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161.
The goal of this study was to examine the relationship between “The Black Church”, the mental health needs of its members, and addressing those needs from the perspective of counsellors within the church. Four in-depth interviews were conducted with members of the mental health counselling team at one large, African American-serving church in the Midwest to explore their thoughts about their church pastor’s desire to expand their current ministry to a fully operating counselling centre. The findings suggest that “the Black Church” not only has a role and responsibility in addressing the mental health needs of African Americans within and outside of the church but can also use religiosity as a facilitator rather than a barrier to mental health service use among African Americans. 相似文献
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165.
Denise Davidson 《Motivation and emotion》2006,30(3):232-242
In past research, emotion has been classified as basic, self-conscious or self-conscious evaluative, with each type of emotion
being progressively more difficult for children to understand (Lewis, M. (2000a). In M. Lewis & J. M. Haviland-Jones (Eds.),
Handbook of emotions (2nd ed., pp. 265–280), New York, NY: The Guilford Press). Although researchers have examined children’s understanding of
individual emotions (e.g., guilt), researchers have not assessed children’s understanding and memory for emotions based on
this classification. In the present research, 6-, 8- and 10-year-old children’s memory and understanding of basic, self-conscious
and self-conscious evaluative emotions were examined. Although a memory advantage was found for emotions, this effect was
less so for the younger children and less so for non-basic emotions. In fact, 6-year-old children and, to a lesser extent
8-year-old children, were more likely than older children to recall self-conscious and self-conscious evaluative emotions
with basic emotion labels, and were more likely to explain them using basic emotion labels. Overall, negative emotions (e.g.,
mad, guilt) were better recalled than positive emotions (e.g., happy, pride), regardless of type of emotion. Gender differences
were found as girls were more likely to remember emotion than boys, especially when the emotion action was specifically labeled
and a female character experienced it.
Proportions of this research were presented at the biennial meeting of the Society for Research in Child Development (2005),
Atlanta, Georgia and the meeting of the Cognitive Development Society (2005), San Diego, CA. 相似文献
166.
David R. Marchiori Marieke A. Adriaanse Denise T.D. De Ridder 《Social and Personality Psychology Compass》2017,11(1)
Nudging interventions are broadly defined as a rearrangement of a choice context that gently suggests a specific choice. Their increasing popularity has attracted attention and discussion from researchers, policy makers, and practitioners alike. After some applications to domains such as health, environmental issues, and retirement savings, the next step in nudging is to understand the psychological boundary conditions when applied to varied domains of daily life. It is yet unclear for example to what extent nudging interventions can be transparent without losing effectiveness, or how permanent the effects are. These unresolved questions may have contributed to heated political and scientific discussions, on for example the ethics of using nudges in the public health domain, due to the missing scientific evidence. Indeed, this popularity may have led to forget how nudging harnesses insights from decades of research in psychology to change people's behavior. The aim of this paper is to shift the focus back to the psychological premises nudges were built upon. It summarizes several outstanding questions that future research in the psychology of nudging should address. Advancing research in nudging will help to improve our understanding of applied nudging interventions and provide clarity to debates such as ethical appropriateness, effectiveness, and public approval. 相似文献
167.
168.
The picture and word naming performance of developmental dyslexics was compared to the picture and word naming performance of non-dyslexic (“garden variety”) poor readers, reading age, and chronological age-matched controls. The stimulus list used for both tasks was systematically manipulated for word length and word frequency. In order to examine picture naming errors in more depth, an object name recognition test assessed each subject's vocabulary knowledge of those names which they were unable to spontaneously label in the picture naming task. Findings indicated that the dyslexic and the garden variety poor readers exhibited a picture naming deficit relative to both chronological and reading age-matched controls. Findings also indicated that both groups of impaired readers obtained superior scores in the word naming task than in the picture naming task, while both groups of controls showed no difference in performance across tasks. The dyslexics' picture naming errors, but not those of the garden variety poor readers, were particularly marked on polysyllabic and/or low frequency words, indicating a possible phonological basis to the picture naming deficit of the dyslexic children. These children also recognized significantly more unnamed target words than all comparison groups, suggesting a particular difficulty inretrievingthe phonological codes of known picture names rather than a vocabulary deficit. Results are discussed in terms of dyslexics' difficulty in encoding full segmental phonological representations of names in long-term memory and/or in processing these representations in order to generate required names on demand. 相似文献
169.
Denise L. Reyes Julie Dinh Kenneth Granillo-Velasquez Miguel Luna Mikki Hebl Eduardo Salas 《Journal of applied social psychology》2024,54(2):99-115
Professional rejection is a widespread phenomenon—most, if not all, of us have or will experience it in our lifetimes. However, some are more adept at handling it than others. This paper examines individual differences in how people interpret and handle professional rejection, proposing a construct called professional rejection sensitivity. We focused on whether this construct predicts decreased self-promoting behaviors and increased self-silencing behaviors and, subsequently, whether that impacts career success for junior faculty. Moreover, we investigated whether women may be disproportionally predisposed to professional rejection sensitivity because they tend to experience more discrimination in the workplace than men. We collected self-report data (i.e., individual differences) and biodata (i.e., curriculum vitae) from 300 junior faculty and found evidence of gender differences, such that women perceive more discrimination and report higher professional rejection sensitivity than men. We also found that individuals who are higher in professional rejection sensitivity are more likely to practice self-silencing behaviors, and individuals who perceive more discrimination have lower career success. This paper serves as the first step in demonstrating the existence of professional rejection sensitivity, which can guide future research that addresses how individuals can overcome this disposition. To support this path of research, we conclude with suggestions for potential interventions. 相似文献
170.
Dudzinski DM 《The American journal of bioethics : AJOB》2004,4(4):35-7; discussion W35-7