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181.
182.
J H Gist J McFarlane A Malecha N Fredland P Schultz P Willson 《Behavioral sciences & the law》2001,19(5-6):637-647
Not all women who apply qualify for a civil protective order. This study compares the type and severity of violence reported by women who qualified with that experienced by women who did not qualify. Ninety women seeking a protective order against a male intimate were interviewed. Findings indicated that 28% of women applying for a protective order did not qualify primarily because of cohabitation requirements or childbearing status. Actual and threatened violence was measured with the 46-item Severity of Violence Against Women Scale. A 17-item questionnaire measured stalking behavior. Levels of reported violence for the preceding 3 months were measured for the two groups. The symbolic threat behavior only of throwing, smashing, or breaking an object was significantly higher for qualifying women. The physical abuse behavior only of being pushed, shoved, or pulled was significantly higher. None of the stalking behaviors were significantly different. Data are urgently needed that document the barriers to abused women receiving protective orders, the relevancy of qualifying criteria, and the effectiveness of protective orders issued. 相似文献
183.
Six-week postpartum maternal self-criticism and dependency and 4-month mother-infant self- and interactive contingencies 总被引:1,自引:0,他引:1
Beebe B Jaffe J Buck K Chen H Cohen P Blatt S Kaminer T Feldstein S Andrews H 《Developmental psychology》2007,43(6):1360-1376
Associations of 6-week postpartum maternal self-criticism and dependency with 4-month mother-infant self- and interactive contingencies during face-to-face play were investigated in 126 dyads. Infant and mother face, gaze, touch, and vocal quality were coded second by second from split-screen videotape. Self- and interactive contingencies were defined as auto- and lagged cross-correlation, respectively, using multilevel time-series models. Statistical significance was defined as p<.05. Regarding self-contingency, (a) more self-critical mothers showed primarily lowered self-contingency, whereas their infants showed both lowered and heightened, and (b) infants of more dependent mothers showed primarily lowered self-contingency, whereas findings were absent in mothers. Regarding interactive contingency, (a) more self-critical mothers showed lowered attention and emotion contingencies but heightened contingent touch coordination with infant touch, and (b) more dependent mothers and their infants showed heightened facial/vocal interactive contingencies. Thus, maternal self-criticism and dependency have different effects on mother-infant communication. 相似文献
184.
Learning a new motor skill can induce neuronal plasticity in rats. Within motor cortex, learning-induced plasticity includes dendritic reorganization, synaptogenesis, and changes in synapse morphology. Behavioral studies have demonstrated that learning requires protein synthesis. It is likely that some of the proteins synthesized during learning are involved in, or the result of, learning-induced structural plasticity. We predicted the expression of proteins involved in neural plasticity would be altered in a learning dependent fashion. Long-Evans rats were trained on a series of motor tasks that varied in complexity, so that the effects of activity could be teased apart from the effects of learning. The motor cortices were examined for MAP2 and synaptophysin protein using Western blotting and immunohistochemistry. Western blotting revealed that expression of MAP2 was not detectably influenced by learning, whereas synaptophysin expression increased on day 1, 3, and 5 of complex motor skill learning. Expression of MAP2 does not seem to indicate difficulty of task or duration of training time, whereas increases in synaptophysin expression, which appear diffusely across the cortex, seem to be correlated with the first 5 days of motor skill learning. Similar findings with GAP-43 suggest the change in synaptophysin may coincide with synapse formation. Immunohistochemistry did not reveal any localized changes in protein expression. These data indicate a difference in learning-induced expression in the mammalian brain compared to reports in the literature, which have often focused on stimulation to induce alterations in protein expression. 相似文献
185.
Natasha B. Schultz Gerald Matthews Joel S. Warm David A. Washburn 《Behavior research methods》2009,41(3):593-597
The purpose of this study was to examine the relationship between changes in cerebral blood-flow velocity and performance
on a speeded shoot/don’t-shoot task. Brain activity as indicated by cerebral blood-flow velocity (hemovelocity) was recorded
using the transcranial Doppler ultrasonography. A shoot/don’t-shoot decisionmaking task presented participants with threat/nonthreat
stimuli in the form of bull’s-eye images of various colors. Participants were required to shoot threat targets using a laser-modified
handgun. Results support a vigilance decrement in both the performance measures and hemovelocity. Performance, as measured
by reaction time, number of hits, and marksmanship, decreased across the length of the vigil. Hemovelocity slowed across the
left and right hemispheres as the task progressed, and hemovelocity was slower in the right hemisphere than in the left hemisphere. 相似文献
186.
Janine P. Stichter Melissa Stormont Timothy J. Lewis Tia Schultz 《Journal of Behavioral Education》2009,18(4):331-344
The use of effective instructional strategies is clearly emphasized in current educational reform, especially in the area
of reading. The purposes of this study were to investigate the rates at which specific instructional practices (i.e., attention
signals, prior knowledge supports, previews, instructor modeling, student modeling, organizational prompts) were utilized
during literacy time in elementary schools, determine if there were relationships among the instructional variables, and explore
if teachers in Title I schools and teachers in non-Title I schools differed in their use of specific practices. Participants
included teachers and students from 35 classrooms who were each observed for 5 hours, resulting in a total of 175 observation
hours. The Setting Factors Assessment Tool (SFAT) was used to measure the antecedent instructional variables. Main results
included that teachers in non-Title I classrooms used significantly more prior knowledge references than teachers in Title
I schools; the effect size for this finding was large. Several correlations among the instructional variables were significant.
The article concludes with a discussion of the main findings, implications for future research and the limitations of this
study. 相似文献
187.
188.
189.
Tammy D. Allen Ryan C. Johnson Kristin N. Saboe Eunae Cho Soner Dumani Sarah Evans 《Journal of Vocational Behavior》2012,80(1):17-26
Meta-analysis was used to comprehensively summarize the relationship between dispositional variables and both directions of work–family conflict. The largest effects detected were those associated with negative affect, neuroticism, and self-efficacy; all were in expected directions. In general, negative trait-based variables (e.g., negative affect and neuroticism) appear to make individuals more vulnerable to work–family conflict, while positive trait-based variables (e.g., positive affect and self-efficacy) appear to protect individuals from work–family conflict. In addition, the different dimensions of work–family conflict (time, strain, and behavior) exhibited different patterns of relationships with several of the dispositional variables. No moderating effects were found for sex, parental status, or marital status. Results support the notion that dispositions are important predictors of work–family conflict. 相似文献
190.
Despite its theoretical and practical importance, behavioral consequences of work–family conflict that reside in the family domain rarely have been examined. Based on two studies, the current research investigated the relationship of work-interference-with-family (WIF) with parent–child interactive behavior (i.e., educational, recreational, and passive activities) using survey data from employed parents. Furthermore, the moderating role of trait guilt on the focal relationships was examined. Results were generally consistent across the two studies and supported the hypotheses: both time- and strain-based WIF were negatively associated with educational and recreational activities; trait guilt moderated these relationships such that the relationships were weaker for parents higher on trait guilt than for those lower on trait guilt. By examining a family domain behavioral outcome of WIF and the constructive rather than dysfunctional role of guilt, the current research makes an important and novel contribution to the literature. 相似文献