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701.
旨在探讨不同刺激重复量对反应抑制后效应的影响。在不同刺激重复量条件下,让被试完成停止信号任务。结果发现,从总体来看,刺激重复量因素上的主效应显著,重复类型因素上主效应不显著;信号抑制条件下不同刺激重复量后无信号试次反应时与总的无信号试次反应时差异不显著;信号反应条件下不同刺激重复量后无信号试次反应时与总的无信号试次反应时差异显著。本研究表明不同刺激重复量条件下的反应抑制后效应是认知控制的执行加工而非自动化的记忆提取。 相似文献
702.
Cynthia B. Eriksson Barbara Lopes Cardozo Frida Ghitis Miriam Sabin Carol Gotway Crawford Julia Zhu 《Journal of aggression, maltreatment & trauma》2013,22(6):660-680
Nongovernmental organizations (NGOs) serve Iraqis living in Jordan as “guests.” In 2008, 258 Jordanian humanitarian staff and Iraqi volunteers working for NGOs completed a needs assessment survey. Work characteristics, stressors, and support variables were evaluated regarding their influence on depression, anxiety, post-traumatic stress disorder (PTSD), and burnout through multivariate logistic regressions. There was a significant difference in depression, anxiety, and burnout across nationality. Traumatic exposure increased the risk for anxiety, depression, and PTSD. Working longer in the humanitarian sector was associated with less risk of anxiety and depression, and lower social support was a risk for anxiety. Managers were at higher risk for burnout, and low team cohesion was a risk for burnout. Implications for aid organizations are discussed. 相似文献
703.
C. Brian Harvey Zhu Manshu Kang Ching Biao Zhang FU Jue 《The Journal of genetic psychology》2013,174(4):457-464
Four-, five-, and six-year-old Chinese and Canadian boys and girls were presented a series of 11 graphic models and were asked to draw them. Supporting Piaget's theory, the data indicated that drawing performance on the topological dimension was better than the performance on the Euclidean dimension, and that there were neither gender nor cultural differences in performance. The research offers strong support for a main effect of biological or maturational factors as the foundation for the developmental influences in the acquisition of spatial conceptions. 相似文献
704.
Understanding the Construct of Maximizing Tendency: A Theoretical and Empirical Evaluation 下载免费PDF全文
More attention is being given to the stable, dispositional tendency to maximize when making decisions. Within the growing body of research has been an exchange regarding the appropriate means of measuring maximizing tendency. Guided primarily by psychometric and statistical analyses, these studies have critiqued and revised existing maximizing tendency scales and/or introduced new measures. Importantly, many of these discussions seem to ignore theoretical considerations of the construct of maximizing. In this article, we revisit the original work of Herbert Simon, from where the theory of maximizing tendency was developed, and provide a theoretical account for how maximizers can be distinguished from satisficers and the implications therein for the measurement of maximizing tendency. Across two studies, we provide an updated psychometric, correlational, and behavioral comparison of the two most popular maximizing tendency scales: the Maximization Scale and the Maximizing Tendency Scale. Results demonstrate that the Maximizing Tendency Scale is more theoretically and psychometrically valid than the Maximization Scale. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
705.
心智架构或认知架构是指一个功能相对完整的认知系统的基本组织结构。经典认知科学的理论或模型大多采纳了某种类似于冯·诺依曼式计算机体系结构的心智架构,即认知系统由一些各司其职的心理模块与一个负责整合与协调的中枢部门所构成。进化心理学的众量模块性论题对经典认知科学的心智架构观提出了严厉挑战,并引发了许多争议。本文提出认知冲突协调问题是任何一个足够复杂的认知系统均需要处理的基本问题,并以此来审视关于心智架构的论战,指出此问题对众量模块性论题构成了严重的困难。 相似文献
706.
Jeltsen Peeters Free De Backer Tine Buffel Ankelien Kindekens Katrien Struyven Chang Zhu Koen Lombaerts 《Journal of Adult Development》2014,21(3):181-192
Schools typically ignore an enormous part of students’ learning, i.e. informal learning. Such informal processes include intentional, incidental, and tacit learning and tend to be unnoticed because of their taken-for-granted nature. By conducting in-depth interviews with 15 students, two teachers, and two program coordinators of an adult education program, this study examines informal learning outcomes, processes, and personal informal learning experiences within formal education. The study aimed to reveal the interaction between formal and informal learning as well as the respondents’ experiences in this matter. Respondents report a diverse array of informal learning results. Respondents describe informal learning to occur through self-directed learning projects, daily conversations and experiences, and the program’s informal and hidden curriculum. According to respondents, informal learning has the potential to enrich and complement formal learning. Moreover, the findings point to potential personal, educational, and societal benefits of revealing informal learning within formal education. Implications for practice and future research are discussed. 相似文献
707.
Kathleen H. Reilly Junjie Wang Zhibin Zhu Shuanghe Li Tinghua Yang Guowei Ding Han-Zhu Qian Patricia Kissinger Ning Wang 《Sexuality & culture》2014,18(1):119-131
Previous studies have indicated a potential association between trauma, such as physical violence, emotional violence and sexual violence, and high-risk sexual behavior. Female sex workers (FSWs) were interviewed to elicit history of traumatic events and sexual behaviors. Among 187 participants, 79 (42.2 %) inconsistently used condoms with clients in the past 30 days. Experiencing community violence (OR: 0.4; 95 % CI: 0.2, 0.8) was found to be significantly protective for inconsistent condom use. In this study, experiencing community violence was found to be protective for inconsistent condom use among FSWs, but none of the other trauma subgroups had significant associations with inconsistent condom use. Reasons for unprotected sex among FSW may be more related to economic or other contextual factors. 相似文献
708.
When actions speak volumes: The role of inferences about moral character in outrage over racial bigotry 下载免费PDF全文
Eric Luis Uhlmann Luke Lei Zhu Daniel Diermeier 《European journal of social psychology》2014,44(1):23-29
Inferences about moral character may often drive outrage over symbolic acts of racial bigotry. Study 1 demonstrates a theoretically predicted dissociation between moral evaluations of an act and the person who carries out the act. Although Americans regarded the private use of a racial slur as a less blameworthy act than physical assault, use of a slur was perceived as a clearer indicator of poor moral character. Study 2 highlights the dynamic interplay between moral judgments of acts and persons, demonstrating that first making person judgments can bias subsequent act judgments. Privately defacing a picture of Martin Luther King, Jr. led to greater moral condemnation of the agent than of the act itself only when the behavior was evaluated first. When Americans first made character judgments, symbolically defacing a picture of the civil rights leader was significantly more likely to be perceived as an immoral act. These studies support a person‐centered account of outrage over bigotry and demonstrate that moral evaluations of acts and persons converge and diverge under theoretically meaningful circumstances. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献
709.
The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) does not include verbal IQ and performance IQ scores, as provided in previous editions of the scale; rather, this edition provides comparisons among four index scores, allowing analysis of an individual's WAIS-IV performance in more discrete domains of cognitive ability. To supplement the pairwise index score comparisons included in the WAIS-IV manuals, this article describes the use of the mean of the four index scores (the average index score) as a baseline for analyzing index score variability and as a method for identifying strengths and weaknesses within an individual's index score pattern. Davis's formula was used to calculate critical values for the identification of index scores with a statistically significant difference from the average index score. Subsequent analysis of the WAIS-IV normative sample indicates that variability in performance at the index score level is not uncommon in the general population. More than 70% of individuals in the normative sample have at least one index score that differs significantly from their mean index score. This variability in index score performance appears to have little relationship to age or gender, but it is strongly related to the full-scale IQ. 相似文献
710.