全文获取类型
收费全文 | 15536篇 |
免费 | 3630篇 |
国内免费 | 1269篇 |
出版年
2024年 | 38篇 |
2023年 | 378篇 |
2022年 | 275篇 |
2021年 | 537篇 |
2020年 | 908篇 |
2019年 | 1310篇 |
2018年 | 1132篇 |
2017年 | 1357篇 |
2016年 | 1274篇 |
2015年 | 940篇 |
2014年 | 946篇 |
2013年 | 2485篇 |
2012年 | 762篇 |
2011年 | 703篇 |
2010年 | 497篇 |
2009年 | 656篇 |
2008年 | 654篇 |
2007年 | 662篇 |
2006年 | 643篇 |
2005年 | 618篇 |
2004年 | 509篇 |
2003年 | 461篇 |
2002年 | 421篇 |
2001年 | 357篇 |
2000年 | 282篇 |
1999年 | 240篇 |
1998年 | 198篇 |
1997年 | 142篇 |
1996年 | 115篇 |
1995年 | 151篇 |
1994年 | 110篇 |
1993年 | 73篇 |
1992年 | 66篇 |
1991年 | 63篇 |
1990年 | 34篇 |
1989年 | 33篇 |
1988年 | 39篇 |
1987年 | 28篇 |
1986年 | 30篇 |
1985年 | 47篇 |
1984年 | 44篇 |
1983年 | 22篇 |
1982年 | 24篇 |
1981年 | 25篇 |
1980年 | 35篇 |
1979年 | 28篇 |
1978年 | 23篇 |
1977年 | 27篇 |
1976年 | 17篇 |
1975年 | 10篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
1.
Paul L. Wachtel 《The International journal of psycho-analysis》2010,91(3):561-581
There has been increasing interest among analysts in the possibilities of enriching psychoanalytic thought through fuller incorporation of attachment theory and research. This paper offers a clinical illustration of the ways in which attention to an attachment perspective can lead to novel and useful ways of addressing the patient’s issues. It also presents a number of cautions that it is necessary to be alert to if attachment thinking is to achieve its full potential in advancing psychoanalytic thought and practice. Conceptions of attachment and approaches to its study and clinical use actually vary quite substantially. Some are more one-person, static, and categorical. Others are more two-person, dynamic, and focused on the process whereby attachment patterns develop and are maintained over time. This paper explores the distinction between these two versions of attachment theory and research with two aims in mind – first, to refine our understanding of the potential role that attachment thinking can play in advancing the psychoanalytic paradigm; second, to utilize the insights achieved through examining the attachment paradigm to consider some broader issues in the construction of psychoanalytic theory more generally and its relational variant in particular. 相似文献
2.
Susan Dumais 《Cognitive Science》2003,27(3):491-524
This paper summarizes three lines of research that are motivated by the practical problem of helping users find information from external data sources, most notably computers. The application areas include information retrieval, text categorization, and question answering. A common theme in these applications is that practical information access problems can be solved by analyzing the statistical properties of words in large volumes of real world texts. The same statistical properties constrain human performance, thus we believe that solutions to practical information access problems can shed light on human knowledge representation and reasoning. 相似文献
3.
4.
5.
Loving and angry? Happy and sad? Understanding and reporting of mixed emotions in mother–child relationships by 6‐ to 12‐year‐olds 下载免费PDF全文
Bernd G. Heubeck Phillipa R. Butcher Kristie Thorneywork Jeff Wood 《The British journal of developmental psychology》2016,34(2):245-260
The Evaluative Space Model of emotions allows for the coactivation of positive‐appetitive and negative‐avoidant systems, but few studies have examined mixed emotions in child development. Existing research suggests children's understanding of opposite valence emotion combinations emerges by approximately 11 years of age. However, it is not yet clear whether various opposite valence combinations are understood at different ages, nor whether children can understand them in others before they have experienced such mixed emotions themselves. Semi‐structured interviews with 97 children investigated whether they regarded six combinations of opposite valence mixed emotions as possible, could provide reasons for them, and report their own experience of each in the context of mother–child relationships. Both understanding that such combinations are possible and ability to provide reasons for them increased after age 6 and up to age 11, but were still incomplete in 12‐year‐olds. Understanding of different opposite valence combinations developed at different rates. At each age, fewer children who showed understanding of these combinations in others reported having had a similar experience themselves. The findings suggest a need to systematically examine a range of mixed emotions in order to develop a comprehensive theory of the development of mixed emotion understanding. They also suggest extending research into adolescence. 相似文献
6.
7.
Gavin N. Rackoff Daniel W. Lagoni Mia F. Shoshany Nasreen A. Moursi Laura Hennefield 《The British journal of developmental psychology》2022,40(1):170-186
By roughly 6 years of age, children acquire the stereotype that men are more competent than women in science, technology, engineering, and mathematics (STEM), potentially leading to greater trust in scientific information provided by men. This study tested whether 3- to 8-year-old children differentially endorsed conflicting information about science and toys presented by male and female informants depicted as a ‘man’ and ‘woman’ (Exp1) or ‘scientists’ (Exp2). Children were expected to endorse toy testimony from gender-matched informants; thus, the key question concerned endorsement of science testimony. In Exp1 (N = 149), boys and girls showed a same-gender informant preference for toy testimony; however, girls endorsed the male informant's testimony more for science than for toys – but only when tested by a male experimenter. In Exp2 (N = 264), boys and girls showed a same-gender preference, irrespective of content. Findings suggest that STEM-related gender stereotypes might lead girls to trust scientific information presented by men over women in certain contexts. 相似文献
8.
In this paper, we organize past and present theories and models of creativity by using a new conceptual framework—the creativity matrix—with the aim of highlighting the dimensions of creativity we know a lot about and those we tend to either ignore or find difficult to study. This matrix is formed by bringing together a developmental model of creativity (the 4 C's) and a structural one (the 5 A's). We start by briefly describing these two conceptual frameworks, and then, we proceed to exploring the matrix itself by describing how the 5 A's are dynamically organized at each “level” of the 4 C's. Importantly, our overview of the matrix is informed by existing models and concepts that address one of more of the C's and the A's. This gives us a unique opportunity to take stock of what has been studied so far and, toward the end, consider new avenues for the development of theory and research agendas within creativity studies. 相似文献
9.
Self‐explaining is an effective metacognitive strategy that can help learners develop deeper understanding of the material they study. This experiment explored if the format of material (i.e., text or diagrams) influences the self‐explanation effect. Twenty subjects were presented with information about the human circulatory system and prompted to self‐explain; 10 received this information in text and 10 in diagrams. Results showed that students given diagrams performed significantly better on post‐tests than students given text. Diagrams students also generated significantly more self‐explanations that text students. Furthermore, the benefits of self‐explaining were much greater in the diagrams condition. To discover why diagrams can promote the self‐explanation effect, results are interpreted with reference to the multiple differences in the semantic, cognitive and affective properties of the texts and diagrams studied. 相似文献
10.
The heterogeneity of attention‐deficit/hyperactivity disorder symptoms and conduct problems: Cognitive inhibition,emotion regulation,emotionality, and disorganized attachment 下载免费PDF全文
Tommie Forslund Karin C. Brocki Gunilla Bohlin Pehr Granqvist Lilianne Eninger 《The British journal of developmental psychology》2016,34(3):371-387
This study examined the contributions of several important domains of functioning to attention‐deficit/hyperactivity disorder (ADHD) symptoms and conduct problems. Specifically, we investigated whether cognitive inhibition, emotion regulation, emotionality, and disorganized attachment made independent and specific contributions to these externalizing behaviour problems from a multiple pathways perspective. The study included laboratory measures of cognitive inhibition and disorganized attachment in 184 typically developing children (M age = 6 years, 10 months, SD = 1.7). Parental ratings provided measures of emotion regulation, emotionality, and externalizing behaviour problems. Results revealed that cognitive inhibition, regulation of positive emotion, and positive emotionality were independently and specifically related to ADHD symptoms. Disorganized attachment and negative emotionality formed independent and specific relations to conduct problems. Our findings support the multiple pathways perspective on ADHD, with poor regulation of positive emotion and high positive emotionality making distinct contributions to ADHD symptoms. More specifically, our results support the proposal of a temperamentally based pathway to ADHD symptoms. The findings also indicate that disorganized attachment and negative emotionality constitute pathways specific to conduct problems rather than to ADHD symptoms. 相似文献