全文获取类型
收费全文 | 393篇 |
免费 | 22篇 |
出版年
2024年 | 3篇 |
2023年 | 4篇 |
2022年 | 4篇 |
2021年 | 3篇 |
2020年 | 12篇 |
2019年 | 13篇 |
2018年 | 19篇 |
2017年 | 16篇 |
2016年 | 23篇 |
2015年 | 8篇 |
2014年 | 13篇 |
2013年 | 39篇 |
2012年 | 29篇 |
2011年 | 25篇 |
2010年 | 9篇 |
2009年 | 12篇 |
2008年 | 12篇 |
2007年 | 17篇 |
2006年 | 13篇 |
2005年 | 21篇 |
2004年 | 12篇 |
2003年 | 18篇 |
2002年 | 10篇 |
2001年 | 7篇 |
2000年 | 6篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1995年 | 3篇 |
1992年 | 2篇 |
1991年 | 7篇 |
1990年 | 2篇 |
1989年 | 5篇 |
1988年 | 2篇 |
1985年 | 1篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1979年 | 4篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1970年 | 1篇 |
1969年 | 2篇 |
1968年 | 2篇 |
1967年 | 2篇 |
1966年 | 1篇 |
排序方式: 共有415条查询结果,搜索用时 15 毫秒
101.
Parental socialization of emotion expression: gender differences and relations to child adjustment 总被引:2,自引:0,他引:2
The present study examined gender differences in children's submissive and disharmonious emotions and parental attention to these emotions. Sixty children and their mothers and fathers participated when children were 4 and 6 years old. Children's emotion expression and parental responses during a game were coded. Girls expressed more submissive emotion than boys. Fathers attended more to girls' submissive emotion than to boys' at preschool age. Fathers attended more to boys' disharmonious emotion than to girls' at early school age. Parental attention at preschool age predicted later submissive expression level. Child disharmonious emotion predicted later externalizing symptoms. Gender differences in these emotions may occur as early as preschool age and may be subject to differential responding, particularly by fathers. 相似文献
102.
College students (N= 90) completed a questionnaire designed to assess their recollection of a time that they delivered bad news. Responses were provided about whether each of 72 possible characteristics of such transactions occurred in addition to the impact each had on the ease of delivering the news. Participants also provided information about the stress associated with the process and their perceptions of the anxiety experienced by the receiver of the news. Three important findings emerged: (a) there was substantial diversity in the type of bad news that givers recalled transmitting; (b) students reported a wide variety of experiences associated with the bad‐news process, with a sizable cluster of these experiences seeming to typify such transactions across students and news type; and (c) the level of stress associated with the bad‐news process was generally high, and it was associated with what students thought about and did during the transaction. 相似文献
103.
The commonalities between anxiety and depression have been discussed before, but few have delineated the potentially different
mechanisms through which treatments work for these populations. The current study conducted a comprehensive review of child
and adolescent randomized clinical trials that tested cognitive-behavioral therapy (CBT) for anxiety or depression. All studies
were required to have assessed both treatment outcomes and at least one theory-specific process target, including behavioral,
physiological, cognitive, and coping variables. Using a meta-analytic approach, CBT demonstrated positive treatment gains
across anxiety, depression, and general functioning outcomes. CBT for anxiety also produced moderate to large effects across
behavioral, physiological, cognitive, and coping processes, with behavioral targets demonstrating potentially the greatest
change. CBT for depression produced small effects for cognitive processes but nonsignificant effects for behavioral and coping
variables. Findings were generally consistent with CB theory but suggest potentially different mediators in the treatment
of anxiety and depression. Results are discussed in terms of implications for mechanisms research, theories of change, and
treatment development. 相似文献
104.
Helena Sheehan 《国际科学哲学研究》2007,21(2):197-210
This article outlines the distinctive contribution of Marxism to science studies. It traces the trajectory of Marxist ideas through the decades from the origins of Marxism to the present conjuncture. It looks at certain key episodes, such as the arrival of a Soviet delegation at the International History of Science Congress in London in 1931, as well as subsequent interactions between Marxists and exponents of other positions at later international congresses. It focuses on the impact of several generations of Marxists who have engaged with science in diverse ways. It examines the influence of Marxism on contemporary trends in science studies. It concludes that Marxism survives in circuitous and complex ways. It argues not only for a positive interpretation of its contribution in the past but for its explanatory and ethical power in the present and future. 相似文献
105.
An understanding of the differences in the ways in which self-efficacy and interest influence boys’ and girls’ intentions
to continue enrollment in mathematics courses may provide insight into how to encourage continued mathematics enrollment for
all students. Two competing theoretical models of mathematics self-efficacy and interest in predicting students’ enrollment
intentions and achievement were evaluated separately across samples of middle level boys and girls. One model was empirically
supported for both groups and indicated the independent influence of self-efficacy and interest in predicting enrollment intentions.
Multi-group analyses revealed that self-efficacy’s influence in enrollment intentions and achievement was significantly stronger
for boys than for girls, and interest was significantly more important in the prediction of enrollment intentions for girls
than for boys. 相似文献
106.
Anderson US Stoinski TS Bloomsmith MA Maple TL 《Journal of comparative psychology (Washington, D.C. : 1983)》2007,121(1):1-11
The ability to select the larger of two quantities ranging from 1 to 5 (relative numerousness judgment [RNJ[) and the ability to select the larger of two pairs of quantities with each pair ranging from 1 to 8 (summation) were evaluated in young, middle-aged, and older adult orangutans (7 Pongo pygmaeus abelii and 2 Pongo pygmaeus pygmaeus). Summation accuracy and RNJ were similar to those of previous reports in apes; however, the pattern of age-related differences with regard to these tasks was different from that previously reported in gorillas. Older orangutans were less accurate than the young and middle-aged for RNJ, and summation accuracy was equivalent among age groups. Evidence was found to suggest that the young and middle-aged based their selection of the largest quantity pair on both quantities within each pair during the summation task. These results show a relationship between subject age and the quantitative abilities of adult orangutans. 相似文献
107.
108.
109.
Purpose
The purpose of this study was to advance learner control as a psychological construct by reexamining its dimensionality and effects on learning and reactions in the context of technology-delivered training.Design/methodology/approach
Learners (n=384) completed a 2-h web-based Microsoft Excel training. The amount of instructional and scheduling control was manipulated in order to introduce variance in control perceptions. Outcome measures included off-task attention, declarative knowledge, and training reactions.Findings
Learner control is a multidimensional construct with differential effects on training outcomes. By focusing on learners’ perceptions of control, we found that instructional control perceptions decreased learning by increasing off-task attention, while scheduling control perceptions increased learning.Implications
Though both dimensions of perceived learner control are positively related to training reactions, they differentially predict learning. Combined with factor analytic evidence, our study suggests that learner control research should differentiate between objective and perceived learner control, and between instructional and scheduling control perceptions. Organizations should consider how learner control affects learning prior to designing training.Originality/value
Scheduling control is an often used but rarely researched form of learner control. We address this gap by expanding the construct domain of learner control to include scheduling control. Further, this study provides the first empirical examination of learner control perceptions. Despite calls for learner control literature to differentiate between objective and perceived control, no study had previously examined control perceptions directly. Our results may be used to inform organizational decisions regarding the amount and type of control included in training. 相似文献110.
Cheating,Reactions, and Performance in Remotely Proctored Testing: An Exploratory Experimental Study
Michael N. Karim Samuel E. Kaminsky Tara S. Behrend 《Journal of business and psychology》2014,29(4):555-572