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901.
902.
Joshua Alexander Diana Betz Chad Gonnerman John Philip Waterman 《Philosophical Studies》2018,175(10):2539-2566
Disagreement is a hot topic right now in epistemology, where there is spirited debate between epistemologists who argue that we should be moved by the fact that we disagree and those who argue that we need not. Both sides to this debate often use what is commonly called “the method of cases,” designing hypothetical cases involving peer disagreement and using what we think about those cases as evidence that specific normative theories are true or false, and as reasons for believing as such. With so much weight being given in the epistemology of disagreement to what people think about cases of peer disagreement, our goal in this paper is to examine what kinds of things might shape how people think about these kinds of cases. We will show that two different kinds of framing effect shape how people think about cases of peer disagreement, and examine both what this means for how the method of cases is used in the epistemology of disagreement and what this might tell us about the role that motivated cognition is playing in debates about which normative positions about peer disagreement are right and wrong. 相似文献
903.
Alexander C. Wilson Matthias Schwannauer Angela McLaughlin Fiona Ashworth Stella W. Y. Chan 《British journal of psychology (London, England : 1953)》2018,109(2):259-276
Lang's bioinformational theory of mental imagery proposes that mental imagery and external stimuli engage emotional information-processing systems in similar ways. However, the positive and negative systems are thought to be distinct, so this similarity is likely to show a valence-specific effect. Therefore, we hypothesized that an individual's ability to construct vivid positive, but not negative, mental imagery would predict positive emotional responding to positive visual stimuli, independently of depressive symptoms. Our stimuli were pictures collected through Project Soothe for possible use in psychotherapy ( www.projectsoothe.com ); as these pictures were intended to induce soothing emotion, we hypothesized that theoretically linked variables Self-compassion and Self-criticism would also predict positive responding to the stimuli. A total of 214 participants completed an online study including validated questionnaire measures, mental imagery tasks, and a picture-rating exercise. Only Positive Imagery Vividness and Self-compassion were significant predictors of positive responding to the soothing pictures, even controlling for depressive symptoms, and Negative and General Imagery Vividness. These findings support Lang's theory and provide evidence for individual differences in a positive processing tendency shared across mental imagery-based and perceptual representations. As this relationship is distinct from depressive symptoms, future imagery-based psychotherapies might aim to influence this positive processing tendency. 相似文献
904.
Aggression and reconciliation were studied in a group of 6‐ to 7‐year‐old Russian schoolchildren using the matched control approach and the two methods used in primate ethology—the postconflict period–matched control period and the time rule methods. Aggression was found to be positively correlated with friendly behavior at the dyadic level. It is demonstrated that children, like nonhuman primates, tend to reconcile within 1 min after the conflict. Victims tend to redirect aggression at other individuals. No effect of gender on reconciliation was found. The reconciliation tendency is less expressed in friends than in children who are not friends. A new reconciliation measure is introduced, and an operational definition of friendship is suggested. Aggr. Behav. 25:125–139, 1999. © 1999 Wiley‐Liss, Inc. 相似文献
905.
Alexander C. Morgan Nadia Bruschweiler-Stern Alexandra M. Harrison Karlen Lyons-Ruth Jeremy P. Nahum Louis Sander Daniel N. Stern Edward Z. Tronick 《Infant mental health journal》1998,19(3):324-332
This paper expands on three areas of clinical theory that are introduced and discussed in the lead paper and the others in this symposium. The first issue addressed is the concept of the real relationship as used in the moment of meeting model of psychotherapeutic change. Particular focus has been placed on the past, the present, and the hierarchy of goals in the treatment relationship. Second, the paper explores the concept of implicit relational knowledge with attention to the concepts of transference, countertransference, interpretation, and insight in the change process. Finally, the paper attends to the nature of the “now moment” in the moment of meeting model. Specifically explicated are ways this concept relates to changes in brain organization and also ways the moment of meeting model relates to other psychotherapy models, such as the relational schools and self-psychology. © 1998 Michigan Association for Infant Mental Health 相似文献
906.
Edward Z. Tronick Nadia Bruschweiler-Stern Alexandra M. Harrison Karlen Lyons-Ruth Alexander C. Morgan Jeremy P. Nahum Louis Sander Daniel N. Stern 《Infant mental health journal》1998,19(3):290-299
This paper addresses an intersubjective issue that arises out of our model of therapeutic change: Why do humans so strongly seek states of emotional connectedness and intersubjectivity and why does the failure to achieve connectedness have such a damaging effect on the mental health of the infant? A hypothesis is offered—the Dyadic Expansion of Consciousness Hypothesis—as an attempt to explain these phenomena. This hypothesis is based on the Mutual Regulation Model (MRM) of infant–adult interaction. The MRM describes the microregulatory social-emotional process of communication that generates (or fails to generate) dyadic intersubjective states of shared consciousness. In particular, the Dyadic Consciousness hypothesis argues that each individual, in one case the infant and mother or in another the patient and the therapist, is a self-organizing system that creates his or her own states of consciousness (states of brain organization), which can be expanded into more coherent and complex states in collaboration with another self-organizing system. Critically understanding how the mutual regulation of affect functions to create dyadic states of consciousness also can help us understand what produces change in the therapeutic process. © 1998 Michigan Association for Infant Mental Health 相似文献
907.
Karlen Lyons-Ruth Nadia Bruschweiler-Stern Alexandra M. Harrison Alexander C. Morgan Jeremy P. Nahum Louis Sander Daniel N. Stern Edward Z. Tronick 《Infant mental health journal》1998,19(3):282-289
It is increasingly apparent that “something more” than interpretation is needed to bring about change in psychoanalytic treatment. Drawing on clinical and developmental observations, we propose that interactional processes from birth onward give rise to a form of procedural knowledge regarding how to do things with intimate others, knowledge we call implicit relational knowing. This knowing is distinct from conscious verbalizable knowledge and from the dynamic unconscious. The implicit relational knowing of patient and therapist intersect to create an intersubjective field that includes reasonably accurate sensings of each person's ways of being with others, sensings we call the “real relationship.” This intersubjective field becomes more complex and articulated with repeated patient–therapist encounters, giving rise to emergent new possibilities for more coherent and adaptive forms of interaction. During a transactional event that we term a “moment of meeting,” a new dyadic possibility crystallizes when the two persons achieve the dual goals of complementary fitted actions and joint intersubjective recognition in a new form. We argue that such moments of meeting shift the relational anticipations of each partner and allow for new forms of agency and shared experience to be expressed and elaborated. © 1998 Michigan Association for Infant Mental Health 相似文献
908.
S. Alexander Haslam John C. Turner Penelope J. Oakes Katherine J. Reynolds Rachael A. Eggins Mark Nolan Janet Tweedie 《European journal of social psychology》1998,28(5):755-776
Although it has long been recognized that stereotypes achieve much of their force from being shared by members of social groups, relatively little empirical work has examined the process by which such consensus is reached. This paper tests predictions derived from self-categorization theory that stereotype consensus will be enhanced (a) by factors which make the shared social identity of perceivers salient and (b) by group interaction that is premised upon that shared identity. In Experiment 1 (N=40) the consensus of ingroup stereotypes is enhanced where an ingroup is judged after (rather than before) an outgroup. In Experiment 2 (N=80) when only one group is judged, group interaction is shown to enhance the consensus of outgroup stereotypes more than those of the ingroup—an apparent ‘outgroup consensus effect’. In Experiment 3 (N=135) this asymmetry is extinguished and group interaction found to produce equally high consensus in both ingroup and outgroup stereotypes when the ingroup is explicitly contrasted from an outgroup. Implications for alternative models of consensus development are discussed. © 1998 John Wiley & Sons, Ltd. 相似文献
909.
910.
Alexander Renkl 《Cognitive Science》1997,21(1):1-29
The goal of this study was to Investigate individual differences in learning from worked-out examples with respect to the quality of self-explanations. Restrictions of former studies (e.g., lacking control of time-on-task) were avoided and additional research questions (e.g., reliability and dimensionality of self-explanation characteristics) were addressed. An investigation with 36 university freshmen students of education working in individual sessions was conducted. The domain was probability calculation. Prior knowledge and the quality of self-explanations (protocols of the individuals' thinking aloud) were assessed as predictors of learning. A post-test was employed to measure the learning gains as the dependent variable. The following main results were obtained. Most self-explanation characteristics could be regarded as relatively stable person characteristics. The individual differences in the quality of self-explanations were, however, found to be multidimensional. Most Important, even when controlling for time-on-task (quantitative aspect), learning gains could be substantially predicted by qualitative differences of self-explanation characteristics. In particular, successful learners tended to employ more prlnciplebased explanations, more explication of operator-goal combinations, and more anticipative reasoning. In addition, there were two types of effective learners, labeled anticipative reasoners and principle-based explainers. 相似文献