. Detailed examination of a subset of the data offers scope for exploring how this process may occur within therapy, and points to the potential significance of early attachment experiences in the development and amplification of participants' reflective capacities. A possible theoretical framework is proposed and implications for future research discussed. 相似文献
235.
This study explored career and relationship satisfaction of women faculty in accredited marital and family therapy (MFT) programs. Faculty were more satisfied with teaching duties than research or service duties and more satisfied with service than research duties. A backwards multiple regression procedure showed that the combined variables of psychosocial mentoring functions, expanded service duties, and having received an award for research or service were associated with greater levels of career satisfaction while career mentoring functions were associated with reduced levels of career satisfaction. Implications and suggestions for improving the academic climate are presented for institutions, MFT programs, the American Association for Marriage and Family Therapy (AAMFT), and the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE). 相似文献
236.
Emotional regulation goals and strategies of teachers 总被引:1,自引:0,他引:1
This study addresses two questions: what goals do teachers have for their own emotional regulation, and what strategies do teachers report they use to regulate their own emotions. Data were collected from middle school teachers in North East Ohio, USA through a semi-structured interview. All but one of the teachers reported regulating their emotions and there were no gender or experience differences in spontaneously discussing emotional regulation. Teachers believed that regulating their emotions helped their teaching effectiveness goals and/or conformed to their idealized emotion image of a teacher. Teachers used a variety of preventative and responsive emotional regulation strategies to help them regulate their emotions. Future research on teachers emotional regulation goals and strategies should examine the role of culture and the relationship of emotional regulation goals with teachers other goals, stress, and coping. 相似文献
237.
238.
239.
In this paper we examine the current status of the science of ADHD from a theoretical point of view. While the field has reached the point at which a number of causal models have been proposed, it remains some distance away from demonstrating the viability of such models empirically. We identify a number of existing barriers and make proposals as to the best way for these to be overcome in future studies. These include the need to work across multiple levels of analysis in multidisciplinary teams; the need to recognize the existence of, and then model, causal heterogeneity; the need to integrate environmental and social processes into models of genetic and neurobiological influence; and the need to model developmental processes in a dynamic fashion. Such a model of science, although difficult to achieve, has the potential to provide the sort of framework for programmatic model-based research required if the power and sophistication of new neuroscience technologies are to be effectively exploited. 相似文献
240.
Gordon Montagnon R 《The Journal of analytical psychology》2005,50(1):27-34
The author explores our psychological need for enemies and the contribution this makes to overt conflicts in the external world. Enemies serve as an opposite from which we can differentiate ourselves, either as an individual or as a group; they help us to define our physical and psychological boundaries. Enemies provide a target and an outlet for our aggression and also for the projection of the shadow. They also provide the stimulus to individuation, through the heroic encounter with the enemy in the unfamiliar world outside the home, particularly in adolescence. The psychic integration of 'self' and 'enemy' is explored as the outcome of individuation. 相似文献