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81.
Mônica Soares Velloso Maria Alice Prudêncio Jacques 《Transportation Research Part F: Traffic Psychology and Behaviour》2012,15(5):588-599
Knowledge of the factors that contribute to pedestrian crashes is fundamental to the design of engineering, enforcement and education measures to decrease the number and severity of these crashes. To identify the factors that contribute to pedestrian crashes on rural highways crossing urban areas in the Federal District, Brazil, an investigatory procedure was developed. The procedure was implemented by the Federal District Road Department (DER–DF) for a period of 6 months. This study presents the investigatory method and the results. Data analysis indicated the importance of conducting detailed studies of the factors that contribute to pedestrian crashes. The main contributory factors identified are presented and discussed. 相似文献
82.
Brown Jeremiah Washington Wendy Donlin Stein Jeffrey S. Kaplan Brent A. 《The Psychological record》2022,72(3):371-381
The Psychological Record - Hypothetical purchase tasks are a widely used tool to determine the reinforcing value of commodities, especially commodities which are difficult to deliver... 相似文献
83.
Albuquerque Ulysses Paulino Ferreira Júnior Washington Soares Sousa Daniel Carvalho Pires Reinaldo Rafael Corrêa Prota Santos do Nascimento André Luiz Borba Gonçalves Paulo Henrique Santos 《Journal of religion and health》2018,57(5):1948-1960
Journal of Religion and Health - Religiosity/spirituality can affect health and quality of life in myriad ways. Religion has been present since the first moments of our evolutionary history,... 相似文献
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Mariana Pereira Mariana Negrão Isabel Soares Judi Mesman 《Infant mental health journal》2014,35(6):604-613
87.
Montserrat Comesaña Ana P. Soares Ana Marcet Manuel Perea 《British journal of psychology (London, England : 1953)》2016,107(4):651-674
In skilled adult readers, transposed‐letter effects (jugde ‐JUDGE ) are greater for consonant than for vowel transpositions. These differences are often attributed to phonological rather than orthographic processing. To examine this issue, we employed a scenario in which phonological involvement varies as a function of reading experience: A masked priming lexical decision task with 50‐ms primes in adult and developing readers. Indeed, masked phonological priming at this prime duration has been consistently reported in adults, but not in developing readers (Davis, Castles, & Iakovidis, 1998). Thus, if consonant/vowel asymmetries in letter position coding with adults are due to phonological influences, transposed‐letter priming should occur for both consonant and vowel transpositions in developing readers. Results with adults (Experiment 1) replicated the usual consonant/vowel asymmetry in transposed‐letter priming. In contrast, no signs of an asymmetry were found with developing readers (Experiments 2–3). However, Experiments 1–3 did not directly test the existence of phonological involvement. To study this question, Experiment 4 manipulated the phonological prime‐target relationship in developing readers. As expected, we found no signs of masked phonological priming. Thus, the present data favour an interpretation of the consonant/vowel dissociation in letter position coding as due to phonological rather than orthographic processing. 相似文献
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This study sought to describe a brief review of studies conducted on the therapeutic alliance, taking into consideration therapeutic process and outcomes. We seek to reflect about the need to encourage the communities who engage in and conduct research on clinical practice not only to implement surveys of empirically validated measures of therapeutic outcomes, but also make them a regular practice among all clinical mental health psychotherapists. We therefore suggest the following paradigm – the Practice Based on Evidence of Results (PBER) – as a way to improve the quality of technical and tactical interventions of psychotherapists 相似文献
89.
Anthony T. Soares Professor of Psychology
Louise M. Soares
Associate Professor of Psychology Education Research 《Journal of School Psychology》1971,9(4):424-429Previous research had indicated positive and significantly higher self-perceptions for disadvantaged children in comparison to advantaged children in grades four through eight. The intention of this research was to determine whether disadvantaged children maintain their more positive self-images when they enter the more integrated environment with advantaged children. It was discovered that both disadvantaged and advantaged high school students had significantly lower self-perception scores than did the elementary school pupils. The importance of the study is in the continued non-support of the hypothesis that disadvantaged children of all ages have negative self concepts—whether in segregated or integrated situations. However, the study further shows that high school students' self-images are not as high as those of younger children—whether they are disadvantaged or advantaged. 相似文献
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