全文获取类型
收费全文 | 415篇 |
免费 | 59篇 |
国内免费 | 26篇 |
出版年
2024年 | 4篇 |
2023年 | 9篇 |
2022年 | 7篇 |
2021年 | 16篇 |
2020年 | 20篇 |
2019年 | 23篇 |
2018年 | 24篇 |
2017年 | 27篇 |
2016年 | 28篇 |
2015年 | 17篇 |
2014年 | 23篇 |
2013年 | 71篇 |
2012年 | 16篇 |
2011年 | 13篇 |
2010年 | 13篇 |
2009年 | 18篇 |
2008年 | 20篇 |
2007年 | 20篇 |
2006年 | 22篇 |
2005年 | 12篇 |
2004年 | 9篇 |
2003年 | 16篇 |
2002年 | 9篇 |
2001年 | 7篇 |
2000年 | 7篇 |
1999年 | 6篇 |
1998年 | 5篇 |
1997年 | 5篇 |
1996年 | 1篇 |
1995年 | 9篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 5篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1983年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
排序方式: 共有500条查询结果,搜索用时 31 毫秒
181.
This research examines decisions from experience in restless bandit problems. Two experiments revealed four main effects. (1) Risk neutrality: the typical participant did not learn to become risk averse, a contradiction of the hot stove effect. (2) Sensitivity to the transition probabilities that govern the Markov process. (3) Positive recency: the probability of a risky choice being repeated was higher after a win than after a loss. (4) Inertia: the probability of a risky choice being repeated following a loss was higher than the probability of a risky choice after a safe choice. These results can be described with a simple contingent sampler model, which assumes that choices are made based on small samples of experiences contingent on the current state. 相似文献
182.
Newell, Mitchell, and Hayes (NMH) conduct three experiments designed to test whether exemplar cuing (EC) theory or a statistical format theory provides a more accurate account for how people make judgments about low‐probability events. They report finding support for the statistical format theory and little or no support for EC. However, NMH misstate the requirements for the production of exemplars in EC theory. As a result, they confuse non‐exemplar conditions with exemplar conditions in their experiments, and find results that are virtually irrelevant to EC theory. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
183.
组织中的情绪情感研究逐渐成为了学界关注的热点, 情感事件理论的出现为该领域研究提供了一个整合的框架。情感事件理论认为员工在工作中的情感反应由特定的工作事件引发, 这些情感反应会进一步影响员工的态度与行为。该理论区分了情感反应与工作满意度的差异, 并在对工作满意度解构的基础上提出了情感驱动型和判断驱动型两类不同性质的行为。情感事件理论对研究组织成员情感反应的作用机制具有重要的指导意义, 但另一方面它也需考虑团体层次情感机制及测量方法等因素, 在更加具体的情境中进一步验证和完善。 相似文献
184.
采用问卷法调查了1319名青少年,探讨了领悟社会支持对感恩与青少年生活满意度之间关系的中介效应以及压力性生活事件对此中介效应是否具有调节效应。结果发现:(1)领悟社会支持在感恩与青少年生活满意度之间起着部分中介作用;(2)领悟社会支持的中介作用受到压力性生活事件的调节,压力性生活事件调节了感恩 领悟社会支持 生活满意度这一中介过程的后半路径。因此,领悟社会支持对青少年生活满意度的影响是有调节的中介效应。研究结论对提高青少年的生活满意度具有重要的理论价值和参考价值。 相似文献
185.
David L. DuBois Robert D. Felner Michelle D. Sherman Catherine A. Bull 《American journal of community psychology》1994,22(3):371-397
Tested the role of self-esteem as a mediator of relationships between socioenvironmental experiences and emotional/behavioral
problems using a sample of 215 young adolescents (Grades 7–9). Socioenvironmental experiences were assessed using self-report
questionnaire measures of social support and major and minor stressful events. Self-esteem was assessed using a self-report
questionnaire, an interview, and a parent-report questionnaire. Emotional/behavioral problems were assessed using self-report,
parent-report and teacherreport questionnaires. Utilizing structural equation modeling, the data were used to test a model
in which self-esteem mediated the relationship between socioenvironmental experiences and emotional/behavioral problems. The
hypothesized model provided a reasonably good fit to the data (normed fit index=.90). However, an alternative model which
also allowed for direct effects of socioenvironmental experiences on emotional/behavioral problems produced a significant
improvement in model fit. In this model, socio-environmental experiences had significant effects on emotional problems via
both direct effects and indirect effects that indicated a mediating role for self-esteem. Only direct effects of socioenvironmental
experiences were evident for behavioral problems.
This research was supported by a grant to the first author from the University of Missouri Research Board. Thanks are due
to the students, staff, and parents of the Columbia Public Schools, Columbia, Missouri, for their participation in and support
of this research project. 相似文献
186.
George P. Knight Lynn M. Virdin Katheryn A. Ocampo Mark Roosa 《American journal of community psychology》1994,22(6):767-783
Recently there has been concern over the need for mental health research within ethnic minority populations, particularly
Hispanic populations. Although there has been research focusing upon the similarity of mental health problems among Hispanic
and Anglo-American samples, the absence of information regarding the cross-ethnic measurement equivalence of the assessment
tools used in these comparisons seriously limits the interpretability of these findings. The two reported studies were designed
to (a) examine the cross-ethnic functional and scalar equivalence of several mental health measures by examining the interrelations
of these mental health indicators and examining the regression equations using negative life events to predict mental health
outcomes; and (b) compare several mental health indicators among Hispanic and Anglo-American 8- to 14-year-old children. Findings
suggest considerable cross-ethnic functional and scalar equivalence for the measure of depression, conduct disorders, and
negative life events. In addition, findings indicate that the Hispanic children scored higher in depression than did the Anglo-American
children, but this difference could be a function of differences in SES. The reader is cautioned that the present samples
included only English-speaking and primarily Mexican American children.
This study was funded by the National Institute for Mental Health Grant 2-P50-MH39246-06 to support the Preventive Intervention
Research Center at Arizona State University. The authors gratefully acknowledge the contributions made by Tim Ayers, Carolyn
Berg, Leah Gensheimer, Joanne Gersten, Nancy Groppenbacher, Lisa Jack, Lillian Lengua, Marcia Michaels, Irwin Sandler, and
Jerome Short. 相似文献
187.
Christina M. Hultman Ing-Marie Wieselgren & Arne Öhman 《Scandinavian journal of psychology》1997,38(1):3-13
The vulnerability-stress model for schizophrenia posits that relapses are at least partly determined by interacting triggering and protecting psychosocial factors. This study examined social support and general coping style in 42 consecutively admitted DSM:III schizophrenic patients, who were followed prospectively for up to four years. In a second part of the study, a subgroup of the patients were interviewed using the Life Event and Difficulty Schedule 9 months after discharge or at relapse. Patients contented with low social integration had a higher relapse rate over four years than patients lacking of social provisions, but wanting more. We found an excess of life events three weeks before relapse compared to events reported in the non-relapsing group. Suggesting a buffering effect of social factors, time between life event and relapse was significantly extended among patients with a high availability of attachment and a coping strategy characterised of active support seeking. 相似文献
188.
Lori Pbert Leonard A. Doerfler Diana DeCosimo 《Journal of psychopathology and behavioral assessment》1992,14(4):363-375
The relation of perceived stress and psychosocial dysfunction was examined in two clinical samples identifying stress as a personal problem. Perceived stress was significantly correlated with self-reported negative affect and physical symptoms. Negative and total major life event scores also were significantly correlated with self-reported negative affect and physical symptoms. However, the perceived stress scale and the life events measures were moderately correlated, indicating that the two scales assess different features of the stress experience. A major finding of this study was that perceived stress scores were significantly correlated with affective and physical symptoms even after the variance associated with life events had been partialed out. 相似文献
189.
G. Roy Mayer Tom Butterworth Mary Nafpaktitis Beth Sulzer-Azaroff 《Journal of applied behavior analysis》1983,16(4):355-369
Vandalism is a major problem facing educators and taxpayers alike. The present investigation analyzed how vandalism costs and student disruption were related to the implementation of a training and consultation package designed to increase the reinforcing ambience of the school. A positive environment, it was posited, would displace previous events that may have set the occasion for vandalism, with cues to promote productive school performance. Eighteen elementary and junior high schools were involved over a 3-year period. Using a delayed treatment control design, treatment was delivered following either 4 or 13 months of baseline. During treatment, teams of school personnel attended training workshops in behavioral strategies for reducing vandalism and disruption by students in school. Each team also met regularly on its campus to plan and implement programs on a schoolwide basis. To demonstrate that reinforcing procedures were actually implemented and accompanied by change in student performance, these variables were periodically probed throughout the study. Project staff also provided consultation. Vandalism costs decreased significantly (p < .05) more in treatment than control schools, with an average reduction of 78.5% for all project schools. Rates of praise delivered by project teachers and other randomly selected teachers in the school increased significantly (p < .05), and rates of off-task behavior by students decreased significantly (p < .05) following treatment. The staff development model used in this study appeared to be both feasible and economical. 相似文献
190.
Are children who experience an event repeatedly more suggestible about an instance of the event than children who experience it once? Researchers have answered this question both in the affirmative and in the negative. In this study, we hypothesized that the degree of association between details that changed across instantiations of the event would help to explain the discrepancy. Preschoolers (4- and 5-year-olds) and first graders (6- and 7-year-olds) participated in either a single play session or four repeated play sessions, each of which contained 16 critical details. Across play sessions in the repeat-event condition, half of the critical details were associated and half were not associated. During a biasing interview 2 weeks later, children were misinformed about half of the critical details. The next day, children answered free and cued recall questions about the target play session. Among older children, repeat-event participants were more suggestible than single-event participants, especially for high-association details. Among younger children, repeat-event participants were more suggestible than single-event participants for low-association details. Consistent with some current theories of children's memory, older children were more suggestible than younger children. 相似文献