全文获取类型
收费全文 | 422篇 |
免费 | 31篇 |
国内免费 | 1篇 |
出版年
2023年 | 5篇 |
2021年 | 3篇 |
2020年 | 7篇 |
2019年 | 9篇 |
2018年 | 14篇 |
2017年 | 22篇 |
2016年 | 19篇 |
2015年 | 13篇 |
2014年 | 10篇 |
2013年 | 41篇 |
2012年 | 20篇 |
2011年 | 21篇 |
2010年 | 16篇 |
2009年 | 20篇 |
2008年 | 24篇 |
2007年 | 21篇 |
2006年 | 11篇 |
2005年 | 19篇 |
2004年 | 14篇 |
2003年 | 12篇 |
2002年 | 9篇 |
2001年 | 6篇 |
2000年 | 4篇 |
1999年 | 5篇 |
1997年 | 7篇 |
1995年 | 5篇 |
1993年 | 5篇 |
1992年 | 4篇 |
1991年 | 6篇 |
1989年 | 5篇 |
1986年 | 4篇 |
1985年 | 3篇 |
1984年 | 5篇 |
1983年 | 2篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1977年 | 5篇 |
1975年 | 3篇 |
1973年 | 3篇 |
1972年 | 4篇 |
1971年 | 2篇 |
1969年 | 3篇 |
1968年 | 2篇 |
1967年 | 3篇 |
1966年 | 4篇 |
1964年 | 2篇 |
1963年 | 3篇 |
1962年 | 2篇 |
1961年 | 3篇 |
1960年 | 2篇 |
排序方式: 共有454条查询结果,搜索用时 15 毫秒
1.
Marianne Kastrup MD Inge Kemp Genefke MD Inge Lunde MD JØrgen Ortmann MD 《Contemporary Family Therapy》1988,10(4):280-287
This paper describes approaches taken at the International Rehabilitation and Research Centre in Copenhagen to helping torture victims and their families cope with the exposure to and aftermath of torture. 相似文献
2.
Marianne LaFrance 《Psychology of women quarterly》1992,16(4):497-512
3.
One person's memories of a 47-day bicycle tour of Scandinavia were tested 3–4 months later. The tests assessed frequency, spatial, and temporal knowledge of events. Results indicated that frequency judgements were based on some combination of counts of discrete event memories and a general impression of the tour. Episodic memories showed clear variation as a function of where events had occurred, and judged and actual locations of episodes were strongly related. In fact, knowledge of the week in which something had happened appeared to hinge on where in a sequence of locations it was thought to have taken place. The apparent dependence of temporal judgements on spatial information is consistent with other findings in the literature indicating that temporal memories about past events are derived from a variety of other associated information, much of which is temporally referenced. 相似文献
4.
Marianne N. Bloch 《Sex roles》1987,16(5-6):279-301
Randomly scheduled spot observations of 83 zero to six-year-old American middle-class children were used to investigate factors affecting the development of sex differences in young children's activities in and near their home. Sex and age differences in children's typical play and nonplay activities and in the people with whom they did activities were examined. The results showed that there were fewer sex differences in children's activities, activity partners, and general social settings than expected. Girls spent more time engaged in housework and school-related activities than boys, while boys spent more time in social gross motor play with other children and in self-care activities than girls. Children spent a surprisingly large amount of their time with members of their immediate family — particularly their mother and one other sibling. Boys and girls did not differ, however, in the time they were in settings or doing activities with their father, with their mother, or with same-or mixed-sex child groups.This research was supported by an award to the author from the Wisconsin Alumnae Research Foundation at the University of Wisconsin — Madison. The author would also like to acknowledge the research and editorial assistance of Daniel J. Walsh. In addition, Aletha Huston, Beatrice B. Whiting, and Gary G. Price provided valuable advice on this and earlier versions of this paper. 相似文献
5.
Thomas G. Haring Blair Roger Mellanie Lee Catherine Breen Robert Gaylord-Ross 《Journal of applied behavior analysis》1986,19(2):159-171
Three students with moderate handicaps were taught to initiate and expand on conversational topics. The teaching procedure used stimuli generated from actual conversations with nonhandicapped peers. Generalization was assessed by audiotaping conversations between the handicapped students and their peers in natural school contexts without adult supervision. Results indicated that training generalized to natural contexts. These results were socially validated by undergraduate special education students, who rated tapes of two of the students' conversations during training phases as more socially competent than during baseline. Results are discussed in terms of the evaluation of complex social behavior as multioperant behaviors. 相似文献
6.
In three experiments, subjects learned to classify dot patterns into three categories represented by either three, six, or nine exemplars. Following learning, subjects were tested on an additional set of patterns, which included patterns from the learning phase, the category objective prototypes, and new distortions of the objective prototypes. Also included in the test set were empirical prototypes and distortions of empirical prototypes. Empirical prototypes were derived by averaging feature values of category exemplars in the learning phase. The overall results revealed that empirical prototypes were classified more accurately than were objective prototypes. In addition, a pattern of convergence in error rates was observed for distortions of the objective and empirical prototypes as category set size increased, but this same pattern was not observed for the objective and empirical prototypes themselves. This lack of convergence for the prototypes is inconsistent with explanations of the category set size effect that rely on the central limit theorem. 相似文献
7.
A comparison of the WISC-R and the Woodcock-Johnson Psycho-Educational Educational Battery (W-J) was made for children with regular and learning-disabled (LD) class placement. The W-J and Wechsler Intelligence Scale for Children-Revised (WISC-R) evidence low to moderate correlations and significant mean differences, indicating that the two tests are measuring somewhat different abilities to somewhat differing degrees. W-J—WISC-R correlations for the regular students exceed those of the LD students in the greater majority of the cases. Rank ordering of the WISC-R subtests and the W-J clusters indicate, as might be expected, that the LD students fare the worst in the WISC-R academic subtests (Arithmetic, Information and Vocabulary) and in the W-J academic clusters. More research needs to be conducted with the W-J before it should be adopted for use in the placement of exceptional children. 相似文献
8.
B auer M arianne Relations between prediction- and estimation-responses in cue-probability learning and transfer. Scand. J. Psychol ., 1972, 13 , 198–207. —Comparisons were made between prediction- and estimation-responses, preceded by training with different types of responding and when task probabilities were shifted. The main results were: ( a ) differential effects of procedure of learning and shift in task structure on predictions and estimates support the hypothesis of two different processes, ( b ) estimates as indicators of probability learning reflect traits assumed to characterize the perception process, viz. sensitivity to shifts in probabilities, and robustness against influence from procedure of learning, and ( c ) prediction-responses were affected in the direction of more extreme responses by simultaneous estimation, which result strengthens the supposition that probability estimates are insufficient as indicators of the complete perception process in a prediction task. 相似文献
9.
Marianne Frankenhaeuser Gundla Järpe H. Svan B. Wrangsjö 《Scandinavian journal of psychology》1963,4(1):245-250
Reactions to a placebo introduced either as a depressant or as a stimulant drug were examined in 16 healthy female subjects. Comparisons between pre- and post-placebo measurements showed that the two treatments produced marked effects in opposite directions: (1) the 'depressant' placebo produced a statistically significant decrease in pulse rate, blood pressure, objective and subjective reaction speed, as well as significant effects on subjective mood in the expected directions, and (2) the 'stimulant' placebo produced opposite and significant changes in all variables. The subjective reactions were, on the whole, more pronounced than the effects on performance and physiological functions. 相似文献
10.
Ragnar Hagdahl Marianne Frankenhaeuser Bertil Wolff 《Scandinavian journal of psychology》1967,8(1):251-256
Skin conductance and heart rate were continuously recorded in 8 subjects repeatedly exposed to a perceptual-conflict test and to auditory signals. (1) Both complex and simple stimuli gave rise to a pronounced increase in skin conductance, the magnitude of response decreasing with number of repetitions. For both types of stimuli a linear relationship was obtained when GSR, measured as the change in log conductance, was plotted against the logarithm of the stimulus number. (2) Each presentation of the conflict test increased heart rate, magnitude of change decreasing approximately linearly with number of trials. 相似文献