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61.
62.
Gregory M. Herek J. Roy Gillis Eric K. Glunt Jeffrey Lewis David Welton John P. Capitanio 《American journal of community psychology》1998,26(5):705-743
The importance of using culturally sensitive educational materials in HIV-related interventions with racial and ethnic minority groups is widely recognized. However, little empirical research has been conducted to assess the relative effectiveness of different techniques for creating culturally sensitive AIDS educational videos. Two field experiments with three samples of African American adults (N = 174, 173, and 143) were conducted to assess how source characteristics (race of communicator), message characteristics (multicultural message vs. culturally specific message), and audience characteristics (racial distrust and AIDS-related distrust) influence proximate (perceptions of the message's credibility and attractiveness) and distal (AIDS-related attitudes, beliefs, and behavioral intentions) output variables for AIDS educational videos. In Study 1, an AIDS video with a culturally specific message was rated as more credible, more attractive, and of higher quality than was a video with a multicultural message. The multicultural message was rated less favorably when delivered by a White announcer than when the announcer was Black. In Study 2, the same pattern was replicated with a second community sample and a campus-based sample. Study 2 also indicated that a multicultural message might be more effective if delivered in a culturally specific context, namely, after audience members watch a culturally specific video. Minimal changes were observed in distal outcome variables. It is argued that influencing proximate output variables is necessary, though not sufficient, for effecting long-term change in AIDS-related attitudes, beliefs, and behaviors. 相似文献
63.
Damon Mitchell Richard Hirschman D. J. Angelone Roy S. Lilly 《Psychology of women quarterly》2004,28(3):194-203
The purpose of this study was to develop a laboratory analogue for the study of peer sexual harassment, and to examine person and situational factors associated with male on female peer sexual harassment. One hundred twenty-two male participants were given the opportunity to tell jokes to a female confederate from a joke list that included sexually offensive jokes, as well as other types of jokes. Participants were exposed to either a sexist laboratory environment or a neutral laboratory environment during the study. Eighty percent of participants told at least one sexually offensive joke to a female confederate. Higher scores on a measure of adversarial sexual beliefs were associated with telling a greater number of sexually offensive jokes. The results suggest that the joke-telling analogue may be a useful means for laboratory explorations of person and situational factors associated with peer sexual harassment. 相似文献
64.
Jefferies E Jones R Bateman D Ralph MA 《Cognitive, affective & behavioral neuroscience》2004,4(1):20-42
Patients with semantic dementia can show superior immediate recall of words that they still understand relatively well, as compared with more semantically degraded words, suggesting that conceptual knowledge makes a major contribution to phonological short-term memory. However, a number of studies have failed to show such a recall difference, challenging this view. We examined the effect of several methodological factors on the recall of known and degraded words in 4 patients with semantic dementia, in order to investigate possible reasons for this discrepancy. In general, our patients did exhibit poorer recall of the degraded words and made more phonological errors on these items. In addition, set size affected the magnitude of the recall advantage for known words. This finding suggests that semantic degradation influenced the rate of learning in the immediate recall task when the same items were presented repeatedly. The methods used to select known and degraded items also impacted on the recall difference. List length, however, did not affect the advantage for known words. The coherence of items in phonological short-term memory was affected by their semantic status, but not by the length of the material to be retained. The implications of these findings for the role of semantic and phonological representations in verbal short-term memory are discussed. 相似文献
65.
James E. Deal Charles F. Halverson Jr. Roy P. Martin James Victor Spencer Baker 《Journal of personality assessment》2013,95(2):162-166
The development of programmed, actuarial interpretation of personality tests, especially the MMPI, is discussed. The presentation seeks to present a synoptic overview of the topic, including its more important trends, apparent present status, and possible consequences. Several commercially available systems are described, and an example of the output of each of three of them, in interpreting the same MMPI protocol, is presented for comparative illustration. 相似文献
66.
Congruence in Sales Force Evaluations: Relation to Sales Force Perceptions of Conflict and Ambiguity
Lawrence B. Chonko Roy D. Howell Danny N. Bellenger 《Journal of Personal Selling & Sales Management》2013,33(1):35-48
AbstractThis research examined the relationship between salespersons' perceptions of role conflict and role ambiquity from various sources and the degree of agreement between salespeople and sales managers on salesperson performance. Three sources of role ambiguity were found to explain the most variance in performance congruence. Implications for management are discussed. 相似文献
67.
Moxley RA 《The Behavior analyst / MABA》2005,28(1):29-48
Ernst Mach is most closely associated with a positivism that demanded a language of close contact with reality. Mach linked this view with the tradition of the quest for an ideal language in which meaning is a property of a word. Logical positivism and the S-R psychology of the early B. F. Skinner also participated in this ideal-language positivism. In addition, Mach showed an affinity with another tradition-a pragmatic-selectionist tradition-although that tradition and Mach's similarities with it were not as well developed. Mach showed no difficulty in jointly maintaining both of these traditions although they have been regarded as deeply incompatible. When the later Skinner adopted a pragmatic selectionism for his later views on verbal behavior, he rejected his earlier views that were aligned with S-R psychology as well as with logical positivism and its sympathizers. Nevertheless, some statements consistent with "meaning is a property of a word" remained for some time in Skinner's writing. 相似文献
68.
Roy F. Baumeister 《Psychological studies》2011,56(1):5-11
The self is defined by unity, which must be constructed from multiple inner processes and representations. The unity is more
a requirement of social life than of brain activities. The self exists at the interface between the physical body and the
social system, which for humans includes culture. The three main aspects of the self are a network of information (sometimes
called the self-concept), an interpersonal being (e.g., member of a group or relationship), and executive function (e.g.,
making decisions). For each of these, multiple inner processes and representations must be integrated to produce the unity
of self. Conscious processing plays a key role in this integrative process, because it is a vital means by which different
areas of brain and mind exchange information. 相似文献
69.
Roy H. Marlowe Charles H. Madsen Charles E. Bowen Robert C. Reardon Patrick E. Logue 《Journal of applied behavior analysis》1978,11(1):53-66
This experiment was designed to determine the relative effectiveness of teacher and counselling approaches in the reduction of disruptive or inappropriate classroom behavior. Inappropriate classroom behavior frequencies of 12 academically low achieving, seventh-grade, black male students, with a reported high rate of inappropriate classroom behavior, were recorded. Three groups, with nearly equal mean inappropriate behaviors, were randomly assigned to one of three treatment conditions: behavioral counselling, client-centered counselling, or no counselling. Each counselling group received fifteen 30-minute counselling sessions, at a rate of two to three times a week. In addition to counselling, all students subsequently received teacher approval within the classroom. Results indicated that the teacher was able to reduce inappropriate behavior more than any counselling group. There were also indications that behavioral counselling, but not client-centered counselling, was moderately helpful in reducing inappropriate classroom behavior. 相似文献
70.