全文获取类型
收费全文 | 406篇 |
免费 | 9篇 |
专业分类
415篇 |
出版年
2023年 | 4篇 |
2021年 | 3篇 |
2020年 | 15篇 |
2019年 | 9篇 |
2018年 | 14篇 |
2017年 | 15篇 |
2016年 | 13篇 |
2015年 | 10篇 |
2014年 | 9篇 |
2013年 | 45篇 |
2012年 | 22篇 |
2011年 | 29篇 |
2010年 | 6篇 |
2009年 | 9篇 |
2008年 | 21篇 |
2007年 | 18篇 |
2006年 | 21篇 |
2005年 | 15篇 |
2004年 | 12篇 |
2003年 | 11篇 |
2002年 | 8篇 |
2001年 | 2篇 |
2000年 | 4篇 |
1999年 | 3篇 |
1998年 | 8篇 |
1997年 | 6篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 7篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 5篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 4篇 |
1986年 | 4篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 3篇 |
1982年 | 6篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1974年 | 3篇 |
1973年 | 3篇 |
1972年 | 3篇 |
排序方式: 共有415条查询结果,搜索用时 0 毫秒
111.
Jodi J. Frey PhD Philip J. Osteen PhD Tanya L. Sharpe PhD Amanda O. Mosby MA Thomas Joiner PhD Brian Ahmedani PhD Derek Iwamoto PhD Boyoung Nam PhD Sally Spencer-Thomas PsyD Jungyai Ko PhD Orrin D. Ware MSW Rachel Imboden MSW Michelle M. Cornette PhD Jon Gilgoff MSW 《Suicide & life-threatening behavior》2023,53(1):137-153
112.
Sally A Carless Kate Robertson James Willy Michelle Hart Sithat Chea 《Australian psychologist》2012,47(3):156-164
We know little about what determines an effective placement experience, yet vocational placements are an integral part of many professional degree programmes. The aim of this research was to examine the influence of job (task variety, task identity, task significance, feedback, and autonomy) and supervisor (relationship quality and mentoring) characteristics on placement outcomes. The findings were tested on samples from two professions for which placement were a compulsory part of their course. Sample 1 consisted of 266 undergraduate nurses, and sample 2 consisted of 176 postgraduate psychologists. The findings showed that job and supervisor characteristics explained unique variance in professional development and placement satisfaction. Of the five job characteristics examined, skill variety, feedback from the job, and task significance influenced placement outcomes. Mentoring emerged as the most important supervisor characteristic that was associated with professional development and placement satisfaction, and to a slightly less extent, supervisor–student relationship quality was also important. The research and practical implications of the findings were discussed. 相似文献
113.
Norris D Butterfield S McQueen JM Cutler A 《Quarterly journal of experimental psychology (2006)》2006,59(9):1505-1515
Participants made visual lexical decisions to upper-case words and nonwords, and then categorized an ambiguous N-H letter continuum. The lexical decision phase included different exposure conditions: Some participants saw an ambiguous letter "?", midway between N and H, in N-biased lexical contexts (e.g., REIG?), plus words with unambiguous H (e.g., WEIGH); others saw the reverse (e.g., WEIG?, REIGN). The first group categorized more of the test continuum as N than did the second group. Control groups, who saw "?" in nonword contexts (e.g., SMIG?), plus either of the unambiguous word sets (e.g., WEIGH or REIGN), showed no such subsequent effects. Perceptual learning about ambiguous letters therefore appears to be based on lexical knowledge, just as in an analogous speech experiment (Norris, McQueen, & Cutler, 2003) which showed similar lexical influence in learning about ambiguous phonemes. We argue that lexically guided learning is an efficient general strategy available for exploitation by different specific perceptual tasks. 相似文献
114.
Laura?CretiEmail author Eva?Libman Sally?Bailes Catherine?S.?Fichten 《Journal of clinical psychology in medical settings》2005,12(2):153-164
Effectiveness of two modified stimulus control insomnia interventions plus daily sleep self-monitoring for managing insomnia was investigated in a community sample of older adults. Significant post intervention improvement was observed in both interventions as well as in a self-monitoring only control condition. This unexpected finding led us to question the role of self-monitoring as a potential mediator of therapeutic change. Therefore, we compared long-term follow-up data from treated participants to data from similarly poor sleepers who only completed the questionnaire battery at Pre-test and long term follow-up, with no intervening treatment or self-monitoring. Both groups of poor sleepers reduced their reported amount of nocturnal wakefulness. However, only treated participants improved on their perceived frequency of insomnia episodes and insomnia-related distress. Our findings have implications both for the definition and the treatment of insomnia. 相似文献
115.
Levels of processing effects on implicit and explicit memory tasks: using question position to investigate the lexical-processing hypothesis 总被引:1,自引:0,他引:1
One interpretation of levels of processing effects (LOP) on priming in implicit tests of memory is in terms of deficits in lexical processing during shallow study tasks. In two experiments the extent of lexical processing engaged in during standard shallow encoding tasks was manipulated by placing the encoding question either before or after the target stimulus. Clear evidence was found in explicit memory tasks that placing the question after the target stimulus increased the depth of processing of words presented in shallow encoding tasks. In contrast, there was no evidence of such an effect on the priming observed in implicit memory tasks. The results suggest that the role of lexical processing in LOP effects on priming requires further specification. 相似文献
116.
As part of the Women's Health Initiative Study, the 5-item Women's Health Initiative Insomnia Rating Scale (WHIIRS) was developed. This article summarizes the development of the scale through the use of responses from 66,269 postmenopausal women (mean age = 62.07 years, SD = 7.41 years). All women completed a 10-item questionnaire concerning sleep. A novel resampling technique was introduced as part of the data analysis. Principal-axes factor analysis without iteration and rotation to a varimax solution was conducted for 120,000 random samples of 1,000 women each. Use of this strategy led to the development of a scale with a highly stable factor structure. Structural equation modeling revealed no major differences in factor structure across age and race-ethnic groups. WHIIRS norms for race-ethnicity and age subgroups are detailed. 相似文献
117.
This study tested the relative predictive power of affect and cognition on global attitude and behavioral intention within the tripartite model of attitude structure. Participants (N = 264) completed questionnaires that included an item regarding blood donation experience, five semantic differential items, four behavioral intention items, and one global attitude item. Participants were randomly assigned to either an affective or cognitive instruction set for the semantic differential items. As predicted, semantic differentials were more highly correlated with both global attitude and behavioral intention when completed under the affective instructions than under the cognitive instructions. In addition, donors' and non-donors' attitudes on the semantic differential scales were distinguished from one another only when they were elicited under the affective instruction set. Results provide support for the tripartite model of attitude structure. Future research should examine the relative importance of affect and cognition in less emotion-laden domains. 相似文献
118.
Sally Brown 《Knowledge, Technology, and Policy》1994,7(4):94-107
This paper is set in a context where increased emphasis is being placed on the “consumer’s” role in research. It discusses
the limitations of “knowledge base” approaches, which aim to deliver the findings of educational research to practitioners
and policymakers. The tensions between what these consumers expect of research and what it can, in fact, offer are explored,
and the conditions under which effective communication can be established are outlined and exemplified. It is argued, however,
that the processes of such communication, if they are to establish the necessary engagement of consumers with researchers,
will have to take account of the ways in which consumers are motivated and able to acquire new knowledge. In conclusion, it
is argued that if the engagement is unsuccessful and the consumers are unconvinced of the value and validity of research findings
for policy and practice, then researchers’ ideas will take a back seat in the debate about what is to count as high-quality
work that should be funded. The function of research as the critical extension of knowledge may then be replaced by enquiry
that comes up with the results the customer wants.
Her current research interests are in the relationships among policy, practice and research, teachers’ thinking, provision
for children with special educational needs and gender in education. Her best known recent book, with Donald McIntyre, isMaking Sense of Teaching (Open University Press). 相似文献
119.
ALL is a CAI package designed to give students “hands-on” experience with a primitive learning laboratory. Using ALL, students can serve as either research subjects or experimenters. Both schedules of reinforcement and the nature of the reinforcer may be varied within the program for a number of simple learning tasks. 相似文献
120.
Patrick S. Malone Paul J. Brounstein Alison von Brock Sally S. Shaywitz 《Journal of applied social psychology》1991,21(1):15-28
Forty-three (43) students from the Talent Identification Program's Summer Residential Program living in North Carolina took the Wechsler Intelligence Scale for Children—Revised (WISC-R; Wechsler, 1974) during the program. The test was also administered to 50 other North Carolina Students who qualified for the SRP but did not attend, as well as 34 students who had not been identified as gifted. The scores were evaluated for normative and idiographic strengths and weaknesses on the 12 subtests of the WISC-R. The idiographic differences were calculated by comparison against the average score of only the 6 subtests in the same subscale of the test (Verbal or Performance) as well as against all 12 subtests on the test. It was found by means of the former comparisons that the gifted students showed significantly more idiographic strengths on the Verbal scales and weaknesses on the Performance scales than the academically competent sample. 相似文献