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121.
Research has repeatedly shown that people who are habitually sensitive towards unjust victimizations tend to behave uncooperatively and hostile under certain circumstances. But what exactly is the underlying motivation for such uncooperativeness? One explanation is that victim-sensitive individuals behave uncooperatively in order to retribute fateful disadvantages in the past; an alternative explanation is that victim-sensitive individuals behave uncooperatively in order to avoid being exploited in the future. Two experimental studies are presented in which participants were confronted with an unfavorable outcome that was either due to bad luck or to another person’s mean intentions. Findings from both studies suggest that victim-sensitive individuals are specifically sensitive towards mean intentions, but not to fateful disadvantages in general. 相似文献
122.
Banaschewski T Blomeyer D Buchmann AF Poustka L Rothenberger A Laucht M 《The Behavioral and brain sciences》2011,34(6):312-313
Developmental, epidemiological, and neurobiological studies indicate that the adaptive and maladaptive functions, as well as immediate and long-term consequences of drug use, may vary by age. Early initiation seems to be associated with a reduced ability to use drugs purposely in a temporally stable, non-addictive manner. Prevention strategies should consider social environmental factors and aim to delay age at initiation. 相似文献
123.
According to self-determination theory, people have three basic psychological needs: relatedness, competence, and autonomy. Of these, the authors reasoned that relatedness need satisfaction is particularly important for promoting prosocial behavior because of the increased sense of connectedness to others that this engenders. In Experiment 1, the authors manipulated relatedness, autonomy, competence, or gave participants a neutral task, and found that highlighting relatedness led to higher interest in volunteering and intentions to volunteer relative to the other conditions. Experiment 2 found that writing about relatedness experiences promoted feelings of connectedness to others, which in turn predicted greater prosocial intentions. Experiment 3 found that relatedness manipulation participants donated significantly more money to charity than did participants given a neutral task. The results suggest that highlighting relatedness increases engagement in prosocial activities and are discussed in relation to the conflict and compatibility between individual and social outcomes. 相似文献
124.
Two experimental studies were used to investigate how interacting with aggressive virtual characters in video games affects trust and cooperation of players. Study 1 demonstrates that experiencing virtual aggression from a victim's perspective can impair players' investments in a subsequent common goods dilemma situation. This effect is mediated by reduced expectations of trust in the cooperativeness of interaction partners. In Study 2 the same effect was replicated by using a different cooperation task and by investigating the moderating role of justice sensitivity from a victim's perspective as a dispositional factor. Participants transferred less money to an unknown partner in a trust game after exposure to aggressive nonplayer characters in a video game. This effect was stronger for people high in victim sensitivity. Results of both studies can be interpreted in line with the sensitivity to mean intentions model and add to the body of research on violent media effects. 相似文献
125.
Maria von Salisch Susanne A. Denham Tobias Koch 《Journal of abnormal child psychology》2017,45(1):45-56
Attention problems are likely to hinder children in acquiring knowledge of their own and others’ emotions. Children with little knowledge of emotions tend to have difficulties with representing emotions, interpreting them, and sharing them, so that they are likely to spend more time in making sense of them and may thus appear to be inattentive. In order to disentangle the direction of effects between emotion knowledge and attention problems, 576 four- to- six-year-olds were interviewed at T1 and about 12 months later (T2) about their emotion knowledge. Their kindergarten teachers rated their attention problems, and their conduct problems at T1 and T2. A cross-lagged panel model indicates that children’s emotion knowledge at T1 contributed to the explanation of their attention problems at T2, after language ability and attention problems at T1 were controlled. The other cross-path from attention problems (T1) to emotion knowledge (T2) was not significant. Adding gender, behavioral self-regulation, working memory, conduct problems, or SES as alternative explanations by third variables did not alter this direction of effects. How emotion knowledge impinges on attention problems is discussed. 相似文献
126.
127.
Bayesian analysis of longitudinal multitrait–multimethod data with ordinal response variables 下载免费PDF全文
Jana Holtmann Tobias Koch Johannes Bohn Michael Eid 《The British journal of mathematical and statistical psychology》2017,70(1):42-80
A new multilevel latent state graded response model for longitudinal multitrait–multimethod (MTMM) measurement designs combining structurally different and interchangeable methods is proposed. The model allows researchers to examine construct validity over time and to study the change and stability of constructs and method effects based on ordinal response variables. We show how Bayesian estimation techniques can address a number of important issues that typically arise in longitudinal multilevel MTMM studies and facilitates the estimation of the model presented. Estimation accuracy and the impact of between‐ and within‐level sample sizes as well as different prior specifications on parameter recovery were investigated in a Monte Carlo simulation study. Findings indicate that the parameters of the model presented can be accurately estimated with Bayesian estimation methods in the case of low convergent validity with as few as 250 clusters and more than two observations within each cluster. The model was applied to well‐being data from a longitudinal MTMM study, assessing the change and stability of life satisfaction and subjective happiness in young adults after high‐school graduation. Guidelines for empirical applications are provided and advantages and limitations of a Bayesian approach to estimating longitudinal multilevel MTMM models are discussed. 相似文献
128.
Social cognition creates the conditions for successful human interaction. Externalizing disorders are characterized by a failure of adequate social cooperation. Therefore, social cognition seems to be a key factor in understanding externalizing behavior, its etiology and treatment options. The present article combines the clinical theory of mentalization with the state-of-the-art of empirical data on externalizing behavior and of the theory-of-mind research as well as research on social information processing. Empirical evidence suggests that there are distinct deficits in social cognition depending on the type of aggression (proactive or reactive). However, even though it is known from a neurobiological perspective that social cognition is reorganized in adolescence, research on externalizing behavior and social cognition in adolescence is limited. Hence the analysis of two studies is presented which compared reflective functioning between a group of late adolescent violent offenders and a control group. A total of 42 young men participated in the studies and were interviewed with the adult attachment interview. Interviews were coded with the reflective functioning scale. Results showed that violent offenders scored significantly lower on the reflective functioning scale than age and gender matched controls. This result is independent of intelligence. Instrumental proactive aggression and psychopathic tendencies are also strongly associated with lower reflective functioning. The results underline the importance of therapeutic interventions for externalizing adolescents which enhance reflective functioning. 相似文献
129.
130.
When people are cued to forget a previously studied list of items and to learn a new list instead, such cuing typically leads
to forgetting of the first list and to memory enhancement of the second. In two experiments, we examined such listwise directed
forgetting in children (and adults), using a forget cue that placed either high emphasis or low emphasis on the need to forget.
In the low-emphasis condition, (adult-like) List 1 forgetting was present in fourth graders, but not in first graders (and
kindergartners); in contrast, in the high-emphasis condition, (adult-like) List 1 forgetting was present from first grade
on. Only fourth graders showed (adult-like) List 2 enhancement, regardless of task instruction. The finding that first graders
showed List 1 forgetting only in the high-emphasis condition points to a production deficiency in first graders’ directed
forgetting, suggesting that the children are capable of intentional forgetting but fail to do so spontaneously. The finding
that first graders showed List 1 forgetting without List 2 enhancement suggests that the two directed-forgetting effects are
mediated by different processes with different developmental trajectories. 相似文献