全文获取类型
收费全文 | 1262篇 |
免费 | 130篇 |
国内免费 | 59篇 |
出版年
2024年 | 6篇 |
2023年 | 43篇 |
2022年 | 43篇 |
2021年 | 45篇 |
2020年 | 72篇 |
2019年 | 66篇 |
2018年 | 66篇 |
2017年 | 83篇 |
2016年 | 102篇 |
2015年 | 48篇 |
2014年 | 60篇 |
2013年 | 269篇 |
2012年 | 49篇 |
2011年 | 39篇 |
2010年 | 20篇 |
2009年 | 33篇 |
2008年 | 44篇 |
2007年 | 37篇 |
2006年 | 58篇 |
2005年 | 33篇 |
2004年 | 27篇 |
2003年 | 23篇 |
2002年 | 23篇 |
2001年 | 15篇 |
2000年 | 19篇 |
1999年 | 22篇 |
1998年 | 11篇 |
1997年 | 15篇 |
1996年 | 9篇 |
1995年 | 10篇 |
1994年 | 5篇 |
1993年 | 9篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 4篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 4篇 |
1986年 | 4篇 |
1985年 | 1篇 |
1984年 | 5篇 |
1983年 | 2篇 |
1980年 | 2篇 |
1979年 | 5篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 2篇 |
排序方式: 共有1451条查询结果,搜索用时 15 毫秒
91.
The object of my aggression: Sexual objectification increases physical aggression toward women
下载免费PDF全文
![点击此处可从《Aggressive behavior》网站下载免费的PDF全文](/ch/ext_images/free.gif)
92.
93.
ABSTRACT. Severely obese men and women (body mass index ≥ 35 ≤ 55 kg/m2; Mage = 44.8 years, SD = 9.3) were randomly assigned to a 6-month physical activity support treatment paired with either nutrition education (n = 83) or cognitive-behavioral nutrition (n = 82) methods for weight loss. Both groups had significant improvements in physical activity, fatigue, self-regulation for eating, and fruit and vegetable intake. Compared to those in the nutrition education group, participants in the behavioral group demonstrated greater overall increases in fruit and vegetable intake and physical activity. These group differences were associated with changes that occurred after Month 3. Increased physical activity predicted reduced fatigue, β = ?.19, p =.01. A reciprocal relationship between the mediators of that relationship, which were changes in self-regulation and fruit and vegetable intake, was identified. There was significantly greater weight loss over six months in the behavioral nutrition group when contrasted with the nutrition education group. Self-regulation for eating and fruit and vegetable intake were significant predictors of weight loss over both three and six months. Findings enabled a better understanding of psychosocial effects on temporal aspects of weight loss and may lead to more effective behavioral treatments for weight loss. 相似文献
94.
The authors examined 3 motives and 3 techniques for forgiveness to assess differences between people high or low in dispositional forgiveness (HDF and LDF, respectively). HDF participants rated all motives as more compelling and familiar than did LDF participants. Forgiveness being the right thing to do was rated as more persuasive and familiar; however, mental and physical health benefits were rated as compelling but less familiar forgiveness motives. LDF participants rated the various techniques as less familiar and more difficult compared with HDF participants. Overall, participants rated forgive and forget as the most familiar but most difficult technique to implement. 相似文献
95.
John Turri 《Cognitive Science》2015,39(2):307-324
Radical skepticism is the view that we know nothing or at least next to nothing. Nearly no one actually believes that skepticism is true. Yet it has remained a serious topic of discussion for millennia and it looms large in popular culture. What explains its persistent and widespread appeal? How does the skeptic get us to doubt what we ordinarily take ourselves to know? I present evidence from two experiments that classic skeptical arguments gain potency from an interaction between two factors. First, people evaluate inferential belief more harshly than perceptual belief. Second, people evaluate inferential belief more harshly when its content is negative (i.e., that something is not the case) than when it is positive (i.e., that something is the case). It just so happens that potent skeptical arguments tend to focus our attention on negative inferential beliefs, and we are especially prone to doubt that such beliefs count as knowledge. That is, our cognitive evaluations are biased against this specific combination of source and content. The skeptic sows seeds of doubt by exploiting this feature of our psychology. 相似文献
96.
We examined the utility of the bi-factor model for disentangling general motivation and specific motivations (i.e., amotivation, external, introjected, identified, and intrinsic regulations) in relation to goal progress and physical activity (PA). Participants (N = 186 undergraduate students; Mage = 19.26 years) completed assessments of motivation and PA at Time 1. Four weeks later, PA and goal progress were assessed at Time 2. Results indicated that the exploratory bi-factor model specifying motivational regulations as the specific factors and general motivation as the general factor was a good fit to the data. Results of the structural equation model indicated that identified and intrinsic regulations and general motivation predicted concurrent PA at Time 1. A novel finding was that controlling for concurrent PA at Time 1, general motivation emerged as the only predictor of Time 2 goal progress and PA. Results highlight the importance of examining general motivation in addition to quality of motivation in tandem because general motivation emerged as the sole significant longitudinal predictor of PA outcomes. 相似文献
97.
98.
99.
The Effects of Stress on the Lives of Emerging Adult College Students: An Exploratory Analysis
下载免费PDF全文
![点击此处可从《Adultspan: Theory Research & Practice》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Justin W. Peer Stephen B. Hillman Emma Van Hoet 《Adultspan: Theory Research & Practice》2015,14(2):90-99
This study systematically analyzed the personal reports of 20 emerging adult college students with regard to how stress affects their lives. Qualitative analyses revealed that stress influenced students' lives in both positive and negative ways. Implications of these findings for physical and mental health are discussed. Recommendations for counseling practice are provided. 相似文献
100.
Palchykova S Winsky-Sommerer R Meerlo P Dürr R Tobler I 《Neurobiology of learning and memory》2006,85(3):263-271
Many studies in animals and humans suggest that sleep facilitates learning, memory consolidation, and retrieval. Moreover, sleep deprivation (SD) incurred after learning, impaired memory in humans, mice, rats, and hamsters. We investigated the importance of sleep and its timing in an object recognition task in OF1 mice subjected to 6h SD either immediately after the acquisition phase (0-6 SD) or 6h later (7-12 SD), and in corresponding undisturbed controls. Motor activity was continuously recorded with infrared sensors. All groups explored two familiar, previously encountered objects to a similar extent, both at the end of the acquisition phase and 24h later during the test phase, indicating intact familiarity detection. During the test phase 0-6 SD mice failed to discriminate between the single novel and the two familiar objects. In contrast, the 7-12 SD group and the two control groups explored the novel object significantly longer than the two familiar objects. Plasma corticosterone levels determined after SD did not differ from time-matched undisturbed controls, but were significantly below the level measured after learning alone. ACTH did not differ between the groups. Therefore, it is unlikely that stress contributed to the memory impairment. We conclude that the loss of sleep and the activities the mice engaged in during the SD, impaired recognition memory retrieval, when they occurred immediately after acquisition. The delayed SD enabled memory consolidation during the 6h when the mice were allowed to sleep, and had no detrimental effect on memory. Neither SD schedule impaired object familiarity processing, suggesting that only specific cognitive abilities were sensitive to the intervention. Sleep may either actively promote memory formation, or alternatively, sleep may provide optimal conditions of non-interference for consolidation. 相似文献