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991.
The Test for Creative Thinking-Drawing Production (TCT-DP, Urban & Jellen, 1986) is one of the most used instruments for the assessment of creative potential. Few studies exist regarding its factorial structure, and all of them were limited to using an exploratory approach. The aim of this research was to assess the factorial structure of the TCT-DP (Form A) for undergraduate and postgraduate Portuguese students. Two studies were performed, where Study 1 (967 participants) consisted of an exploratory factor analysis (EFA) that yielded a 2-factor solution and Study 2 (920 participants) consisted of a confirmatory factor analysis (CFA) used to test the fit and compare the suitability of the 2 factorial solutions with alternative models. The 2-factor model exhibited good and acceptable indices of fit. The factors represented Innovativeness and Adaptiveness. This model was called Two Tracks of Thought (TTT). Its structure suggests the importance of both non-conventional and conventional thinking for the creative process. 相似文献
992.
Jin Kyun Lee Shu-Yueh Lee Sara Steffes Hansen 《Current psychology (New Brunswick, N.J.)》2017,36(4):849-860
This research investigates the effects of the big five consumer personality traits on perceptions of source credibility related to consumer-generated advertising (CGA). An online experiment with 175 participants was conducted with viewing of a YouTube video in which source credibility (as firm-generated or consumer-generated) was manipulated. Findings show participants viewed CGA as more credible than firm-generated advertising. CGA positively influenced attitudes toward the ad and brand for consumers with low openness, and positively influenced opinion giving for consumers with high extraversion and low neuroticism. Also, a significant main effect of neuroticism was found. Theoretical and practical implications, and suggestions for future research are discussed. 相似文献
993.
Sara C. McDaniel Allison L. Bruhn Leonard Troughton 《Journal of Behavioral Education》2017,26(1):53-74
Social skills instruction has been recommended as a way of improving behavioral and social outcomes for students with emotional and behavioral disorders (EBD). A brief social skills intervention (Stop and Think (Knoff in The stop & think social skills program, Sopris West, Longmont, CO, 2001) was used to extend the current literature base for students with EBD. A multiple-baseline across classrooms design was used to examine negative social behavior of five participants attending a self-contained school setting for students with challenging behavior. The primary intervention components included: (a) teach, (b) model, (c) role play, and (d) performance feedback. Specific social skills addressed in intervention were listening, using nice talk, accepting consequences, ignoring others, and following directions. Participants were taught to use a 5-step process for each social skill: (1) stop and think, (2) identify good and bad choices, (3) identify steps to performing the good choice, (4) implement steps, and (5) reflect on the good choice you made. Results indicated students benefitted from 12 sessions of explicit social skills instruction as evidenced by decreases in negative social behavior. Social behavior improvements maintained during 2-week follow-up observations. Decreasing negative social behaviors is important in improving general social and behavioral outcomes as well as demonstrating growth toward being prepared to transition back to less restrictive environments. Limitations, recommendations for future research, and practice implications are discussed. 相似文献
994.
Miguel M. Gonçalves João Batista Sara Freitas 《Journal of constructivist psychology》2017,30(2):146-164
Psychotherapy research suggests that therapeutic change is associated with the emergence and development of innovative moments (IMs)—that is, exceptions to the problematic self-narrative that brought the client to therapy. This study compares two recovered cases of major depression, according to symptom measures, that presented contrasting profiles of evolution of IMs: one typical of successful therapy (Barbara), and another typical of unsuccessful therapy (Claudia). The core conflictual relationship theme (CCRT) was used to study narrative change independently of the innovative moments coding system (IMCS). The results suggest a high congruence between the IMCS and the CCRT profiles. Although Barbara presented changes in the IMCS and the CCRT in a similar way, Claudia's self-narratives (IMs and CCRT), despite symptom change, did not change. The results are discussed, considering the importance of narrative changes in recovery from depression and the maintenance of therapeutic gains. 相似文献
995.
Mary-Kate Duffy Lauren K. Ruegger Sara B. Tiegreen John E. Kurtz 《Journal of Adult Development》2017,24(1):40-47
The theory and measurement of ego development (Loevinger in Ego development: Conceptions and theories. Jossey-Bass, San Francisco, 1976) have enjoyed success in the empirical literature as a means of conceptualizing psychological maturity. One unresolved issue concerns the uncertain relationship between ego development and positive adjustment or well-being. The current study tests the hypothesis that ego development in the transition to young adulthood entails an increase in internalizing symptoms and a decrease in externalizing symptoms of psychopathology. Two samples of college students (total n = 263, age range 18–22 years) completed a measure of ego development, the Washington University Sentence Completion Test (WUSCT; Hy and Loevinger in Measuring ego development. Lawrence Erlbaum, Mahwah, 1996), and either the Defense Mechanisms Inventory (DMI; Ihilevich and Gleser in Defense mechanisms: Their classification, correlates, and measurement with the Defense Mechanisms Inventory. Psychological Assessment Resources, Odessa, 1993) or select scales from the Personality Assessment Inventory (PAI; Morey in Personality Assessment Inventory professional manual 2. Psychological Assessment Resources, Lutz, 2007). Results indicate that WUSCT scores are positively correlated with internalizing defense preferences, anxiety-related disorders, unstable mood and identity, and sense of stress. WUSCT scores are negatively correlated with externalizing defense preferences and alcohol problems, and with aggression in males. These findings are consistent with the hypothesis that ego development is related to the specific type, rather than overall level, of psychopathology experienced by young adults. 相似文献
996.
Reward learning is known to influence the automatic capture of attention. This study examined how the rate of learning, after high- or low-value reward outcomes, can influence future transfers into value-driven attentional capture. Participants performed an instrumental learning task that was directly followed by an attentional capture task. A hierarchical Bayesian reinforcement model was used to infer individual differences in learning from high or low reward. Results showed a strong relationship between high-reward learning rates (or the weight that is put on learning after a high reward) and the magnitude of attentional capture with high-reward colors. Individual differences in learning from high or low rewards were further related to performance differences when high- or low-value distractors were present. These findings provide novel insight into the development of value-driven attentional capture by showing how information updating after desired or undesired outcomes can influence future deployments of automatic attention. 相似文献
997.
Early childhood cortisol reactivity moderates the effects of parent–child relationship quality on the development of children's temperament in early childhood 下载免费PDF全文
Daniel C. Kopala‐Sibley Lea R. Dougherty Margret W. Dyson Rebecca S. Laptook Thomas M. Olino Sara J. Bufferd Daniel N. Klein 《Developmental science》2017,20(3)
Positive parenting has been related both to lower cortisol reactivity and more adaptive temperament traits in children, whereas elevated cortisol reactivity may be related to maladaptive temperament traits, such as higher negative emotionality (NE) and lower positive emotionality (PE). However, no studies have examined whether hypothalamic‐pituitary‐adrenal axis activity, as measured by cortisol reactivity, moderates the effect of the quality of the parent–child relationship on changes in temperament in early childhood. In this study, 126 3‐year‐olds were administered the Laboratory Temperament Assessment Battery (Lab‐TAB; Goldsmith et al., 1995) as a measure of temperamental NE and PE. Salivary cortisol was collected from the child at 4 time points during this task. The primary parent and the child completed the Teaching Tasks battery (Egeland et al., 1995), from which the quality of the relationship was coded. At age 6, children completed the Lab‐TAB again. From age 3 to 6, adjusting for age 3 PE or NE, a better quality relationship with their primary parent predicted decreases in NE for children with elevated cortisol reactivity and predicted increases in PE for children with low cortisol reactivity. Results have implications for our understanding of the interaction of biological stress systems and the parent–child relationship in the development of temperament in childhood. 相似文献
998.
Longitudinal stability of pre‐reading skill profiles of kindergarten children: implications for early screening and theories of reading 下载免费PDF全文
Ola Ozernov‐Palchik Elizabeth S. Norton Georgios Sideridis Sara D. Beach Maryanne Wolf John D.E. Gabrieli Nadine Gaab 《Developmental science》2017,20(5)
Research suggests that early identification of developmental dyslexia is important for mitigating the negative effects of dyslexia, including reduced educational attainment and increased socioemotional difficulties. The strongest pre‐literacy predictors of dyslexia are rapid automatized naming (RAN), phonological awareness (PA), letter knowledge, and verbal short‐term memory. The relationship among these constructs has been debated, and several theories have emerged to explain the unique role of each in reading ability/disability. Furthermore, the stability of identification of risk based on these measures varies widely across studies, due in part to the different cut‐offs employed to designate risk. We applied a latent profile analysis technique with a diverse sample of 1215 kindergarten and pre‐kindergarten students from 20 schools, to investigate whether PA, RAN, letter knowledge, and verbal short‐term memory measures differentiated between homogenous profiles of performance on these measures. Six profiles of performance emerged from the data: average performers, below average performers, high performers, PA risk, RAN risk, and double‐deficit risk (both PA and RAN). A latent class regression model was employed to investigate the longitudinal stability of these groups in a representative subset of children (n = 95) nearly two years later, at the end of 1st grade. Profile membership in the spring semester of pre‐kindergarten or fall semester of kindergarten was significantly predictive of later reading performance, with the specific patterns of performance on the different constructs remaining stable across the years. There was a higher frequency of PA and RAN deficits in children from lower socioeconomic status (SES) backgrounds. There was no evidence for the IQ–achievement discrepancy criterion traditionally used to diagnose dyslexia. Our results support the feasibility of early identification of dyslexia risk and point to the heterogeneity of risk profiles. These findings carry important implications for improving outcomes for children with dyslexia, based on more targeted interventions. 相似文献
999.
Many studies have found that a majority of boys and girls prefer to play with toys that are typed to their own gender but there is still uncertainty about the age at which such sex differences first appear, and under what conditions. Applying a standardized research protocol and using a selection of gender‐typed toys, we observed the toy preferences of boys and girls engaged in independent play in UK nurseries, without the presence of a parent. The 101 boys and girls fell into three age groups: 9 to 17 months, when infants can first demonstrate toy preferences in independent play (N = 40); 18 to 23 months, when critical advances in gender knowledge occur (N = 29); and 24 to 32 months, when knowledge becomes further established (N = 32). Stereotypical toy preferences were found for boys and girls in each of the age groups, demonstrating that sex differences in toy preference appear early in development. Both boys and girls showed a trend for an increasing preference with age for toys stereotyped for boys. Theoretical implications of the findings are discussed with regard to biological predispositions, cognitive development and environmental influences on toy preference. Copyright © 2016 John Wiley & Sons, Ltd. 相似文献
1000.
The classical twin study provides a useful resource for testing hypotheses about how the family environment influences children's development, including how genes can influence sensitivity to environmental effects. However, existing statistical models do not account for the possibility that children can inherit exposure to family environments (i.e., passive gene-environment correlation). The authors introduce a method to simultaneously estimate the effects of passive gene- environment correlation and gene- environment interaction and use it to investigate the relationship between chaos in the home and verbal ability in a large sample of 4-year-old twins. 相似文献