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Asher Moore 《Inquiry (Oslo, Norway)》2013,56(1-4):53-65
Psychology does not seek to correlate independent happenings, but to discern in the manifold of a unique life, or of a unique culture, the pervasive sense or meaning which the life or culture expresses. The method is appropriate to the subject: a human being is not a string of lawfully connected events but an embodied meaning, an incarnated value. Psychology is therefore less like physics than it is like the critical interpretation of a work of art. It is psychoanalytical. Some of the traditional objections to psychoanalytic theory disappear in the light of this conception. Others vanish when it is realized that the analytic situation, being personal encounter as well as interpretative analysis, to some extent creates the being it analyzes. 相似文献
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We analyze the dynamics of repeated interaction of two players in the Prisoner's Dilemma (PD) under various levels of interdependency information and propose an instance‐based learning cognitive model (IBL‐PD) to explain how cooperation emerges over time. Six hypotheses are tested regarding how a player accounts for an opponent's outcomes: the selfish hypothesis suggests ignoring information about the opponent and utilizing only the player's own outcomes; the extreme fairness hypothesis weighs the player's own and the opponent's outcomes equally; the moderate fairness hypothesis weighs the opponent's outcomes less than the player's own outcomes to various extents; the linear increasing hypothesis increasingly weighs the opponent's outcomes at a constant rate with repeated interactions; the hyperbolic discounting hypothesis increasingly and nonlinearly weighs the opponent's outcomes over time; and the dynamic expectations hypothesis dynamically adjusts the weight a player gives to the opponent's outcomes, according to the gap between the expected and the actual outcomes in each interaction. When players lack explicit feedback about their opponent's choices and outcomes, results are consistent with the selfish hypothesis; however, when this information is made explicit, the best predictions result from the dynamic expectations hypothesis. 相似文献
76.
Huaiyu Zhang Erika R. Carr Amanda G. Garcia-Williams Asher E. Siegelman Danielle Berke Larisa V. Niles-Carnes Bobbi Patterson Natalie N. Watson-Singleton Nadine J. Kaslow 《Journal of clinical psychology in medical settings》2018,25(4):408-419
Research has identified the experience of shame as a relevant predictor of depressive symptoms. Building upon resilience theory, this is the first study to investigate if self-compassion and/or contingent self-worth (i.e., family support and God’s love) mediate the link between shame and depressive symptoms. Participants were 109 African Americans, within the age range of 18 and 64, who sought service following a suicide attempt from a public hospital that serves mostly low-income patients. Findings suggest that shame was related to depressive symptoms through self-compassion but not through contingent self-worth, underscoring the significant role that self-compassion plays in ameliorating the aggravating effect of shame on depressive symptoms. Results highlight the value of incorporating self-compassion training into interventions for suicidal African Americans in an effort to reduce the impact of shame on their depressive symptoms and ultimately their suicidal behavior and as a result enhance their capacity for resilience. 相似文献
77.
Breska A Israel M Maoz K Cohen A Ben-Shakhar G 《Attention, perception & psychophysics》2011,73(6):1754-1767
It has been suggested that personally significant (PS) information interferes with performance only when presented within the focus of attention. However, this claim was never tested by a systematic manipulation of attention, but only by using correlative measures of its locus. We addressed this issue in two experiments, utilizing a cued visual search paradigm that allowed us to directly manipulate attention and to measure behavioral and physiological responses. One of the stimuli in the search display had a higher luminance value (i.e., was cued), and, orthogonally, one of the stimuli could be a PS or neutral name. When the cue did not predict target location, PS distractors mildly interfered with task performance, regardless of the cue's location. However, when the cue predicted target location, responses were facilitated for cued targets, indicating that attention was shifted to the cue. Importantly, PS distractors interfered with task performance and elicited enhanced orienting responses only when they were cued. This implies that PS information affects performance only when presented within but not outside the focus of attention. 相似文献
78.
Research with adults indicates that confidence in the correctness of an answer decreases as a function of the amount of time it takes to reach that answer, suggesting that people use response latency as a mnemonic cue for subjective confidence. Experiment 1 extended investigation to 2nd, 3rd and 5th graders. When children chose the answer to general knowledge questions, their confidence in the answer was inversely related to choice latency. However, the strength of the relationship increased with grade, suggesting increased reliance with age on the feedback from task performance. The validity of latency as a cue for the accuracy of the answer also increased with age, possibly contributing to the observed age increase in the extent to which confidence judgment discriminated between correct and wrong answers. Whereas these results illustrate the dependence of metacognitive monitoring on the feedback from control operations, Experiments 2 and 3 examined the idea that control‐based monitoring affects subsequent control operations. When children were free to choose which answers to volunteer under a payoff schedule that emphasized accuracy, they tended to volunteer high‐confidence answers more than low‐confidence answers (Experiment 2) and more short‐latency answers than long‐latency answers (Experiment 3). The latter tendency was again stronger for older than for younger children. The results are discussed in terms of the intricate relationships between monitoring and control processes. 相似文献
79.
Negative affect in humans and animals is known to cause individuals to interpret ambiguous stimuli pessimistically, a phenomenon
termed ‘cognitive bias’. Here, we used captive European starlings (Sturnus vulgaris) to test the hypothesis that a reduction in environmental conditions, from enriched to non-enriched cages, would engender
negative affect, and hence ‘pessimistic’ biases. We also explored whether individual differences in stereotypic behaviour
(repetitive somersaulting) predicted ‘pessimism’. Eight birds were trained on a novel conditional discrimination task with
differential rewards, in which background shade (light or dark) determined which of two covered dishes contained a food reward.
The reward was small when the background was light, but large when the background was dark. We then presented background shades
intermediate between those trained to assess the birds’ bias to choose the dish associated with the smaller food reward (a
‘pessimistic’ judgement) when the discriminative stimulus was ambiguous. Contrary to predictions, changes in the level of
cage enrichment had no effect on ‘pessimism’. However, changes in the latency to choose and probability of expressing a choice
suggested that birds learnt rapidly that trials with ambiguous stimuli were unreinforced. Individual differences in performance
of stereotypies did predict ‘pessimism’. Specifically, birds that somersaulted were more likely to choose the dish associated
with the smaller food reward in the presence of the most ambiguous discriminative stimulus. We propose that somersaulting
is part of a wider suite of behavioural traits indicative of a stress response to captive conditions that is symptomatic of
a negative affective state. 相似文献
80.
Loneliness and peer relations in childhood 总被引:5,自引:0,他引:5
Although loneliness is a normative experience, there is reason to be concerned about children who are chronically lonely in school. Research indicates that children have a fundamental understanding of what it means to be lonely, and that loneliness can be reliably measured in children. Most of the research on loneliness in children has focused on the contributions of children's peer relations to their feelings of well-being at school. Loneliness in children is influenced by how well accepted they are by peers, whether they are overtly victimized, whether they have friends, and the durability and quality of their best friendships. Findings from this emerging area of research provide a differentiated picture of how children's peer experiences come to influence their emotional well-being. 相似文献