全文获取类型
收费全文 | 3790篇 |
免费 | 243篇 |
专业分类
4033篇 |
出版年
2023年 | 37篇 |
2022年 | 55篇 |
2021年 | 87篇 |
2020年 | 132篇 |
2019年 | 147篇 |
2018年 | 209篇 |
2017年 | 200篇 |
2016年 | 171篇 |
2015年 | 135篇 |
2014年 | 139篇 |
2013年 | 414篇 |
2012年 | 222篇 |
2011年 | 223篇 |
2010年 | 114篇 |
2009年 | 134篇 |
2008年 | 177篇 |
2007年 | 179篇 |
2006年 | 134篇 |
2005年 | 118篇 |
2004年 | 105篇 |
2003年 | 81篇 |
2002年 | 80篇 |
2001年 | 49篇 |
2000年 | 37篇 |
1999年 | 51篇 |
1998年 | 40篇 |
1997年 | 20篇 |
1996年 | 28篇 |
1995年 | 24篇 |
1994年 | 23篇 |
1993年 | 22篇 |
1992年 | 19篇 |
1991年 | 19篇 |
1990年 | 20篇 |
1989年 | 21篇 |
1988年 | 22篇 |
1987年 | 16篇 |
1986年 | 21篇 |
1985年 | 21篇 |
1984年 | 22篇 |
1982年 | 25篇 |
1981年 | 14篇 |
1980年 | 15篇 |
1979年 | 20篇 |
1977年 | 16篇 |
1976年 | 14篇 |
1974年 | 16篇 |
1973年 | 19篇 |
1972年 | 13篇 |
1970年 | 13篇 |
排序方式: 共有4033条查询结果,搜索用时 15 毫秒
811.
Stephanie Milan Trace S. Kershaw Jessica Lewis Claire Westdahl Sharon Schindler Rising Mary Patrikios Jeannette R. Ickovics 《Psychology of women quarterly》2007,31(3):241-251
Prenatal depressive symptoms have been linked to negative outcomes for mothers and children. Using attachment theory as a framework, this study examined developmental differences in the interpersonal context of prenatal depressive symptoms among adolescents (age 14 to 19 years; n = 352) and young adults (age 20 to 24 years; n = 348). Participants included low-income, single, predominantly African American and Latina women. Moderating and mediating factors were found in the relation between caregiving history (perceived unavailability and inconsistency of maternal and paternal figures during childhood) and depressive symptoms. For pregnant adolescents, maternal unavailability predicted depressive symptoms whereas maternal inconsistency did not. In contrast, for pregnant young women, only maternal inconsistency predicted depressive symptoms; and this association was mediated by perceptions of prenatal support. For both groups, paternal caregiving history had a small yet independent association with depressive symptoms. Results highlight the need to consider developmental differences in the interpersonal context of prenatal depressive symptoms in delivering mental health interventions to young women of color. 相似文献
812.
813.
814.
815.
816.
817.
818.
Lauren M. Friedman Mark D. Rapport Sarah A. Orban Samuel J. Eckrich Catrina A. Calub 《Journal of abnormal child psychology》2018,46(3):491-504
The difficulties children with ADHD experience solving applied math problems are well documented; however, the independent and/or interactive contributions of cognitive processes underlying these difficulties are not fully understood and warrant scrutiny. The current study examines two primary cognitive processes integral to children’s ability to solve applied math problems: working memory (WM) and math calculation skills (i.e., the ability to utilize specific facts, skills, or processes related to basic math operations stored in long-term memory). Thirty-six boys with ADHD-combined presentation and 33 typically developing (TD) boys aged 8–12 years old were administered multiple counterbalanced tasks to assess upper (central executive [CE]) and lower level (phonological [PH STM] and visuospatial [VS STM] short-term memory) WM processes, and standardized measures of mathematical abilities. Bias-corrected, bootstrapped mediation analyses revealed that CE ability fully mediated between-group differences in applied problem solving whereas math calculation ability partially mediated the relation. Neither PH STM nor VS STM was a significant mediator. When modeled together via serial mediation analysis, CE in tandem with math calculation ability fully mediated the relation, explained 79% of the variance, and provided a more parsimonious explication of applied mathematical problem solving differences among children with ADHD. Results suggest that interventions designed to address applied math difficulties in children with ADHD will likely benefit from targeting basic knowledge of math facts and skills while simultaneously promoting the active interplay of these skills with CE processes. 相似文献
819.
Karen S. Lewis 《No?s (Detroit, Mich.)》2018,52(3):481-507
The classic Lewis‐Stalnaker semantics for counterfactuals captures that Sobel sequences are consistent sequences, for example:
- a. If Sophie had gone to the parade, she would have seen Pedro dance.
- b. But if Sophie had gone to the parade and been stuck behind someone tall, she would not have seen Pedro dance.
820.
Joanne Goodall Caroline Fisher Sarah Hetrick Lisa Phillips Emma M. Parrish Kelly Allott 《Neuropsychology review》2018,28(2):216-231
Background: Depression is among the most common mental health problems for young people. In adults, depression is associated with neurocognitive deficits that reduce the effectiveness of treatment and impair educational and vocational functioning. Compared to adults, less is known about the neurocognitive functioning of young people with depression, and existing research has reported inconsistent findings. Method: This systematic review and meta-analysis synthesized the literature on neurocognitive functioning in currently depressed youth aged 12–25 years in comparison to healthy controls. Results: Following a systematic review of the literature, 23 studies were included in the meta-analysis. Poorer performance in the domains of attention (SMD: .50, 95% CI: .18–.83, p?=?.002), verbal memory (SMD: .78, 95% CI: .50–1.0, p?<?.001), visual memory (SMD: .65, 95% CI: .30–.99, p?<?.001), verbal reasoning/knowledge (SMD: .46; 95% CI: .14–.79; p?<?0.001) and IQ (SMD: .32; 95% CI: .08–.56; p?=?0.01) were identified in depressed youth. Relative weaknesses in processing speed/reaction time and verbal learning were also evident, however, these findings disappeared when the quality of studies was controlled for. Moderator analysis showed a tendency for poorer set-shifting ability in younger depressed participants relative to controls (although non-significant; p?=?.05). Moderator analysis of medication status showed taking medication was associated with poorer attentional functioning compared to those not taking medication. Conclusion: The findings suggest that currently depressed young people display a range of neurocognitive weaknesses which may impact treatment engagement and outcome. The findings support the need to consider neurocognitive functioning when treating youth with depression. 相似文献