全文获取类型
| 收费全文 | 774篇 |
| 免费 | 10篇 |
专业分类
| 784篇 |
出版年
| 2024年 | 4篇 |
| 2021年 | 4篇 |
| 2020年 | 6篇 |
| 2019年 | 8篇 |
| 2018年 | 20篇 |
| 2017年 | 14篇 |
| 2016年 | 29篇 |
| 2015年 | 12篇 |
| 2014年 | 24篇 |
| 2013年 | 94篇 |
| 2012年 | 34篇 |
| 2011年 | 28篇 |
| 2010年 | 21篇 |
| 2009年 | 18篇 |
| 2008年 | 24篇 |
| 2007年 | 36篇 |
| 2006年 | 19篇 |
| 2005年 | 32篇 |
| 2004年 | 31篇 |
| 2003年 | 22篇 |
| 2002年 | 26篇 |
| 2001年 | 15篇 |
| 2000年 | 10篇 |
| 1999年 | 16篇 |
| 1998年 | 9篇 |
| 1997年 | 8篇 |
| 1996年 | 7篇 |
| 1995年 | 6篇 |
| 1994年 | 7篇 |
| 1993年 | 9篇 |
| 1992年 | 11篇 |
| 1991年 | 6篇 |
| 1990年 | 9篇 |
| 1989年 | 5篇 |
| 1988年 | 8篇 |
| 1985年 | 4篇 |
| 1984年 | 6篇 |
| 1983年 | 10篇 |
| 1982年 | 5篇 |
| 1981年 | 12篇 |
| 1980年 | 12篇 |
| 1979年 | 9篇 |
| 1978年 | 6篇 |
| 1977年 | 6篇 |
| 1976年 | 9篇 |
| 1975年 | 8篇 |
| 1974年 | 13篇 |
| 1973年 | 11篇 |
| 1971年 | 6篇 |
| 1970年 | 5篇 |
排序方式： 共有784条查询结果，搜索用时 0 毫秒
121.
122.
Based on attribution theory and the logic of conversational norms, we predicted that image‐based health communications can alter prevalence estimates for health behaviors. In two studies, participants were exposed either to a positively‐framed or negatively‐framed communication advocating for specific health behaviors. As predicted, participants who read a health communication rated healthy behaviors as less common when positive attributes were associated with healthy choices than when negative attributes were associated with unhealthy choices. The second study revealed that this pattern was most pronounced among participants who reported initial uncertainty about behavioral norms. These findings suggest that positively‐framed influence attempts can promote prevalence assumptions that work against the influence attempt. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献
123.
124.
125.
Aggressive responding following benzodiazepine ingestion has been recorded in both experimental and client populations, however, the mechanism responsible for this outcome is unclear. The goal of this study was to identify an affective concomitant linked to diazepam‐induced aggression that might be responsible for this relationship. Thirty males (15 diazepam and 15 placebo) participated in the Taylor Aggression Paradigm while covertly being videotaped. The videotapes were analyzed using the Facial Action Coding System with the goal of identifying facial expression differences between the two groups. Relative to placebo participants, diazepam participants selected significantly higher shock settings for their opponents, consistent with past findings using this paradigm. Diazepam participants also engaged in significantly fewer appeasement expressions (associated with the self‐conscious emotions) during the task, although there were no group differences for other emotion expressions or for movements in general. Aggr. Behav. 35:203–212, 2009. © 2008 Wiley‐Liss, Inc. 相似文献
126.
Four studies were conducted with two primary objectives: (a) to conceptualize and measure mental toughness from a behavioral perspective and (b) to apply relevant personality theory to the examination of between‐person differences in mentally tough behavior. Studies 1 (N = 305 participants from a range of different sports) and 2 (N = 110 high‐level cricketers) focused on the development of an informant‐rated mental toughness questionnaire that assessed individual differences in ability to maintain or enhance performance under pressure from a wide range of stressors. Studies 3 (N = 214) and 4 (N = 196) examined the relationship between reinforcement sensitivities and mentally tough behavior in high‐level cricketers. The highest levels of mental toughness reported by coaches occurred when cricketers were sensitive to punishment and insensitive to reward. Study 4 suggested that such players are predisposed to identify threatening stimuli early, which gives them the best possible opportunity to prepare an effective response to the pressurized environments they encounter. The findings show that high‐level cricketers who are punishment sensitive, but not reward sensitive, detect threat early and can maintain goal‐directed behavior under pressure from a range of different stressors. 相似文献
127.
This paper presents my work with a man before and after my undergoing an emergency, life-threatening surgical episode, and subsequent experience of living with a temporary colostomy, that shifted me to a more ungrounded, bodily aware, vulnerable, nonlinear, spontaneous and risk-taking, and affectively intensified “right brain” state. My story represents one instance of how the contingent nature of the analyst's life and existential exposure, and the various chancy life circumstances governing the analyst's self-state, may constitute an impingement on clinical process with potential for inadvertent positive or negative impact on the therapeutic relationship and work. Much has been written about the causes and consequences of shifts in the analyst's self-state induced within the relational dynamics of the transference-countertransference matrix. Here I specifically consider that side of the intersubjective therapeutic equation generated by the effects of the analyst's own state on the patient and the dyad's interactive process. 相似文献
128.
The author appreciates the careful reading and thoughtful reviews by Sue Elkind, Sam Gerson, and Howard Levine. Elkind's review particularly captures and articulates many of the key ideas in the book Building Bridges: The Negotiation of Paradox in Psychoanalysis and creatively applies concepts of negotiation, paradox, an inherently multiple “distributed self,” and metaphor in her own work consulting on treatment impasses. Gerson incisively focuses on the core idea of recognizing, accepting, and bridging differences and contradictions in personal, and national, perspectives; he also articulates an understanding of the attempt of relational analytic writers to bridge the intrapsychic and the interpersonal with due recognition of each. The author replies extensively to Levine's comparison of Pizer's work with that of Semrad and other “classical” analysts and challenges Levine's premise that a relational perspective, grounded as it is in a two-person contextual psychology, ignores or devalues interpretation, insight, free association, and autonomous mental functioning. Quoting from clinical material in his book, Pizer presents the outcome of a “relational” analysis in terms of the patient's increased access to internal “potential space,” unconscious experience, curiosity, and reflectiveness about the mental life of self and other, and an increased ability to value personal experience in relationship and in solitude. 相似文献
129.
130.
Jackie Masterson Morag Stuart Maureen Dixon Sophie Lovejoy 《British journal of psychology (London, England : 1953)》2010,101(2):221-242
In this paper we introduce a comprehensive database of the vocabulary in reading materials used by 5 – 9 year old children in the UK. The database is available on‐line http:www.essex.ac.ukpsychologycpwd and allows researchers into early reading development the possibility of rigorous control over critical characteristics of experimental stimuli such as word frequency, regularity and length, frequency of grapheme‐phoneme correspondences, orthographic and phonological neighbourhoods etc. The on‐line database is also a resource that can be used by practitioners with interests in literacy development and literacy instruction. It can be used to obtain characteristics for a user‐generated list of words, or else to generate a list of words according to constraints specified by the user. Here we present an overview of the construction of the database, the materials entered into it, the survey of schools by which we obtained information about the books that were most likely to be used by children in each age group, and the search features available on the database website. We also discuss certain characteristics of the Vocabulary itself and compare these with those reported in an earlier non‐representative database reported in Stuart, Dixon, Masterson and Gray (2003). We then present a detailed analysis of the characteristics of Vocabulary in books used in the Reception year, against the background of recent recommendations for change in the early teaching of reading. Finally, we present data showing that the database is indeed already proving a useful resource for both practitioners and researchers. 相似文献