全文获取类型
收费全文 | 522篇 |
免费 | 24篇 |
国内免费 | 2篇 |
专业分类
548篇 |
出版年
2023年 | 4篇 |
2022年 | 4篇 |
2021年 | 10篇 |
2020年 | 15篇 |
2019年 | 15篇 |
2018年 | 15篇 |
2017年 | 20篇 |
2016年 | 21篇 |
2015年 | 9篇 |
2014年 | 21篇 |
2013年 | 61篇 |
2012年 | 22篇 |
2011年 | 28篇 |
2010年 | 13篇 |
2009年 | 14篇 |
2008年 | 27篇 |
2007年 | 19篇 |
2006年 | 18篇 |
2005年 | 15篇 |
2004年 | 20篇 |
2003年 | 14篇 |
2002年 | 25篇 |
2001年 | 7篇 |
2000年 | 6篇 |
1999年 | 6篇 |
1998年 | 7篇 |
1997年 | 5篇 |
1996年 | 4篇 |
1995年 | 4篇 |
1994年 | 11篇 |
1993年 | 4篇 |
1992年 | 9篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 5篇 |
1988年 | 4篇 |
1986年 | 5篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1980年 | 4篇 |
1978年 | 5篇 |
1977年 | 6篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1971年 | 2篇 |
1966年 | 3篇 |
排序方式: 共有548条查询结果,搜索用时 15 毫秒
201.
Richard P. Eibach Valerie Purdie-Vaughns 《Journal of experimental social psychology》2011,47(1):274-277
Drawing attention to historic increases in equality carries the risk of encouraging complacency about the need to further advance equality. This risk may be reduced by carefully framing the interpretation of increased equality. We apply an influential goal-framing model (Fishbach and Zhang, 2008) to test whether framing the accomplishments of the American Civil Rights Movement in terms of progress toward equality vs. commitment to equality influences white Americans' support for further egalitarian policies. In two experiments, we manipulated whether progress or commitment was in mind when participants considered civil rights accomplishments. As hypothesized, participants more strongly supported egalitarian policies when civil rights accomplishments were framed as evidence of commitment to equality than when these same accomplishments were framed as evidence of progress toward equality. We discuss implications for applying the goal-framing model to political goals and the advantages of using experimental methods to study framing processes in social movements. 相似文献
202.
Mitchell J. Prinstein Nicole Heilbron John D. Guerry Joseph C. Franklin Diana Rancourt Valerie Simon Anthony Spirito 《Journal of abnormal child psychology》2010,38(5):669-682
Research suggests that adolescents’ engagement in nonsuicidal self-injurious (NSSI) behaviors may be increasing over time,
yet little is known regarding distal longitudinal factors that may promote engagement in these behaviors. Data from two longitudinal
studies are presented to examine whether NSSI may be associated with peer influence processes. Study 1 included 377 adolescents
from a community-based sample; Study 2 included 140 clinically-referred adolescents recruited from a psychiatric inpatient
facility. In Study 1, adolescents’ NSSI was examined at baseline and one year later. Adolescents’ nominated best friend reported
their own levels of NSSI. In Study 2, adolescents’ NSSI was examined at baseline as well as 9 and 18-months post-baseline.
Adolescents’ perceptions of their friends’ engagement in self-injurious behavior (including suicidality) and depressed mood
also were examined at all three time points. Baseline depressive symptoms were measured in both studies; gender and age were
examined as moderators of peer influence effects. Results from both studies supported longitudinal peer socialization effects
of friends’ self-injurious behavior on adolescents’ own NSSI for girls, but not for boys, even after controlling for depressive
symptoms as a predictor. Study 1 suggested socialization effects mostly for younger youth. Results from Study 2 also suggested
longitudinal socialization effects, as well as peer selection effects; adolescents’ NSSI was associated with increasing perceptions
of their friends’ engagement in depressive/self-injurious thoughts and behavior. Findings contribute to the nascent literature
on longitudinal predictors of NSSI and to work on peer influence. 相似文献
203.
204.
In three experiments on joint probability estimation, gist representations were manipulated with analogies, and the suboptimal strategy of ignoring relevant denominators was counteracted with training in using 2 × 2 tables to clarify joint probability estimates. The estimated probabilities of two events, as well as their conjunctive and disjunctive probabilities, were assessed against two benchmarks, logical fallacies and semantic coherence—a constellation of estimates consistent with the relationship among sets. Fuzzy‐trace theory (FTT) predicts that analogies will increase semantic coherence, and a table intervention affecting denominator neglect will both increase semantic coherence and reduce fallacies. In all three experiments, analogies increased semantic coherence. In both experiments training participants to use 2 × 2 tables, such tables reduced fallacies and increased semantic coherence. As the relations among sets in the problem materials progressed in cognitive complexity from identical sets, mutually exclusive sets, and subsets to overlapping sets, fallacies generally increased, and semantic coherence generally decreased. These findings indicate that denominator neglect is pervasive, but that it can be remedied with a straightforward intervention that clarifies relations among sets. Further, intuitive gist‐based probability estimation can be improved through the use of simple analogies. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
205.
This paper reviews the literature regarding Christian clergy as a resource for victims of domestic violence, a common threat to women. Although assistance is available, there are more victims than resources, resulting in many women having limited to no help at all. One resource for victims is the clergy, who are often perceived as respected members of the community and have the authority to make suggestions or even interventions about family issues. However, the literature suggests that cleric theological beliefs may hinder their ability to counsel victims, and the effectiveness of cleric ability to counsel victims varies greatly. Future directions for research are suggested in order to understand what factors influence cleric attitudes and counseling abilities. 相似文献
206.
Michael Persampieri Valerie Gortmaker Edward J. Daly Susan M. Sheridan Merilee McCurdy 《Behavioral Interventions》2006,21(1):31-57
Two experimental investigations of the effects of parent delivered reading interventions were conducted. Tutoring packages consisting of empirically supported intervention components were delivered by parents for at least several weeks after initial parent training. Both experiments used single‐case experimental designs and measured participants' oral reading fluency in passages. Experiment 1 used a multiple‐probe design across tasks (passages) to evaluate tutoring effects for two students with learning disabilities. Results indicate that both students increased their reading fluency and maintained those increases over time. Experiment 2 used a brief experimental analysis that included both experimenter and parent delivered instructional trials to validate the treatment package. Next, the treatment package was evaluated using an alternating treatments design. Results were uniformly positive. An interesting but not surprising correlation was also found between treatment integrity and student outcomes. Results are discussed in terms of the framework and skills that behavior analysts have for working with parents and schools to improve their children's academic responding. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献
207.
Margaret M. Harvey Timothy J. Petersen Julia C. Sager Nita J. Makhija-Graham Edward C. Wright Erika L. Clark Lauren M. Laifer Lauren K. Richards Louis K. Chow Louisa G. Sylvia René M. Lento Laura K. Harward Joan Clowes Valerie Brathwaite Laura K. Lakin Noah D. Silverberg Grant L. Iverson Eric Bui Naomi M. Simon 《Cognitive and behavioral practice》2019,26(2):323-334
Post-9/11 service members may return from military service with a complicated set of symptoms and conditions, such as posttraumatic stress disorder (PTSD), depression, substance misuse, and traumatic brain injury (TBI), that interfere with reintegration and impair functioning. Although evidence-based treatments that facilitate recovery exist, their successful delivery at a sufficient dose is limited. Barriers to accessing treatment combined with challenges compiling a comprehensive treatment team further delay delivery of effective evidence-based care for PTSD, TBI, and co-occurring mental health conditions. This paper describes the development of a comprehensive, multidisciplinary, 2-week intensive day program for post-9/11 veterans with complex mental health concerns. The treatment program combines skill building groups, family education, and integrative health approaches with evidence-based individual PTSD or TBI care. Initial results from the first 132 participants were notable for a 97% completion rate, as well as statistically significant and clinically meaningful reductions in PTSD, neurobehavioral, and depression symptom severity for the 107 veterans who completed the PTSD track and the 21 who completed the TBI track. These data suggest the intensive program approach is an effective, well-tolerated model of treatment for post-9/11 veterans with PTSD and/or TBI. Future controlled studies should examine the effectiveness of this intensive model compared to standard evidence-based therapy delivery, as well as longitudinal outcomes. 相似文献
208.
Psychonomic Bulletin & Review - Visual working memory (VWM) representations interact with attentional guidance, but there is controversy over whether multiple VWM items simultaneously influence... 相似文献
209.
David M.N. Garavito Valerie F. Reyna Joseph E. DeTello 《Applied cognitive psychology》2019,33(4):646-654
One factor in reducing the likelihood of sports‐related brain injuries is the recognition of risks. However, using colloquial terms may deemphasize the severity of these risks. We hypothesized that using colloquial language to describe sports‐related brain injuries will lead to greater willingness to take on the risk. We conducted two experiments, varying the label describing an injury (getting your bell rung, concussion, or brain injury) and assessing willingness of current athletes, former athletes, and nonathletes to accept this risk as part of sports participation. High‐school and college athletes were willing to expose themselves to a high probability of risk, compared with nonathletes, when described colloquially. However, risk thresholds were low and indistinguishable across groups when using the term “brain injury.” Findings remained significant when controlling for knowledge, age, and sensation seeking. These differences indicate that the term “getting your bell rung” should not be used to describe a brain injury. 相似文献
210.
In three studies, we examined simple counterexample-based and probabilistic reasoning in children 6, 7, and 9 years of age. In the first study, participants were asked to make conditional (if-then) inferences under both categorical (certain or uncertain) and probabilistic instructions. Results showed that 6-year-olds respond to both forms of inference in similar ways, but whereas probabilistic conditional inferences showed little development over this period, categorical inferences clearly improved between 6 and 7 years of age. An analysis of the children's justifications indicated that performance under categorical instructions was strongly related to counterexample generation at all ages, whereas this was true only for the younger children for inferences under probabilistic instructions. These findings were replicated in a second study, using problems that referred to concrete stimuli with varying probabilities of inference. A third study tested the hypothesis that children confused probability judgments with judgments of confidence and demonstrated a clear dissociation between these two constructs. Overall, these results show that children are capable of accurate conditional inferences under probabilistic instructions at a very early age and that the differentiation between categorical and probabilistic conditional reasoning is clear by at least 9 years ofage. These results are globally consistent with dual-process theories but suggest some difficulties for the way that the analytic-heuristic distinction underlying these theories has been conceptualized. 相似文献