全文获取类型
收费全文 | 1326篇 |
免费 | 133篇 |
国内免费 | 156篇 |
出版年
2024年 | 2篇 |
2023年 | 35篇 |
2022年 | 49篇 |
2021年 | 49篇 |
2020年 | 93篇 |
2019年 | 99篇 |
2018年 | 78篇 |
2017年 | 93篇 |
2016年 | 92篇 |
2015年 | 60篇 |
2014年 | 66篇 |
2013年 | 238篇 |
2012年 | 54篇 |
2011年 | 49篇 |
2010年 | 35篇 |
2009年 | 48篇 |
2008年 | 47篇 |
2007年 | 55篇 |
2006年 | 48篇 |
2005年 | 50篇 |
2004年 | 45篇 |
2003年 | 38篇 |
2002年 | 35篇 |
2001年 | 19篇 |
2000年 | 14篇 |
1999年 | 17篇 |
1998年 | 20篇 |
1997年 | 7篇 |
1996年 | 10篇 |
1995年 | 8篇 |
1994年 | 9篇 |
1993年 | 7篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1989年 | 6篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1976年 | 5篇 |
1975年 | 2篇 |
排序方式: 共有1615条查询结果,搜索用时 31 毫秒
991.
Bruce D. Rapkin Elisa S. Weiss David W. Lounsbury Hayley S. Thompson Robert M. Goodman Clyde B. Schechter Cheryl Merzel Rachel C. Shelton Arthur E. Blank Jennifer Erb-Downward Abigail Williams Pamela Valera Deborah K. Padgett 《American journal of community psychology》2012,50(3-4):497-517
Dissemination efforts must optimize interventions for new settings and populations. As such, dissemination research should incorporate principles of quality improvement. Comprehensive Dynamic Trial (CDT) designs examine how information gained during dissemination may be used to modify interventions and improve performance. Although CDT may offer distinct advantages over static designs, organizing the many necessary roles and activities is a significant challenge. In this article, we discuss use of the Interactive Systems Framework for Dissemination and Implementation to systematically implement a CDT. Specifically, we describe “Bronx ACCESS”, a program designed to disseminate evidence‐based strategies to promote adherence to mammography guidelines. In Bronx ACCESS, the Intervention Delivery System will elicit information needed to adapt strategies to specific settings and circumstances. The Intervention Synthesis and Translation System will use this information to test changes to strategies through “embedded experiments”. The Intervention Support System will build local capacities found to be necessary for intervention institutionalization. Simulation modeling will be used to integrate findings across systems. Results will inform on‐going policy debate about interventions needed to promote population‐level screening. More generally, this project is intended to advance understanding of research paradigms necessary to study dissemination. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith 相似文献
992.
Natalia Jaworska Lindsay Berrigan Derek Fisher Adekunle G. Ahmed Jonathan Gray John Bradford Athanassia Korovessis Paul Fedoroff Verner Knott 《Aggressive behavior》2012,38(6):469-480
Dysfunctional anger, though not a primary clinical diagnosis per se, does present clinically as a pathological mood for which treatment is sought. Few studies have probed the neurocortical correlates of dysfunctional anger or assessed if cognitive processes, such as attention, are altered in dysfunctional anger. Though dysfunctional and high trait anger appears to be associated with biased processing of anger‐eliciting information, few studies have examined if dysfunctional anger modulates attention more generally. This is a notable gap as volitional attention control is associated with effective emotive regulation, which is impaired in dysfunctional anger and in associated acts of aggression. In this pilot study, we examined performance and electroencephalographic (EEG) profiles during a 12‐min continuous performance task (CPT) of sustained attention in 15 adults with dysfunctional anger (Anger group) and 14 controls (control group). The Anger group had fewer hits at the end of the CPT, which correlated with decreased frontocortical activation, suggesting decreased engagement of frontal circuits when attention is taxed. The Anger group had more false alarms overall indicating impaired response inhibition. Increased right cortical activation during the initial portion of CPT existed in the Anger group, perhaps reflecting greater engagement of frontal circuits (i.e. effort) during initial stages of the task compared to controls. Finally, increased overall beta1 power, suggesting increased cortical activation, was noted in the Anger group. These EEG patterns suggest a hypervigilant state in dysfunctional anger, which may interfere with effective attention control and decrease inhibition. Such impairments likely extend beyond the laboratory setting, and may associate with aggressive acts in real life. Aggr. Behav. 38:469‐480, 2012. © 2012 Wiley Periodicals, Inc. 相似文献
993.
Silvia Bonaccio Charlie L. ReeveEboni C. Winford 《Personality and individual differences》2012,52(4):497-502
This paper investigates whether test anxiety leads to differential predictive validity in academic performance. Our results show that the predictive validity of a cognitive ability test, using final exam performance as a criterion, decreased a small amount as Worry (the cognitive aspect of anxiety) increased but was unaffected by Emotionality (the physiological aspect of anxiety). These results suggest that cognitive ability tests may be more useful as predictors of performance for low anxiety test-takers. These findings are discussed in the context of the interference and deficit perspectives of test anxiety. 相似文献
994.
General cognitive ability (GCA) is a recognized construct for predicting job performance and capacity to learn. However, it has recently been argued that the time constraints under which GCA is assessed might provoke test anxiety, which negatively biases GCA scores. This can then lead to erroneous rejection of qualified candidates in personnel hiring contexts. This paper aimed to investigate: (1) to what extent candidates’ GCA scores increase when tested without time constraints and the ability of this GCA score to predict job performance; and (2) the personality characteristics that hinder GCA test performance under time constraints. Results from two field studies conducted in an actual personnel selection context partially confirmed the hypotheses. They revealed that, aside from the improvement of all candidates’ GCA scores when time constraint was removed, only GCA assessed without time constraints predicts job performance. Furthermore, while all candidates’ scores were influenced by the time constraint condition, individuals who are anxious, low-impulse, low value-questioning and deliberating are more penalized by the time constraint condition of such testing and, thus, are more likely to be erroneously eliminated in a selection process. 相似文献
995.
本研究从下属反馈管理行为的视角来探索领导与下属的社会交换过程.具体为探讨下属的反馈寻求行为在上司不当督导与下属绩效之间的中介作用,下属的学习目标定向对上述过程中的调节作用.通过问卷法获得306名下属与上司的对偶数据,基于层级回归和Bootstrap分析的结果表明:上司不当督导不仅直接影响下属的绩效,还能通过抑制下属的反馈寻求行为间接地影响员工的绩效;下属的学习目标定向调节着上司不当督导与下属的反馈寻求行为的关系,当下属的学习目标定向越低,上司不当督导对反馈寻求行为的抑制作用更加明显. 相似文献
996.
Organizations often present data related to clinical trials, and other product efficacy information, in partitioned or aggregated formats, as successes or failures, and as frequencies or percentages. We examine how such different data presentation formats might interact to influence product efficacy judgments. The results of five experiments indicate that partitioned (vs. aggregated) frequency data affect judgments regarding perceived product efficacy and these effects are moderated by data frames (success vs. failure) and quantification (frequencies vs. percentages). Specifically, success-framed, partitioned, frequency data enhance product efficacy judgments and choice, while failure-framed, partitioned, frequency data have the opposite effects. However, these effects get attenuated when data are aggregated or presented as percentages. 相似文献
997.
998.
《The Journal of social psychology》2012,152(6):694-708
ABSTRACT Previous research has investigated members of stigmatized groups by studying the consequences of encountering stereotypes for performance and self-esteem. The present study extends these findings by examining the experience of entering a new environment and encountering a negative stereotype for the first time (i.e., a novel stereotype). Participants were students admitted “provisionally” to a large state university. Results suggest that, when encountering a novel stereotype, targets of stereotypes differed in their identification with the group, and that this identification moderated the consequences of the stereotype for performance and self-esteem. Implications for future research are discussed. These data also suggest that a college-based intervention program can provide a buffer against negative stereotypes by reducing the perceived applicability of the stereotype. 相似文献
999.
《The Journal of social psychology》2012,152(3):292-313
ABSTRACT Previous findings suggested that the positive relationship between autonomy and learning outcomes (such as improved task performance) only holds up until a certain optimum level of autonomy has been reached. This assumption was investigated in an experimental study where 95 participants had to learn a computer task. During the learning phase, we manipulated autonomy, distinguishing among no, moderate, and full autonomy. The results revealed that, when learning a task, having autonomy is preferred to having no autonomy. However, increases in autonomy beyond a certain level (i.e., full versus moderate autonomy) will not yield additional advantages regarding the motivation to learn and learning outcomes, and may have disadvantages in terms of learning efficiency. 相似文献
1000.