全文获取类型
收费全文 | 2785篇 |
免费 | 200篇 |
专业分类
2985篇 |
出版年
2024年 | 9篇 |
2023年 | 32篇 |
2022年 | 52篇 |
2021年 | 77篇 |
2020年 | 115篇 |
2019年 | 130篇 |
2018年 | 180篇 |
2017年 | 179篇 |
2016年 | 146篇 |
2015年 | 114篇 |
2014年 | 117篇 |
2013年 | 310篇 |
2012年 | 193篇 |
2011年 | 181篇 |
2010年 | 92篇 |
2009年 | 109篇 |
2008年 | 134篇 |
2007年 | 138篇 |
2006年 | 99篇 |
2005年 | 78篇 |
2004年 | 79篇 |
2003年 | 53篇 |
2002年 | 55篇 |
2001年 | 27篇 |
2000年 | 14篇 |
1999年 | 21篇 |
1998年 | 22篇 |
1997年 | 12篇 |
1996年 | 11篇 |
1995年 | 8篇 |
1994年 | 11篇 |
1993年 | 12篇 |
1992年 | 8篇 |
1991年 | 9篇 |
1990年 | 13篇 |
1989年 | 10篇 |
1988年 | 5篇 |
1987年 | 7篇 |
1986年 | 10篇 |
1985年 | 5篇 |
1984年 | 8篇 |
1983年 | 5篇 |
1982年 | 11篇 |
1974年 | 4篇 |
1972年 | 6篇 |
1969年 | 4篇 |
1968年 | 6篇 |
1966年 | 7篇 |
1964年 | 5篇 |
1950年 | 4篇 |
排序方式: 共有2985条查询结果,搜索用时 15 毫秒
971.
Melissa Zeligman Jennifer H. Greene Gulnora Hundley Joseph M. Graham Jr. Sarah Spann Erin Bickley Zachary Bloom 《Adultspan: Theory Research & Practice》2017,16(2):65-79
Dissociative disorders affect 29% of the clinical population, with women diagnosed 9 times more often than men. For this study, the authors used a phenomenological approach to uncover experiences of 5 men with dissociative identity disorder. Findings revealed 5 themes: history, alters, male gender expectations and identity, challenges, and strengths and support. Implications for practitioners are discussed. 相似文献
972.
973.
Using the Internet to acquire behavioral data is currently on the rise. However, very basic questions regarding the feasibility of online psychophysics are still open. Here, we aimed to replicate five well-known paradigms in experimental psychology (Stroop, Flanker, visual search, masked priming, attentional blink) in three settings (classical “lab”, “web-in-lab”, “web”) to account for possible changes in technology and environment. Lab and web-in-lab data were both acquired in an in-lab setting with lab using “Gold Standard” methods, while web-in-lab used web technology. This allowed for a direct comparison of potential differences in acquisition software. To account for additional environmental differences, the web technology experiments were published online to participate from home (setting web), thereby keeping the software and experimental design identical and only changing the environmental setting. Our main results are: First, we found an expected fixed additive timing offset when using web technology (M = 37 ms, SD = 8.14) and recording online (M = 87 ms, SD = 16.04) in comparison to lab data. Second, all task-specific effects were reproduced except for the priming paradigm, which couldn’t be replicated in any setting. Third, there were no differences in error rates, which are independent of the timing offset. This finding further supports the assumption of data equality over all settings. Fourth, we found that browser type might be influencing absolute reaction times. Together, these results contribute to the slowly but steadily growing literature that online psychophysics is a suitable complement – or even substitute – to lab data acquisition. 相似文献
974.
Sarah J. Peterson Stephanie D. Womack Joshua N. Hook Don E. Davis Brandon J. Griffin 《The journal of positive psychology》2017,12(2):159-168
Previous research on self-forgiveness is mixed. Some argue self-forgiveness may have a salutary influence on mental health problems following an offense, whereas others suggest it may provide an excuse to reoffend. In two studies, we provide correlational and experimental evidence for the salutary effects of self-forgiveness following an offense. In Study 1 (N = 100), self-forgiveness was associated with lower levels of disordered eating behavior. In Study 2 (N = 462), participants recalled a drinking-related transgression, and were randomly assigned to a self-forgiveness or neutral priming condition. Results revealed that participants in the self-forgiveness condition reported significantly more self-forgiving beliefs and fewer feelings of remorse and self-condemnation than participants in the neutral priming condition to the degree that participants believed their drinking was the cause of the offense. These findings highlight the salutary effects of self-forgiveness. 相似文献
975.
Machery Edouard Stich Stephen Rose David Alai Mario Angelucci Adriano Berniūnas Renatas Buchtel Emma E. Chatterjee Amita Cheon Hyundeuk Cho In-Rae Cohnitz Daniel Cova Florian Dranseika Vilius Lagos Ángeles Eraña Ghadakpour Laleh Grinberg Maurice Hannikainen Ivar Hashimoto Takaaki Horowitz Amir Hristova Evgeniya Jraissati Yasmina Kadreva Veselina Karasawa Kaori Kim Hackjin Kim Yeonjeong Lee Minwoo Mauro Carlos Mizumoto Masaharu Moruzzi Sebastiano Olivola Christopher Y. Ornelas Jorge Osimani Barbara Romero Carlos Lopez Alejandro Rosas Sangoi Massimo Sereni Andrea Songhorian Sarah Sousa Paulo Struchiner Noel Tripodi Vera Usui Naoki del Mercado Alejandro Vázquez Volpe Giorgio Vosgerichian Hrag Abraham Zhang Xueyi Zhu Jing 《印度哲学研究理事会杂志》2017,34(3):517-541
Journal of Indian Council of Philosophical Research - This article examines whether people share the Gettier intuition (viz. that someone who has a true justified belief that p may nonetheless fail... 相似文献
976.
Isabelle Archambault Jade Vandenbossche-Makombo Sarah L. Fraser 《Journal of child and family studies》2017,26(6):1702-1712
Students presenting oppositional behaviors often display lower behavioral and emotional engagement in class as compared to their peers. Moreover, children in general are known to be deeply affected by their relationships with teachers while in school. It is therefore possible that such relationships could also influence the engagement of students presenting higher levels of oppositional behavior. As a way of verifying this hypothesis, the present study investigated the contribution of students’ levels of oppositional behavior to their behavioral and emotional engagement in literacy. Furthermore, it examined whether these relationships were different for boys and girls, or changed as a function of two components of student-teacher relationships: closeness and conflict. Three hundred and eighty five third and fourth grade students and their teachers participated in the study. Two series of linear regressions were conducted. Findings indicate that students who presented higher levels of oppositional behavior showed lower behavioral engagement than their peers. Moreover, students who had close relationships with their teachers reported higher behavioral engagement. Although closeness in student-teacher relationships protected students from behavioral disengagement, students with higher oppositional behaviors were less protected than students who presented lower levels of oppositional difficulty. Having a warm relationship with a teacher was also more beneficial for the behavioral engagement of girls, whereas a high level of conflict between student and teacher was more harmful for the emotional engagement of boys. This was deemed to be true whether the boys or girls presented high levels of oppositional behavior or not. Overall, our findings highlight the importance of the student-teacher relationship in fostering all students’ engagement in school. 相似文献
977.
In this paper, we assess the extent to which subjective and objective body appraisals relate to weight management goals and ultimately to life satisfaction in midlife men and women. The sample consisted of 141 midlife men and women (aged 55–59) from the Foley Longitudinal Study of Adulthood. We used both logistic and hierarchical linear regressions to examine relationships among and between variables. Both men and women expressed similar levels of body appraisal, and similar weight management goals; lower body appraisal and the presence of a weight management goal were both related to lower well-being. This study suggests that subjective and objective body appraisals may motivate the setting of weight management goals, and are significant contributors to well-being in midlife. Results are discussed in the context of aging, as well as gender. 相似文献
978.
Terri N. Sullivan Kevin S. Sutherland Albert D. Farrell Katherine A. Taylor Sarah T. Doyle 《Journal of child and family studies》2017,26(4):1151-1163
High prevalence rates of aggression during adolescence and associated adjustment difficulties for perpetrators and victims highlight the need for effective violence prevention programs. School-based prevention programs are advantageous as they occur in a key setting for youths' social and emotional development. The current study compared the efficacy of a combined universal violence prevention approach that included individual-level skill-building (i.e., lessons from Second Step) and school environment (i.e., Olweus Bullying Prevention Program; OBPP) interventions to OBPP alone. Participants were 231 sixth, seventh, and eighth graders (ages 11–15; M?=?12.6, SD?=?1.0) in middle school (48?% male, 67?% African American). A total of 14 classrooms were randomly assigned to the combined intervention (seven) or OBPP only comparison (seven) condition, split evenly across grades. Intervention effects were moderated by disability status and gender. Among students without disabilities those who received the combined intervention reported greater increases in anger regulation coping skills than those in the comparison condition. In contrast, among youth with disabilities greater increases in teacher-rated social skills were found for students in the combined intervention than students in the comparison condition at posttest. Gender-moderated effects included greater decreases in teacher ratings of externalizing problems and bullying behaviors for boys in the combined intervention versus the comparison condition at posttest. Study results inform school-based violence prevention programs and are discussed along with implications. 相似文献
979.
Valerie B. Shapiro Sarah Accomazzo Jennifer L. Robitaille 《Journal of child and family studies》2017,26(4):1051-1055
There is a lack of psychometrically sound tools for measuring youth outcomes in out-of-school time (OST) settings. Consequently, behavior ratings completed by OST staff are being scored as though the raters were teachers, even though cross-informant correlations are notoriously low (meta-analysis r?=?.27). Across 26 schools, 227 students were assessed by both teachers and OST staff using the Devereux Student Strengths Assessment (DESSA) to measure Social Emotional Competence. These 4th and 5th grade students were 50% male; 53% 5th graders; and 51% Latino, 20% Mixed/Other, 11% Black, 11% Asian, and 7% White. In the full sample, OST staff rated children’s behavior more harshly than teachers (p?<?.001; d?=?.32), although the scores were associated (r?=?.31, p?<?.001). Among the ratings completed within the same week, teacher and staff distributions were not statistically different. Teacher and staff ratings had a “medium” correlation (r?=?.42; p?=?.01) and a classification consistency (88%) that exceeded chance by a “moderate” amount (κ?=?.43). Few, if any, studies have previously compared the ratings of the same children by teachers and OST providers. Cross-informant inter-rater reliability between teachers and OST staff was higher than expected on the DESSA. 相似文献
980.
Kyle Esteves Sarah A. O. Gray Katherine P. Theall Stacy S. Drury 《Journal of child and family studies》2017,26(10):2753-2761
This study investigated the multigenerational impact of mothers’ own exposure to physical maltreatment on internalizing symptoms in her child after accounting for her parenting practices, depression, and the child’s own exposure to stressful life events. Children (n?=?101, ages 5–16), predominantly African American, were recruited into this cross sectional study using ethnographic mapping and targeted sampling for high-risk neighborhoods. Mothers reported retrospectively on their own exposure to physical maltreatment in childhood, their parenting practices, as well as current depressive symptoms. Maternal report of her child’s exposure to stressful life events and child behavior was also collected. Maternal childhood exposure to physical maltreatment was significantly associated with her child’s internalizing symptoms (p?=?.004); this effect remained after accounting for child sex, maternal depressive symptoms, harsh parenting practices, and the child’s own exposure to stressful life events. Formal tests of mediation through these pathways were non-significant. Findings suggest mothers’ experience of childhood maltreatment contributes uniquely to children’s internalizing symptoms, potentially through previously uncharacterized pathways. Examination of additional behavioral, psychosocial and biological pathways may help better describe the multi-generational effects of child maltreatment. 相似文献