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121.
Positivity and the Construction of Life Satisfaction Judgments: Global Happiness is not the Sum of its Parts 总被引:3,自引:0,他引:3
Ed Diener Christie K. Napa-Scollon Shigehiro Oishi Vivian Dzokoto Eunkook Mark Suh 《Journal of Happiness Studies》2000,1(2):159-176
The present study investigated how reports of satisfaction with specific versus global domains can be used to assess a disposition towards positivity in subjective well-being reports. College students from 41 societies (N = 7167) completed measures of life satisfaction and ratings of global and specific aspects of their lives. For example, participants rated satisfaction with their education (global) and satisfaction with their professors, textbooks, and lectures (specific). It was hypothesized that global measures would more strongly reflect individual differences in dispositional positivity, that is, a propensity to evaluate aspects of life in general as good. At both the individual and national levels, positivity predicted life satisfaction beyond objective measures. Also, positivity was associated with norms about ideal life satisfaction such that countries and individuals who highly valued positive emotions were more likely to display positivity. The difference between more global versus more concrete measures of satisfaction can be used as an indirect and subtle measure of positivity. 相似文献
122.
Christie L. McGee Olivia A. Bjorkquist Joseph M. Price Sarah N. Mattson Edward P. Riley 《Journal of abnormal child psychology》2009,37(6):817-830
Based on caregiver report, children with prenatal alcohol exposure have difficulty with social functioning, but little is
known about their social cognition. The current study assessed the social information processing patterns of school-age children
with heavy prenatal alcohol exposure using a paradigm based on Crick and Dodge’s reformulated six-stage model. Fifty-two children
(aged 7–11) with and without heavy prenatal alcohol exposure were tested using a structured interview measure of social information
processing involving 18 videotaped vignettes of children in group entry and provocation situations. Alcohol-exposed children
displayed maladaptive processing patterns on the goal, response generation, and response evaluation steps in group entry situations,
and encoding, attribution, response evaluation, and enactment steps during provocation situations. Children with heavy prenatal
alcohol exposure also had difficulty on the Test of Problem Solving, and performance correlated with social information processing
measures. Such difficulties may lead to problems in social functioning and warrant early intervention. 相似文献
123.
Christie Napa Scollon Amanda Hiles Howard Amanda E. Caldwell Sachiyo Ito 《Journal of Happiness Studies》2009,10(3):257-269
According to Affect Valuation Theory (Tsai et al. Journal of Personality and Social Psychology, 54, 1031–1039), culture influences how people want to feel (ideal affect). Integrating Affect Valuation Theory with the Time-sequential
Framework of Subjective Well-being (Kim-Prieto et al. Journal of Happiness Studies, 6, 261–300), we proposed that cultural norms influence the memory, but not the experience, of emotion. The present study examined
the role of ideal affect in relation to experience sampling and retrospective reports of emotion. Ideal affect correlated
with retrospective reports but not experience sampling reports. Extraversion and neuroticism were more strongly related to
experience sampling reports than to ideal levels of emotion. Results suggest that retrospective reports of emotion involve
a dynamic process that incorporates cultural information into the reconstruction whereas on-line emotions are more constrained
by temperament.
相似文献
Christie Napa ScollonEmail: |
124.
Hartman CA Rhee SH Willcutt EG Pennington BF 《Journal of abnormal child psychology》2007,35(4):536-542
The present study is the first to utilize twin modeling to examine whether parent-teacher disagreement for ADHD ratings is
due to parent or teacher bias, or due to raters observing different but valid ADHD behaviors. A joint analysis was conducted
with 106 twin pairs, including twins selected for ADHD and control twin pairs. Total ADHD scores were analyzed using multiple
rater models that estimate genetic and environmental contributions common to both raters and unique to each rater. Results
suggest that 1) disagreement in ADHD ratings is strongly due to parents and teachers observing different ADHD behaviors, some
of which is valid and some of which is due to bias, and 2) parents may be more biased than teachers in their ADHD ratings. 相似文献
125.
UNIVERSITY STUDENTS FROM SINGLE-SEX AND COEDUCATIONAL HIGH SCHOOLS: DIFFERENCES IN MAJORS AND ATTITUDES AT A CATHOLIC UNIVERSITY 总被引:1,自引:0,他引:1
Christie P. Karpiak James P. Buchanan Megan Hosey Allison Smith 《Psychology of women quarterly》2007,31(3):282-289
We conducted an archival study at a coeducational Catholic university to test the proposition that single-sex secondary education predicts lasting differences in college majors. Men from single-sex schools were more likely to both declare and graduate in gender-neutral majors than those from coeducational schools. Women from single-sex schools were more likely to declare gender-neutral majors, but were not different from their coeducated peers at graduation. A second study was conducted with a sample of first-year students to examine the correspondence between egalitarian attitudes, single-sex secondary education, and major choice. Egalitarianism was higher in students in nontraditional majors, but did not correspond in expected ways with single-sex education. Men from single-sex schools were less likely to hold egalitarian attitudes about gender roles, whereas women from single-sex and coeducational high schools did not differ in egalitarianism. Taken together, our results raise questions about the potential of single-sex high schools to reduce gender-stratification in professions. 相似文献
126.
127.
The American Journal of Psychoanalysis - 相似文献
128.
This study surveyed 104 school-based elementary literacy coaches to explore their perceptions of their roles as coaches. These perceptions were then examined relative to the Standards for Reading Professionals—Revised 2010, developed by the International Reading Association. Overall, coaches reported the majority of the tasks they carried out as coaches were tasks they believed should be part of the role of a coach. They most highly valued tasks that allowed them to interact with and support teachers, ultimately leading to improved student achievement. Coaches also indicated a lack of clarity about their role in supporting the standards related to diversity. 相似文献
129.
We test whether comparison can promote learning of new relational abstractions. In Experiment 1, preschoolers heard labels for novel spatial patterns and were asked to extend the label to one of two alternatives: one sharing an object with the standard or one having the same relational pattern as the standard. Children strongly preferred the object match when given one standard but were significantly more likely to choose the relational match when they compared two standards. Experiment 2 provided evidence that comparison processing—as opposed to simply seeing two exemplars—is necessary for this relational effect. Preschoolers who were shown the two standards sequentially without a prompt to compare them preferred object matches, as did those who viewed only one standard. In contrast, those who saw the exemplars together, with a prompt to compare them, showed the same elevated relational responding as found in Experiment 1. We suggest that structural alignment processes are crucial to developing new relational abstractions. 相似文献
130.