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671.
采用ERPs技术,对不同类别使用目的的典型性效应进行研究。通过分类方式控制类别使用目的,分别采用包含法和排除法对材料进行类属判断。结果表明:(1)排除组反应时显著短于包含组,表明两种条件下被试可能采取了不同的认知加工策略;(2)在认知加工早期阶段210ms-310ms,包含组引发了更大的N2波幅,这说明类别使用目的对类别典型性表征的影响在早期认知加工阶段就已有所表现。(3)370ms-470ms阶段,典型性样例在排除组引发了比包含组更大的N400;表明类别使用目的影响了典型性表征的加工。 相似文献
672.
A slice of life: Ecologically valid methods for research on social relationships and health across the life span 下载免费PDF全文
Joshua M. Smyth Vanessa Juth Jun Ma Martin Sliwinski 《Social and Personality Psychology Compass》2017,11(10)
This paper describes “slice of life” methods—detailed observations of moment‐to‐moment intraindividual processes that occur over short timescales in the natural environment—as an important research tool in exploring social relationships and health across the life span. Such methods, including ecological momentary assessment, experience sampling, daily diaries, measurement burst, and other slice of life designs, are important supplements to more traditional laboratory, epidemiological, and long‐term longitudinal research methods. Specifically, we highlight how slice of life methods (with a focus on ecological momentary assessment) allow researchers to compare the relative importance of different social relationships (or features thereof) for health outcomes, understand temporal dynamics, identify potentially causal mechanistic pathways at different timescales through which social relationships influence health, and design, implement, and evaluate innovative interventions that target these pathways at different timescales. We conclude with recommendations and future directions for slice of life methods for research on social relationships and health across the life span. 相似文献
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674.
GKT原理的卡片测试范式实验研究 总被引:1,自引:0,他引:1
研究设计了三种包含不同说谎和认知成分的回答方式,以无意义字母串为刺激材料,以60名被试为对象检验GKT对犯罪嫌疑人的识别是基于认知还是说谎反应.研究结果表明:(1)仅包含认知成分的"重复"回答方式条件下,GKT能够区分关键信息和控制信息,表明认知成分存在于GKT测谎模式的运作机制中.(2)包含相同认知成分、不同说谎成分的回答方式条件下,GKT对知道关键信息的"犯罪"者的反应判定准确性不同:"不是…"回答方式下反应判定的准确性最高.重复回答方式下的判定准确性最低,由此证实说谎成分存在于GKT机制中.(3)仅包含认知成分的回答方式反应判定准确性最低,说谎成分的加入显著提高判定准确率.说谎成分与认知成分在GKT原理中的比重尚需进一步探索. 相似文献
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676.
《管子》的治国思想强调以人为本、注重人性,礼法并用、德刑并重,发展经济、农商并重,为历代君王将相和学者所尊崇和探究。文章立足于《管子》成书的时间和空间因素,从周公和姜太公两者的治国思想探讨了《管子》治国思想的渊源,以期从历史的角度更好地理解《管子》的治国思想。 相似文献
677.
在西北伊斯兰教的研究中,学术界往往注重门宦制度的研究,而忽略了对"海乙"制度的研究,就是涉及该问题的有关研究也存在主观的、片面的看法,缺乏客观性.本文在现有的资料的基础上,根据已有的学术成果和新发现的资料,结合多年来在河湟地区的观察、调查和感受,对河湟一代伊斯兰教中的"海乙"制的形成、发展、变迁、影响等方面作一个初步的探讨,以期引起学术界对此问题研究的关注. 相似文献
678.
Lang Ma Erin Phelps Jacqueline V. Lerner Richard M. Lerner 《Journal of applied developmental psychology》2009,30(5):628-644
Using data from the first three waves (Grades 5, 6, and 7) of the 4-H Study of Positive Youth Development, this study assessed if being a bully or being a victim accounts for an adolescent's academic competence, if selected contextual and individual variables impact an adolescent's academic competence, and if such impact differs in relation to an adolescent's bullying status. The results of random coefficient hierarchical regression analyses indicated that being a bully predicted lower grades across time, and that being a bully was more detrimental for girls than for boys. Being a bully and being a victim negatively predicted self-perceived academic competence, but these predictive effects did not change over time or differ by sex. Teacher support positively predicted grades and greater parent support and teacher support independently predicted higher self-perceive academic competence. Greater educational expectations and school engagement independently predicted higher self-reported grades, while these two predictors positively interacted in explaining self-perceived academic competence. Unexpectedly, peer support negatively predicted self-reported grades for victims, and negatively predicted self-perceived academic competence for bullies. We discuss the importance of addressing the issue of academic competence in bullying interventions, as well as the utility of capitalizing on developmental assets in promoting academic competence among adolescents who bully and who are bullied. 相似文献
679.
Xin Ma 《Journal of International Migration and Integration》2003,4(4):541-576
Using the Canadian sample from the Programme for International Student Assessment, this study examined the effects of student
and school characteristics on academic achievement of immigrant and non-immigrant students. No differences were found in mathematics
achievement, but non-immigrant students outperformed immigrant students in both reading and science achievement. At the student
level, there was more gender equity in academic achievement among immigrant than non-immigrant students. Socioeconomic inequity
was related to fathers among immigrant students but to both mothers and fathers among non-immigrant students. Home language
had weaker effects among immigrant than non-immigrant students. At the school level, teacher-student ratio, teacher morale,
and academic pressure were predictors for immigrant students, whereas disciplinary climate for non-immigrant students. Non-immigrant
students demonstrated tremendous regional differences that were absent among immigrant students. 相似文献
680.