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181.
Recent research has provided compelling evidence of mental health problems in military spouses and children, including post-traumatic stress disorder (PTSD), related to the war-zone deployments, combat exposures, and post-deployment mental health symptoms experienced by military service members in the family. One obstacle to further research and federal programs targeting the psychological health of military family members has been the lack of a clear, compelling, and testable model to explain how war-zone events can result in psychological trauma in military spouses and children. In this article, we propose a possible mechanism for deployment-related psychological trauma in military spouses and children based on the concept of moral injury, a model that has been developed to better understand how service members and veterans may develop PTSD and other serious mental and behavioral problems in the wake of war-zone events that inflict damage to moral belief systems rather by threatening personal life and safety. After describing means of adapting the moral injury model to family systems, we discuss the clinical implications of moral injury, and describe a model for its psychological treatment. 相似文献
182.
183.
Brett D Thombs 《Health psychology》2008,27(1):1; auhtor reply 1-1; auhtor reply 3
184.
Clinical expertise and reasoning with uncertain categories 总被引:1,自引:0,他引:1
Expert clinical psychologists, clinical psychology graduates, and nonclinical graduate students were presented with clinical
and nonclinical cases in which the diagnosis or category membership of a character was uncertain; they then made feature predictions
about the character. For each case, there was a diagnosis or category that was highly probable and a less likely alternative
that either did (relevant condition) or did not (neutral condition) alter predictions. For clinical cases, clinical experts
and graduate clinicians gave different predictions for the relevant and neutral conditions, indicating that they had considered
the uncertain nature of the diagnosis in their predictions. Although they acknowledged that the diagnosis was uncertain, nonclinical
students ignored the less likely diagnostic alternatives when making predictions. For the nonclinical cases, all three groups
made predictions based on only the most likely category alternative. The results showed that clinical training and/or experience
promote multiple-category reasoning, but that this effect is domain specific. 相似文献
185.
The present study examined cognitive content-specificity in future-event predictions associated with symptoms of depression and generalized anxiety disorder (GAD). College undergraduates (N=284) completed measures of depression, GAD, and rated their certainty that a given set of positive and negative outcomes were or were not likely to happen in their future. Participants also completed measures of hopelessness and intolerance of uncertainty (IU). Individuals (N=263) completed the same measures again 6 weeks later. Certainty in an absence of positive future outcomes was associated with symptoms of depression but not GAD, and hopelessness mediated this relationship - concurrently and when examining change scores over 6 weeks. Certainty in negative outcomes was concurrently associated with both symptoms of depression and GAD, and hopelessness partially mediated these relationships. IU predicted concurrent increases in depression and GAD symptoms, and negative-outcome certainty partially mediated the IU-depression but not the IU-GAD symptom relationship. Change in certainty did not mediate the relationship between changes in IU and GAD symptoms but partially mediated the relationship between change in IU and depression symptoms over time. Hopelessness appears to play a unique role in the relationship between reduced anticipation of positive future outcomes and depression. Although less clearly suggested by the data, IU may contribute to both depression and GAD symptoms but may do so through different pathways. 相似文献
186.
Moss BJ Worthen JB Haydel LA Mahon BD Savoy SC 《The American journal of psychology》2008,121(2):175-187
Relationships between 6 personality variables and each of 3 different measures of recall for bizarre and common sentences were examined. The personality variables investigated included measures of sensation seeking, novelty experiencing, desire for novelty, arousal-seeking tendency, social potency, and conservatism. Recall was measured in terms of sentences accessed, target words recovered per accessed sentence, and misplaced target words. The results indicated the typical pattern of bizarreness effects on recall and significant relationships between personality variables and these effects. Arousal seeking and conservatism were positively related to a bizarreness advantage in sentences accessed. Additionally, high social potency was related to the recovery of more details from common than bizarre sentences, and high desire for novelty was related to a greater bizarre misplacement effect. The results are discussed in terms of orienting and defensive responses to bizarreness. 相似文献
187.
Oh W Rubin KH Bowker JC Booth-LaForce C Rose-Krasnor L Laursen B 《Journal of abnormal child psychology》2008,36(4):553-566
Heterogeneity and individual differences in the developmental course of social withdrawal were examined longitudinally in
a community sample (N = 392). General Growth Mixture Modeling (GGMM) was used to identify distinct pathways of social withdrawal, differentiate
valid subgroup trajectories, and examine factors that predicted change in trajectories within subgroups. Assessments of individual
(social withdrawal), interactive (prosocial behavior), relationship (friendship involvement, stability and quality, best friend’s
withdrawal and exclusion/victimization) and group- (exclusion/victimization) level characteristics were used to define growth
trajectories from the final year of elementary school, across the transition to middle school, and then to the final year
of middle school (fifth-to-eighth grades). Three distinct trajectory classes were identified: low stable, increasing, and decreasing. Peer exclusion, prosocial behavior, and mutual friendship involvement differentiated class membership. Friendlessness, friendship
instability, and exclusion were significant predictors of social withdrawal for the increasing class, whereas lower levels of peer exclusion predicted a decrease in social withdrawal for the decreasing class. 相似文献
188.
David F. Tolin Nicholas Maltby Frank W. Weathers Brett T. Litz Jeffrey Knight Terence M. Keane 《Journal of psychopathology and behavioral assessment》2004,26(1):23-29
This study evaluated the use of the FP (Infrequency–Psychopathology) scale of the Minnesota Multiphasic Personality Inventory—2 (MMPI-2) as a measure of symptom overreporting among 423 service-seeking male veterans with and without PTSD. Results were consistent with several predictions based on the logic of the FP scale. FP produced lower scores for PTSD and non-PTSD patients than the other two MMPI-2 measures of infrequent responding; F and FB. FP also resulted in fewer invalid protocols than did F or FB. Finally, FP yielded lower correlations with MMPI-2 and other measures of psychopathology than did F or FB. Consistent with previous studies, compensation-seeking status was associated with extreme elevations across clinical and validity scales. Contrary to previous findings, however, compensation-seeking veterans were also more likely to receive a PTSD diagnosis. Implications for the relationship between compensation seeking and symptom overreporting are discussed. 相似文献
189.
190.
Brett Bertucio 《Studies in Philosophy and Education》2017,36(4):477-497
This essay seeks to contribute to the critical reception of Bloom’s Taxonomy of Educational Objectives by tracing the Taxonomy’s underlying philosophical assumptions. Identifying Bloom’s work as consistent with the legacy of Cartesian thought, I argue that its hierarchy of behavioral objectives provides a framework for certainty and communicability in ascertaining student learning. However, its implicit rejection of intuitive knowledge as well as its antagonism between the human subject and the known object promote the Enlightenment ideal of education as “intellectual work.” When embodied in the Taxonomy, Cartesian assumptions foster a fundamental disposition in front of reality that is ultimately alienating. The paper begins with an explication of the Taxonomy’s affordances and philosophical assumptions. I then identify the Cartesian elements of these assumptions, particularly the Taxonomy’s inherent mind–body dualism and primacy of method. Finally, the paper employs these elements as an explanatory factor for the predominant critiques of the Taxonomy in educational theory literature. An addendum questions the possibility or plausibility of distance from objectives frameworks in the contemporary classroom. 相似文献