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171.
Kathleen L Hourihan Samantha Goldberg Tracy L Taylor 《Revue canadienne de psychologie expérimentale》2007,61(2):91-101
This study examined whether spatial location mediates intentional forgetting of peripherally presented words. Using an item-method directed forgetting paradigm, words were presented in peripheral locations at study. A recognition test presented all words at either the same or a different location relative to study. Results showed that while recognition of Remember words was unaffected by test location, when Forget words were presented in the same location at test as at study, recognition accuracy was significantly greater than when presented in a different location. Experiment 2 showed that the speed to localize a previously studied word was faster when it was presented in the same rather than a different study-test location but that the magnitude of this spatial priming was unaffected by memory instruction. We suggest that the location of peripherally presented words is represented in memory and can aid the retrieval of poorly encoded words. 相似文献
172.
Internalization of the thin ideal has been thought to occur disproportionately among Caucasian, upper-class girls and women. The current research challenges this view by assessing thin-ideal internalization among low-income ethnic minority girls (N = 48). This research identifies differences between low-income ethnic minority adolescent girls who highly internalize the thin ideal (HI) and those who have lower internalization of thinness (LI). Results indicate that HI and LI groups do not differ based on ethnicity or weight categorization. Body satisfaction, competence, and perceived sociocultural pressure were analyzed as individual differences between HI versus LI participants. Those in the LI group have higher athletic competence and body satisfaction ratings for weight compared to the HI group. By identifying differences in thin-ideal internalization in this understudied population, factors that may protect someone from endorsing the thin ideal may be discovered. 相似文献
173.
Shannon D. Smith Cynthia A. Reynolds Amanda Rovnak 《Journal of counseling and development : JCD》2009,87(4):483-491
The authors present (a) an overview of the recent literature on social advocacy, (b) results of a deconstructive analysis of the philosophical and theoretical underpinnings of this movement, (c) a critical analysis of its role and function in the profession, and (d) a call to the profession. The deconstructive analysis revealed 2 major driving forces and 5 related trends; the critical analysis revealed 9 key areas of consideration. Implications and recommendations are presented. 相似文献
174.
Shannon E. Sauer Ruth A. Baer 《Journal of psychopathology and behavioral assessment》2009,31(4):378-386
The authors examined the relationships between change-based and acceptance-based strategies for responding to negative internal
experience (thoughts and emotions) and levels of psychological symptoms and well-being. A large sample of undergraduate students
completed measures of their general frequency of experiencing negative affect and intrusive thoughts, their typical ways of
responding when these experiences occur, and their levels of psychological symptoms and well-being. Correlational analyses
showed that most of the identified ways of responding to negative internal experiences were significantly related to psychological
symptoms and well-being, even after accounting for the general frequency of experiencing unwanted thoughts and emotions. Regression
analyses suggested that change-based ways of responding add little or no incremental variance over acceptance-based strategies
in accounting for lower symptom levels and greater well-being. 相似文献
175.
Shannon M.A. Kundey 《Learning and motivation》2009,40(1):1-14
In many experiments, rats have evidenced extreme difficulty mastering alternation patterns. In three experiments, we explored rats’ ability to learn double alternation patterns and possible reasons behind their past difficulties with such patterns. In Experiment 1, rats learned single and double alternation patterns. In the second and third experiment, we explored the role of correction and interference from stimulus set size on rats’ learning of double alternation patterns. Our results showed that rats easily learned both single and double alternation patterns and that stimulus set size had no noticeable effect on learning double alternation patterns. Findings additionally evidenced that correction played an important role in rats’ learning double alternation patterns. 相似文献
176.
177.
Sarah E. Trosper Brian A. Buzzella Shannon M. Bennett Jill T. Ehrenreich 《Clinical child and family psychology review》2009,12(3):234-254
Given the relationship between internalizing disorders and deficits in emotion regulation in youth, the emotion science literature
has suggested several avenues for increasing the efficacy of interventions for youth presenting with anxiety and depression.
These possibilities include the identification and addition of emotion-regulation skills to existing treatment packages and
broadening the scope of those emotions addressed in cognitive-behavioral treatments. Current emotion-focused interventions
designed to meet one or both of these goals are discussed, and the developmental influences relevant to the selection of emotion-focused
treatment goals are explored using the framework of a modal model of emotion regulation. These various lines of evidence are
woven together to support the utility of a novel emotion-focused, cognitive-behavioral intervention, the Unified Protocol
for the Treatment of Emotional Disorders in Youth, a transdiagnostic treatment protocol that aims to treat the range of emotional
disorders (i.e., anxiety and depression) simultaneously. Avenues for future directions in treatment outcome and assessment
of emotion regulation are also discussed. 相似文献
178.
Jessica S. Horst Ann E. Ellis Larissa K. Samuelson Erika Trejo Samantha L. Worzalla Jessica R. Peltan Lisa M. Oakes 《Developmental science》2009,12(1):96-105
Two experiments demonstrate that 14‐ to 18‐month‐old toddlers can adaptively change how they categorize a set of objects within a single session, and that this ability is related to vocabulary size. In both experiments, toddlers were presented with a sequential touching task with objects that could be categorized either according to some perceptually salient dimension corresponding to a taxonomic distinction (e.g. animals vs. vehicles) or to some less obvious dimension (e.g. rigid vs. deformable). In each experiment, children with larger productive vocabularies responded to both dimensions, showing evidence of sensitivity to each way of categorizing the items. Children with smaller productive vocabularies attended only to the taxonomically related categorical grouping. These experiments confirm that toddlers can adaptively shift the basis of their categorization and highlight the dynamic interaction between the child and the current task in early categorization. 相似文献
179.
180.