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51.
The purpose of the present study was to examine the relationship among Effort, Reward, and Overcommitment dimensions of Siegrist's Effort-Reward Imbalance Model and Psychological Distress in a sample of 78 Canadian police officers. Ages of respondents ranged between 24 and 56 years (M=36.1, SD=8.0). 30% of respondents had been in policing for 16 years or more, 24% between 6 and 15 years, and 44% for 5 years or less. Ordinary least-squares regression was used to evaluate the relationship between the independent and dependent variables. After adjusting for age, sex, education, and marital status, higher levels of Effort-Reward Imbalance and Overcommitment were associated with greater Psychological Distress. Present findings support the utility of the model in this particular occupational group and add to the increasing literature suggesting association of Effort-Reward Imbalance, Overcommitment, and reduced mental health. 相似文献
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Eddie M. W. Tong George D. Bishop Hwee Chong Enkelmann Yong Peng Why Siew Maan Diong Majeed Khader Jansen Ang 《Journal of personality》2009,77(4):1103-1136
ABSTRACT In light of the lack of studies examining the cognitive components of affective chronometry, this research examined the appraisals associated with emotion habituation, using anger as the emotion of focus. Anger and its appraisals were assessed repeatedly over a day in the participants' naturalistic contexts. The trajectory of decline in anger over time after its first appearance was found to be a function of chronic coping styles. More importantly, the trajectories of anger-related appraisals generally corresponded to that of anger and were also moderated by coping styles in ways consistent with the moderating effects of coping styles on anger. Implications of these results for affective chronometry research and for appraisal research are discussed. 相似文献
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社会主义核心价值体系的基本属性 总被引:2,自引:0,他引:2
尽管学界对社会主义核心价值体系的内涵、理论框架等进行了富有成果的讨论,但对于社会主义核心价值体系的基本属性仍然存在模糊认识.社会主义核心价值体系的基本属性应体现在三个方面:普遍性与民族性、单元性与复合性、保护性与扩展性.即社会主义核心价值体系应具有普遍价值理念,民族精神的精华,道德单元构成,道德单元与道德意识、实践的复合,保护性"硬核",自我完善与不断创新等属性. 相似文献
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Jonathan M. Keefe Jocelyn L. Sy Frank Tong David H. Zald 《Attention, perception & psychophysics》2001,81(1):205-216
The emotional attentional blink (EAB) refers to a temporary impairment in the ability to identify a target when it is preceded by an emotional distractor. It is thought to occur because the emotional salience of the distractor exogenously captures attention for a brief duration, rendering the target unattended and preventing it from reaching awareness. Here we tested the extent to which the EAB can be attenuated by inducing a diffuse top-down attentional state, which has been shown to improve target identification in an analogous attentional phenomenon, the attentional blink. Rapid sequences of landscape images were presented centrally, and participants reported the orientation of a ± 90° rotation of a landscape target. To induce a diffuse state of attention, participants were given a secondary task of monitoring for the appearance of a colored dot in the periphery. We found that emotional distractors impaired target recognition performance to comparable extents, regardless of whether or not participants concurrently performed the peripheral-monitoring task. Moreover, we found that performance of the secondary task led to an impaired ability to ignore neutral distractors. Subjective ratings of target vividness mirrored the behavioral accuracy, with frequent reports of intermediate levels of vividness suggesting that the EAB might impair target visibility in a graded manner. Our results demonstrate that the EAB is robust to manipulations of top-down attention, suggesting that the temporary capture of attention by emotionally salient stimuli involves processes that are distinct from those that produce the attentional blink. 相似文献
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三国四城市小学儿童数学成绩的比较研究——跨文化研究之一 总被引:2,自引:0,他引:2
本研究是中国科学院心理研究所和美国密西根大学的协作项目。数学团体测验是整体研究项目的一部分。这一研究的目的是比较在不同文化背景下北京(中)、芝加哥(美)、仙台(日)和台北(中)小学儿童的数学成绩。其结果表明:亚洲学生的成绩显著高于美国儿童的成绩。我们试将美国教材同其它国家的教材进行比较,已初步看出,教材讲授的时间可能是影响中国儿童成绩的重要因素之一。学生的学习态度可能是影响儿童成绩的另一因素。其它方面如家庭条件、母亲的观念、教师的教学风格以及课堂的组织形式都可能影响儿童的学习成绩。我们对此将陆续提出报告。 相似文献