全文获取类型
收费全文 | 4128篇 |
免费 | 275篇 |
出版年
2024年 | 10篇 |
2023年 | 39篇 |
2022年 | 61篇 |
2021年 | 94篇 |
2020年 | 147篇 |
2019年 | 173篇 |
2018年 | 241篇 |
2017年 | 234篇 |
2016年 | 206篇 |
2015年 | 143篇 |
2014年 | 179篇 |
2013年 | 444篇 |
2012年 | 273篇 |
2011年 | 254篇 |
2010年 | 135篇 |
2009年 | 151篇 |
2008年 | 196篇 |
2007年 | 205篇 |
2006年 | 145篇 |
2005年 | 120篇 |
2004年 | 124篇 |
2003年 | 103篇 |
2002年 | 113篇 |
2001年 | 55篇 |
2000年 | 42篇 |
1999年 | 41篇 |
1998年 | 44篇 |
1997年 | 25篇 |
1996年 | 29篇 |
1995年 | 23篇 |
1994年 | 29篇 |
1993年 | 20篇 |
1992年 | 22篇 |
1991年 | 21篇 |
1990年 | 24篇 |
1989年 | 20篇 |
1988年 | 20篇 |
1987年 | 17篇 |
1986年 | 19篇 |
1985年 | 14篇 |
1984年 | 16篇 |
1983年 | 10篇 |
1982年 | 19篇 |
1981年 | 9篇 |
1980年 | 12篇 |
1979年 | 9篇 |
1978年 | 14篇 |
1976年 | 9篇 |
1972年 | 7篇 |
1969年 | 6篇 |
排序方式: 共有4403条查询结果,搜索用时 15 毫秒
991.
Reading disappearing text: cognitive control of eye movements 总被引:4,自引:1,他引:3
Participants read sentences containing high- or low-frequency target words under normal reading conditions or disappearing-text conditions (in which the word that was fixated disappeared after 60 ms). Even though the fixated word had disappeared after 60 ms, there was still a robust frequency effect wherein readers fixated longer on low-frequency words than on high-frequency words. Thus, the results are consistent with cognitive-control models of eye movement control and inconsistent with visual/oculomotor-control models. Although the uptake of visual information is clearly important for reading, it is the cognitive processes associated with understanding the fixated words that drive the eyes through the text. 相似文献
992.
993.
Patricia Kelly 《Islam & Christian-Muslim Relations》1999,10(2):197-217
Despite discrimination in mainstream Canadian society, local Muslim communities are a significant resource for immigrants. Recruited by friendship and kin networks, some families choose to educate their children in private full‐time Muslim schools which provide academic/economic credentials and social support. This research depicts a Muslim school in Montreal which both reflects Quebec society and nurtures minority ethnic/religious identity. For many parents, Arabic language classes, academic standards and behavioral norms were as important as the school's religious affiliation. Rejecting the hypothesis that emphasizing religious and cultural identities distanced children from mainstream society, some felt that the psychological and social effects of affirming a child's background were vital to integration and participation in mainstream society. In addition, the school also provided entry into social networks which offered parents an important support system. 相似文献
994.
Ninety-four mothers and their 18- or 24-month-old children participated in four laboratory episodes designed to elicit fear or anger. Mothers’ behavior was constrained for the first part of each episode; mothers were then instructed to help their children. Toddlers’ behavioral strategies differed as a function of maternal involvement and as a function of the emotion-eliciting context. Only some of the behavioral strategies assumed to minimize expressions of distress truly did so; other behaviors showed maintenance effects on fear and anger expressions. The different pattern of results for the fear and frustration episodes highlights the importance of examining behavioral strategies across contexts designed to elicit different emotions. 相似文献
995.
Anita E. Kelly 《Current directions in psychological science》1999,8(4):105-109
Both the health benefits and the potential drawbacks of revealing personal secrets (i.e., those that directly involve the secret keeper) are reviewed. Making the decision to reveal personal secrets to others involves a trade-off. On the one hand, secret keepers can feel better by revealing their secrets and gaining new insights into them. On the other hand, secret keepers can avoid looking bad before important audiences (such as their bosses or therapists) by not revealing their secrets. Making a wise decision to reveal a personal secret hinges on finding an appropriate confidantúsomeone who is discreet, who is perceived by the secret keeper to be nonjudgmental, and who is able to offer new insights into the secret. 相似文献
996.
Dianne Bertolino-Green Ph.D. Glenn H. Asquith Jr. Ph.D. J. L. Cedarleaf J. Earl Thompson Jr. Sarah F. Speed Rodney J. Hunter Rush Otey Herbert Anderson Rev. James G. Emerson Ph.D. Charles B. Cousar Ph.D. Justo L. González Louis R. Lothman S.T.D. J. Harold Ellens Christie Cozad Neuger Ph.D. C. Benton Kline Jasper N. Keith Jr. Bobbie Wrenn Banks M. Div. John Patton Elizabeth Liebert Jeanne Stevenson Moessner Thomas H. Phillips M.Div. Marie McCarthy Ph.D. Paul J. Johnson III Leslie E. Cole Shirley C. Guthrie 《Pastoral Psychology》1991,39(6):373-431
997.
Carolyn Hughes Sarah W. Lorden Stacey V. Scott Bogseon Hwang Kristine R. Derer Michael S. Rodi Sarah E. Pitkin Joy C. Godshall 《Journal of applied behavior analysis》1998,31(3):431-446
In this study, we used a four-step social validation process to identify and validate critical skill components that constitute high school students' conversational behavior. The four steps were nominating target behaviors, establishing a normative range of performance, manipulating simulations of behavioral dimensions, and comparing ratings of judges to levels of performance on those behavioral dimensions. Multiple measures, both quantitative and qualitative, suggested that the rate and percentage of time initiating and responding verbally, the percentage of time attending, and the percentage of time not engaging in distracting motor behavior related to favorable ratings by a wide variety of 60 judges. Findings are discussed in relation to the utility of the multistep social validation process and the identification of critical social skill components as targets of interventions. 相似文献
998.
We investigated how men who differ in theirlikelihood to sexually harass (LSH) are perceived bythemselves and others. In Study 1, 36 Caucasian maleparticipants, who were paid for their participation, were videotaped being interviewed by asubordinate female. Participants rated her performanceand then responded to self-report attitudinal andpersonality scales. Higher LSH men reported moretraditional attitudes toward women's roles, a less femininepersonality, and lower competency ratings for the femaleinterviewer. Study 2 investigated whether participantscould differentiate between high and low LSH men from videoclips. Eighty-one male and 76female Caucasian participants, who were fulfilling acourse requirement, rated high LSH men (compared to lowLSH men) as (1) higher in LSH, (2) more masculine, (3) less feminine, and (4) more traditionaltoward women's roles than low LSH men. Implications ofthis ability to detect likelihood to sexually harass arediscussed. 相似文献
999.
Studies of visually goal-directed arm movements in adults have shown that various task constraints such as intention, context, and object properties affect different kinematic characteristics of the movement components (Jeannerod, 1984; MacKenzie et al., 1987; Marteniuk et al., 1987, 1990; Paulignan et al., 1991; Soechting, 1984). The purpose of the present study was to compare the effects of varying object size on the kinematics of reaching and grasping in both children and adults. Five children aged 9–10 years and five adults aged 18–24 years reached for and grasped three different sized cubes. Results revealed that object size had the same effect on the planning and control of reaching and grasping movements in children as in adults. Unlike adults, however, children in this age range spent more time in deceleration and reached peak aperture much later in the movement trajectory. The results were interpreted as immature integration of the visual and proprioceptive systems in 9–10 year olds. The implications of these findings for further examining developmental trends in prehension are discussed.PsycINFO classification: 2330 相似文献
1000.
Kelly A. Heckaman Sheila Alber Sonya Hooper William L. Heward 《Journal of Behavioral Education》1998,8(2):171-201
We compared the effects of two instructional strategies on the frequency of errors and episodes of disruptive behavior of 4 students with autism. In Phase I, easy and difficult tasks were presented to determine whether the tasks were associated with differential rates of disruptive behavior. Phase II compared the effects of a least-to-most prompting procedure (LTM) to a progressive time delay procedure (PTD) on errors and disruptive behavior when difficult tasks were presented. Observers sequentially recorded instructor instructions, response prompts, prompts for appropriate sitting, and feedback statements; and student disruptive, correct, error, and no responses during 1:1 sessions. Results showed PTD produced fewer errors than LTM for all 4 students, and lower rates of disruptive behavior for 2 students. When PTD was implemented as the final phase with 2 of the students, rates of disruptive behavior associated with the task previously taught with LTM immediately decreased. Conditional probability statements indicated that disruptive behavior occurred infrequently with all 4 students when effective response prompts were used. 相似文献