全文获取类型
收费全文 | 324篇 |
免费 | 9篇 |
出版年
2022年 | 2篇 |
2021年 | 2篇 |
2020年 | 6篇 |
2019年 | 6篇 |
2018年 | 5篇 |
2017年 | 4篇 |
2016年 | 12篇 |
2015年 | 9篇 |
2014年 | 9篇 |
2013年 | 43篇 |
2012年 | 13篇 |
2011年 | 9篇 |
2010年 | 8篇 |
2009年 | 4篇 |
2008年 | 12篇 |
2007年 | 12篇 |
2006年 | 9篇 |
2005年 | 7篇 |
2004年 | 8篇 |
2003年 | 10篇 |
2002年 | 7篇 |
2001年 | 4篇 |
2000年 | 14篇 |
1999年 | 9篇 |
1998年 | 8篇 |
1997年 | 2篇 |
1996年 | 5篇 |
1995年 | 3篇 |
1994年 | 5篇 |
1993年 | 6篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 7篇 |
1989年 | 12篇 |
1988年 | 6篇 |
1987年 | 5篇 |
1985年 | 4篇 |
1984年 | 6篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1980年 | 5篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1972年 | 1篇 |
1971年 | 2篇 |
1970年 | 1篇 |
1967年 | 1篇 |
1966年 | 2篇 |
1961年 | 1篇 |
排序方式: 共有333条查询结果,搜索用时 15 毫秒
71.
Gender differences in the relationship between perceived organizational support and employee perceptions of their communication with top management, immediate supervisors, and coworkers are investigated in a university and in two engineering firms. Respondents were predominantly Caucasian Americans. Gender moderated the relationship between perceived organizational support and two communication variables (coworker communication relationship and coworker information quality). Males reporting a positive coworker communication relationship also indicated higher perceived organizational support. This pattern did not emerge for females. Males who perceived receiving higher quality information from coworkers reported higher perceived organizational support. While a similar pattern emerged for females, the relationship was weaker. 相似文献
72.
Although data about personality assessment training in clinical psychology programs have often been gathered, little comparable data have been collected about assessment training in counseling psychology programs. To collect such information, we conducted a survey of all programs identified as part of the Council of Counseling Psychology Training Programs. A two-page questionnaire was sent out to the 64 program directors, with 56 (88%) of the questionnaires being returned. Information about availability of required personality assessment courses, availability of elective assessment courses, and types of personality tests covered in the counseling curriculum is presented and discussed. 相似文献
73.
74.
Recall of the last one or two items of a spoken list is impaired when the list is followed by a nominally irrelevant item. At issue here was whether this suffix effect is reduced with repeated exposure to the irrelevant item. The effect was found to decline over successive blocks of trials, but only slightly (Experiment 1). No decisive evidence for adaptation to the irrelevant item was found when it was spoken after each of the list items rather than after the last one only (Experiments 2 and 3). The strongest evidence for adaptation was obtained when the irrelevant item was repeated in an unbroken stream that extended through the presentations and recall periods of successive lists: The recency effect and the level of recall at the last position within a list were greater under these conditions than when the irrelevant item was presented only once after each list (Experiments 4, 5, and 6). 相似文献
75.
76.
Liza Bonin 《Journal of clinical psychology in medical settings》2018,25(3):278-294
Quality Improvement (QI) is a health care interprofessional team activity wherein psychology as a field and individual psychologists in health care settings can and should adopt a more robust presence. The current article makes the argument for why psychology’s participation in QI is good for health care, is good for our profession, and is the right thing to do for the patients and families we serve. It reviews the varied ways individual psychologists and our profession can integrate quality processes and improve health care through: (1) our approach to our daily work; (2) our roles on health care teams and involvement in organizational initiatives; (3) opportunities for teaching and scholarship; and (4) system redesign and advocacy within our health care organizations and health care environment. 相似文献
77.
Varol?Onur?Kayhan Zheng??Chen Kimberly?A.?French Tammy?D.?Allen Kristen?Salomon Alison?Watkins 《Behavior research methods》2018,50(1):57-83
There is growing interest among organizational researchers in tapping into alternative sources of data beyond self-reports to provide a new avenue for measuring behavioral constructs. Use of alternative data sources such as wearable sensors is necessary for developing theory and enhancing organizational practice. Although wearable sensors are now commercially available, the veracity of the data they capture is largely unknown and mostly based on manufacturers’ claims. The goal of this research is to test the validity and reliability of data captured by one such wearable badge (by Humanyze) in the context of structured meetings where all individuals wear a badge for the duration of the encounter. We developed a series of studies, each targeting a specific sensor of this badge that is relevant for structured meetings, and we make specific recommendations for badge data usage based on our validation results. We have incorporated the insights from our studies on a website that researchers can use to conduct validation tests for their badges, upload their data, and assess the validity of the data. We discuss this website in the corresponding studies. 相似文献
78.
The use of cognitive subtest profiles to hypothesize about children's learning strengths and weaknesses implicitly assumes that subtest profiles are predictive of academic performance. To test this assumption, Wechsler Intelligence Scale for Children-Third Edition (WISC-III) subtest profiles were decomposed into elevation, scatter, and shape components and sequentially regressed onto reading and math achievement scores for 1,118 nonexceptional and 538 exceptional students. Profile elevation was statistically and practically significant for both exceptional (R = .36-.61) and nonexceptional (R = .72-.75) students. Profile scatter did not aid in the prediction of achievement. Profile shape accounted for an additional 5%-8% of the variance in achievement measures. It was concluded that using WISC-III subtest scatter and shape to predict academic performance was not supported by the accumulated scientific evidence. 相似文献
79.
During a campus walk, participants were given familiar or bizarre action statements (e.g., “Check the Pepsi machine for change”
vs. “Propose marriage to the Pepsi machine”) with instructions either to perform the actions or imagine performing the actions
(Group 1) or to watch the experimenter perform the actions or imagine the experimenter performing the actions (Group 2). One
day later, some actions were repeated, along with new actions, on a second walk. Two weeks later, the participants took a
recognition test for actions presented during the first walk, and they specified whether a recognized action was imagined
or performed. Imagining themselves or the experimenter performing familiar or bizarre actions just once led to false recollections
of performance for both types of actions. This study extends previous research on imagination inflation by demonstrating that
these false performance recollections can occur in a natural, real-life setting following just one imagining. 相似文献
80.