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971.
Beatrice Beebe Ph.D. Frank M. Lachmann Ph.D. Sara Markese Ph.D. Karen A. Buck M.S. Lorraine E. Bahrick Ph.D. Henian Chen M.D. Ph.D. 《Psychoanalytic Dialogues》2013,23(3):352-374
A microanalysis of 4-month mother–infant face-to-face communication predicted 12-month infant disorganized (vs. secure) attachment outcomes in an urban community sample. We documented a dyadic systems view of the roles of both partners; the roles of both self- and interactive contingency; and the importance of attention, orientation, and touch, as well as facial and vocal affect, in the co-construction of attachment disorganization. The analysis of different communication modalities identified striking intrapersonal and interpersonal intermodal discordance or conflict, in the context of intensely distressed infants, as the central feature of future disorganized dyads at 4 months. Lowered maternal contingent coordination, and failures of maternal affective correspondence, constituted maternal emotional withdrawal from distressed infants. This maternal withdrawal compromises infant interactive agency and emotional coherence. We characterize of the nature of emerging internal working models of future disorganized infants as follows: Future disorganized infants represent states of not being sensed and known by their mothers, particularly in moments of distress; they represent confusion about both their own and their mothers' basic emotional organization, and about their mothers' response to their distress. This internal working model sets a trajectory in development which may disturb the fundamental integration of the person. The remarkable specificity of our findings has the potential to lead to more finely focused clinical interventions. 相似文献
972.
Some students do not cheat. Students high in measures of bravery, honesty, and empathy, our defining characteristics of heroism, report less past cheating than other students. These student heroes also reported that they would feel more guilt if they cheated and also reported less intent to cheat in the future than nonheroes. We find general consensus between students and professors as to reasons for the nonreporting of cheating, suggesting a general impression of insufficient evidence, lack of courage, and denial. Suggested interventions in academia are based in positive psychology and an understanding of academic heroes. 相似文献
973.
Ethan Benore Kenneth I. Pargament Sara Pendleton 《The International journal for the psychology of religion》2013,23(4):267-290
This study evaluated the relations between positive religious coping (PRC) and negative religious coping (NRC) strategies and adjustment in 87 children and adolescents (described as “children”) hospitalized for asthma. Children's adjustment during hospitalization and at follow-up was correlated with and regressed onto measures of PRC and NRC. After controlling for relevant variables, religious coping predicted up to 50% of the variance in adjustment measures. Religious coping also significantly predicted adjustment after controlling for established measures of secular coping. PRC did not predict adjustment as hypothesized, other than predicting spiritual growth. NRC predicted poorer adjustment during hospitalization and at follow-up, and an increase in anxiety over time suggesting potential risk to children's adjustment. Although methodological limitations are noted, these initial findings provide a foundation on which to further examine the palliative and potentially harmful effects of children's religious coping. 相似文献
974.
The investigation of visual word recognition has been a major accomplishment of cognitive science. Two on-line methodologies, eye movements and event-related potentials, stand out in the search for the holy grail - an absolute time measure of when, how and why we recognize visual words while reading. Although each technique has its own experimental limitations, we suggest, by means of review and comparison, that these two methodologies can be used in complementary ways to produce a better picture of the mental action we call reading. 相似文献
975.
Executive functions play an important role in cognitive development, and during the preschool years especially, children's performance is limited in tasks that demand flexibility in their behavior. We asked whether preschoolers would exhibit limitations when they are required to apply a general rule in the context of novel stimuli on every trial (the “opposites” task). Two types of inhibitory processing were measured: response interference (resistance to interference from a competing response) and proactive interference (resistance to interference from a previously relevant rule). Group data show 3-year-olds have difficulty inhibiting prepotent tendencies under these conditions, whereas 5-year-olds’ accuracy is near ceiling in the task. 相似文献
976.
Abstract Changes in personality characteristics during young adulthood were evaluated in a three-stage study of perceptions of stressors, trait anxiety and sense of coherence among students in a six-year medical school. Data were collected during the orientation program prior to the beginning of the first year of studies, and in the middle of the first and second years. No differences on perceptions of stressors, anxiety and sense of coherence were found between different classes tested during the same stage in their medical school careers. Changes in these variables were found, however, over the stages. Overall stressor scores increased significantly in the second year (third stage), due primarily to students' assessments of two clusters of stressors as more threatening: academic demands and professional status. Only certain groups of stressors correlated with anxiety and sense of coherence. Anxiety scores increased and sense of coherence scores decreased over time. These results indicate that exposure to a stressful environment during young adulthood, such as the early years of medical school, is manifested in significant personality changes. 相似文献
977.
Sara C. Haden Angela Scarpa Matthew S. Stanford 《Journal of aggression, maltreatment & trauma》2013,22(3):352-373
ABSTRACT Impulsive (IA) and premeditated (PM) aggression reflect functions of aggressive behavior that may have differential correlates and clinical utility. The purpose of this study was to extend the use of the Impulsive/Premeditated Aggression Scale (IPAS) for characterizing aggression in a college student sample. Three hundred forty students completed the IPAS, Buss and Perry's (1992) Aggression Questionnaire (AQ), and measures of childhood maltreatment and negative life events. Principal components analyses supported reliable IA and PM factors. The degree of IA was significantly higher than that of PM. Convergent validity for the IA scale was supported with significant relationships with certain AQ scales. Implications for studying aggressive functions in this age group may inform violence prevention and treatment on college campuses. 相似文献
978.
Jorge Cardoso Telma Almeida Catarina Ramos Sara Sousa 《Journal of aggression, maltreatment & trauma》2013,22(10):1075-1089
The main objective of the current study was to analyze the mediating role of perceived stress on the relationship between childhood trauma and sleep disturbances among the adult population. The sample of this cross-sectional study was composed of 987 Portuguese adults with sleep disturbances, who completed a self-administered questionnaire about childhood trauma, sleep disturbances, and perceived stress. The results of analyses found that in the model that included the variables childhood trauma and perceived stress, both variables were predictors of sleep disturbances; however, perceived stress was the strongest predictor. Regarding the model with the subtypes of maltreatment, only Emotional Abuse predicted sleep problems. Results of the Path Analysis model showed that perceived stress partly mediates the effect of childhood trauma on adult sleep disturbances. This study has clinical implications, supporting the importance of taking into account childhood trauma and perceived stress during the assessment and intervention of sleep disturbances. 相似文献
979.
This paper discusses the issue of categorical acceptability of indicative and concessive conditionals. It presents experimental results in favour of two claims concerning the role of the evidential support relation for acceptability (or otherwise) of conditionals of both types. In particular, the results show that, contrary to fairly standard philosophical theorising, high probability of a conditional's consequent given its antecedent is necessary but not sufficient for the acceptability of that conditional, and that the antecedent being evidence for the consequent is a further acceptability condition. The results further show that the evidential support relation is crucial in differentiating between the acceptability of an indicative conditional and the acceptability of the corresponding concessive conditional: typically, the use of a concessive conditional signals that the corresponding conditional probability is high in spite of the fact that the antecedent is evidence against the consequent, or in any case is not evidence for the consequent. 相似文献
980.
Sara?Kupzyk Merilee?McCurdyEmail author Kristi?L.?Hofstadter Laura?Berger 《Journal of Behavioral Education》2011,20(2):87-102
Parent tutoring has been successfully used to increase children’s oral reading fluency. However, commonly used procedures
pose a challenge for parents who are not proficient in reading or who speak English as a second language. A taped reading
program that included listening passage preview, repeated reading, and performance feedback was developed for parental implementation
during home tutoring sessions. A multiple baseline design across participants was used to evaluate the effects of parent tutoring
on the oral reading fluency of two elementary-aged English language learners. Data were collected on oral reading fluency
using high- and low-word overlap passages. Results revealed an immediate increase in generalized oral reading fluency for
one child upon intervention implementation and continued growth for both children 2 months following termination. Findings
suggest recorded readings was an effective and acceptable parent tutoring intervention for increasing reading performance
for language minority families. 相似文献