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161.
Anton Aluja Jean-Pierre Rolland Luis F. García Jérôme Rossier 《Journal of personality assessment》2013,95(2):246-249
The interpersonal correlates of the Guilt Inventory (Kugler &; Jones, 1992), which yields scores for state guilt, trait guilt, and moral standards, were assessed. Data collection addressed three issues including the relationships among Guilt Inventory scores and measures of: (a) interpersonal emotions and traits (e.g., shyness, self-consciousness, anger, etc.); (b) the social support network; and (c) ratings of trait guilt, moral standards, and relevant adjectives by friends and family members. Results indicated that trait and state guilt scores were significantly related to various interpersonal measures, most particularly, depression, anxiety, shyness, and loneliness, but only modestly related to satisfaction with social support. Moral standards were generally unrelated to these variables. Others tended to rate participants higher on trait guilt negatively (e.g., higher on contemptuous, angry, guilty, etc.), and participants higher on moral standards in socially acceptable terms (e.g., higher on prompt, self-reliant, moral, and religious). Results are interpreted in view of the frequently cited distinction between social and nonsocial emotions. 相似文献
162.
Yasnitsky A 《Integrative psychological & behavioral science》2011,45(4):422-457
The name of Lev Vygotsky (1896-1934) is well-known among contemporary psychologists and educators. The cult of Vygotsky, also
known as “Vygotsky boom”, is probably conducive to continuous reinterpretation and wide dissemination of his ideas, but hardly
beneficial for their understanding as an integrative theory of human cultural and biosocial development. Two problems are
particularly notable. These are, first, numerous gaps and age-old biases and misconceptions in the historiography of Soviet
psychology, and, second, the tendency to overly focus on the figure of Vygotsky to the neglect of the scientific activities
of a number of other protagonists of the history of cultural-historical psychology. This study addresses these two problems
and reconstructs the history and group dynamics within the dense network of Vygotsky’s collaborators and associates, and overviews
their research, which is instrumental in understanding Vygotsky’s integrative theory in its entirety as a complex of interdependent
ideas, methods, and practices. 相似文献
163.
At present readers of English have still limited access to Vygotsky’s writings. Existing translations are marred by mistakes
and outright falsifications. Analyses of Vygotsky’s work tend to downplay the collaborative and experimental nature of his
research. Several suggestions are made to improve this situation. New translations are certainly needed and new analyses should
pay attention to the contextual nature of Vygotsky’s thinking and research practice. 相似文献
164.
Anton Yasnitsky 《Journal of the history of the behavioral sciences》2012,48(4):408-410
165.
The literature on social cognition reports many instances of a phenomenon titled ‘social projection’ or ‘egocentric bias’. These terms indicate egocentric predictions, i.e., an over-reliance on the self when predicting the cognition, emotion, or behavior of other people. The classic method to diagnose egocentric prediction is to establish high correlations between our own and other people's cognition, emotion, or behavior. We argue that this method is incorrect because there is a different way to come to a correlation between own and predicted states, namely, through the use of theoretical knowledge. Thus, the use of correlational measures is not sufficient to identify the source of social predictions. Based on the distinction between simulation theory and theory theory, we propose the following alternative methods for inferring prediction strategies: independent vs. juxtaposed predictions, the use of ‘hot’ mental processes, and the use of participants’ self-reports. 相似文献
166.
Preinerstorfer D Formann AK 《The British journal of mathematical and statistical psychology》2012,65(2):251-262
This study examines the precision of conditional maximum likelihood estimates and the quality of model selection methods based on information criteria (AIC and BIC) in mixed Rasch models. The design of the Monte Carlo simulation study included four test lengths (10, 15, 25, 40), three sample sizes (500, 1000, 2500), two simulated mixture conditions (one and two groups), and population homogeneity (equally sized subgroups) or heterogeneity (one subgroup three times larger than the other). The results show that both increasing sample size and increasing number of items lead to higher accuracy; medium-range parameters were estimated more precisely than extreme ones; and the accuracy was higher in homogeneous populations. The minimum-BIC method leads to almost perfect results and is more reliable than AIC-based model selection. The results are compared to findings by Li, Cohen, Kim, and Cho (2009) and practical guidelines are provided. 相似文献
167.
168.
Anton Oleinik 《Science and engineering ethics》2014,20(1):55-75
Scientific communication takes place at two registers: first, interactions with colleagues in close proximity—members of a network, school of thought or circle; second, depersonalised transactions among a potentially unlimited number of scholars can be involved (e.g., author and readers). The interference between the two registers in the process of peer review produces a drift toward conflict of interest. Three particular cases of peer review are differentiated: journal submissions, grant applications and applications for tenure. The current conflict of interest policies do not cover all these areas. Furthermore, they have a number of flaws, which involves an excessive reliance on scholars’ personal integrity. Conflicts of interest could be managed more efficiently if several elements and rules of the judicial process were accepted in science. The analysis relies on both primary and secondary data with a particular focus on Canada. 相似文献
169.
Anton H. Hart 《International Forum of Psychoanalysis》2013,22(4):220-225
Abstract This paper considers questions of danger and safety in the analytic relationship in light of the contemporary recognition of analysis as a co-participatory process. In the interest of safety, the psychoanalyst has the responsibility to be persistently curious, particularly about the problems derived from his contact with the analysand. Information about the analyst's impact must be taken to heart; it must be experientially considered. As the process unfolds, the analyst presumes that a portion of its effect will be negative. The analyst aspires not to preempt all negative impact but to create an analytic environment in which the analysand's conscious and unconscious communications about impact may be attended to. The analyst's ability to receive such information is crucial in the establishment of a reliable process capable of addressing and surviving the unanticipated dangers that inevitably emerge and securing the analysand for further self articulation. The analyst can simultaneously attend to being the analyst and being a subject of analysis by regarding all communications from the analysand as representing, at least in part, interpretations of the analyst and the analyst's participation. Illustrative material is presented. 相似文献
170.
This study suggests regression trees as a complementary tool to regression and SEM to respond to questions related with the influence of intelligence, personality, and their interplay on academic performance. Data from 818 secondary education students (402 girls and 416 boys) in aptitudes, personality, and academic performance in four learning areas: language (Catalan and Spanish) and science (Natural and Mathematics) were modelled with this technique. Two hypotheses articulated the presentation of this methodology. Aptitudes were much more relevant than personality to explain variance in academic performance. Verbal aptitude was particularly more relevant for girls than for boys. 相似文献