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721.
Christina Friedlaender 《希帕蒂亚:女权主义哲学杂志》2018,33(1):5-21
Microaggressions are a new moral category that refers to the subtle yet harmful forms of discriminatory behavior experienced by members of oppressed groups. Such behavior often results from implicit bias, leaving individual perpetrators unaware of the harm they have caused. Moreover, microaggressions are often dismissed on the grounds that they do not constitute a real or morally significant harm. My goal is therefore to explain why microaggressions are morally significant and argue that we are responsible for their harms. I offer a conceptual framework for microaggressions, exploring the central mechanisms used for identification and the empirical research concerning their harm. The cumulative harm of microaggressions presents a unique case for understanding disaggregation models for contributed harms, blame allocation, and individual responsibility within structural oppression. Our standard moral model for addressing cumulative harm is to hold all individual contributors blameworthy for their particular contributions. However, if we aim to hold people responsible for their unconscious microaggressions and address cumulative harm holistically, this model is inadequate. Drawing on Iris Marion Young's social connection model, I argue that we, as individual perpetrators of microaggressions, have a responsibility to respond to the cumulative harm to which we have individually contributed. 相似文献
722.
Christina M. Sheerin Nadia Chowdhury Mackenzie J. Lind Erin D. Kurtz Lance M. Rappaport Erin C. Berenz 《Military psychology》2018,30(2):98-107
Individual differences in cognitive processes and coping behaviors play a role in the development and maintenance of posttraumatic stress disorder (PTSD). Given the large numbers of combat-exposed service members returning from the Operation Enduring Freedom (OEF), Operation Iraqi Freedom (OIF), and Operation New Dawn (OND) conflicts, exploring individual differences in cognitive-affective processes is important for informing our understanding of PTSD etiology and early intervention in military samples. The present study examined the unique main and interactive effects of negative posttrauma cognitions (i.e., negative beliefs about self [NS], the world [NW], and self-blame [SB]) and coping strategies (i.e., positive behavioral, positive cognitive, avoidant coping, and social and emotional coping) on PTSD diagnosis within 155 (Mage = 30.7, SD = 4.48) OEF/OIF/OND combat trauma-exposed Veterans recruited from an ongoing study examining the effects of combat trauma and stress reactivity. In the final, stepwise logistic regression analysis, avoidant coping, but no other coping strategy, was significantly positively related to PTSD diagnosis in the initial step. Higher levels of NS, but not NW, were significantly associated with having a PTSD diagnosis, whereas SB was associated with decreased likelihood of PTSD, above and beyond coping strategies. A significant interaction effect was found between NS and positive cognitive coping, such that greater positive cognitive coping weakened the relationship between NS and PTSD. Examining and addressing coping behaviors and negative thoughts of self jointly may benefit assessment and intervention approaches in a combat-trauma population. 相似文献
723.
Christina G. S. Palmer Allyn McConkie-Rosell Ingrid A. Holm Kimberly LeBlanc Janet S. Sinsheimer Naghmeh Dorrani Matthew R. Herzog Sharyn Lincoln Kelly Schoch Rebecca C. Spillmann Elly Brokamp Undiagnosed Diseases Network 《Journal of genetic counseling》2018,27(5):1087-1101
The burden of living with an undiagnosed condition is high and includes physical and emotional suffering, frustrations, and uncertainty. For patients and families experiencing these stressors, higher levels of empowerment may be associated with better outcomes. Thus, it is important to understand the experiences of patients with undiagnosed conditions and their families affected by undiagnosed conditions in order to identify strategies for fostering empowerment. In this study, we used the Genetic Counseling Outcome Scale (GCOS-24) to assess levels of empowerment and support group participation in 35 adult participants and 67 parents of child participants in the Undiagnosed Diseases Network (UDN) prior to their UDN in-person evaluation. Our results revealed significantly lower empowerment scores on the GCOS-24 in adult participants compared to parents of child participants [t(100)?=???3.01, p?=?0.003, average difference?=???11.12, 95% CI (??3.78, ??18.46)] and no significant association between support group participation and empowerment scores. The majority of participants (84.3%, 86/102) are not currently participating in any support groups, and participation rates were not significantly different for adult participants and parents of child participants (11.4 vs. 19.7%, respectively, FE p?=?0.40). Open-ended responses provided additional insight into support group participation, the challenges of living with undiagnosed conditions, and positive coping strategies. Future research will evaluate the extent to which empowerment scores change as participation in the UDN unfolds. 相似文献
724.
Although cognitive control has traditionally been viewed in opposition to associative learning, recent studies show that people can learn to link particular stimuli with specific cognitive control states (e.g., high attentional selectivity). Here, we tested whether such learned stimulus-control associations can transfer across paired-associates. In the Stimulus-Stimulus (S-S) Association phase, specific face or house images repeatedly preceded the presentation of particular scene stimuli, creating paired face/house-scene associates in memory. The Stimulus-Control (S-C) Association phase then associated these scenes with different attentional control states by probabilistically biasing specific scenes to mostly precede either congruent or incongruent trials in a Stroop task. Finally, in the Stimulus-Control Transfer (S-CT) phase, the faces and houses from the S-S phase preceded Stroop trials but were not predictive of congruency, testing whether stimulus-control associations would transfer from scenes to their associated face/house stimuli. In Experiments 1 and 3, we found that learned implicit stimulus-control associations could transfer across closely linked cues, and in Experiment 2, we showed that this transfer depended on the memory associations formed in the S-S phase. While this form of transfer learning has previously been demonstrated for stimulus-reward associations, the present study provides the first evidence for the associative transfer of stimulus-control associations across arbitrarily linked stimuli. This work demonstrates how people can learn to implicitly adapt their processing strategies in a flexible context-dependent manner and establishes a novel learning mechanism supporting the generalization of cognitive control. 相似文献
725.
Further evaluation of the use of preference categories to identify novel reinforcers: A systematic replication 下载免费PDF全文
Preference assessments are frequently used to identify reinforcers for individuals with autism spectrum disorder and intellectual and developmental disabilities. Although well‐established procedures have been shown to identify preferred stimuli for individual items that can be used in skill acquisition and behavior reduction programs, little research has been conducted on identifying categories of preferred items. In this study, paired‐stimulus preference assessments were conducted with 4 individuals with autism spectrum disorder. Researchers classified the edible stimuli as belonging to 1 of 4 categories: chocolate (e.g., chocolate chips and M&M's®), salty/crunchy (e.g., chips and crackers), gummy (e.g., Swedish Fish® and Starburst®), or fruit/vegetable (e.g., grape and apple). Preference hierarchies were identified for individual stimuli and for categories of stimuli. For all participants, at least 3 of the 4 most preferred items came from the same category. Novel items (i.e., items not included in the preference assessments) identified by the researchers as belonging to the high‐preference category functioned as effective reinforcers during subsequent reinforcer assessments for all participants. This finding suggests that clinicians could identify likely effective edible reinforcers based on an individual's categorical preference without explicit testing. 相似文献
726.
Kimberly H. McManama O’Brien Laika D. Aguinaldo Erina White Christina M. Sellers Anthony Spirito 《Cognitive and behavioral practice》2018,25(1):22-31
Alcohol use and suicide-related thoughts and behaviors are common in psychiatrically hospitalized adolescents and each problem can exacerbate the other. Despite knowledge about the functional relationship between alcohol use and suicide-related thoughts and behaviors, inpatient psychiatric units only cursorily address alcohol use because suicide risk is considered primary. In this paper we provide theoretical and empirical rationale for the inclusion of brief motivational interventions for alcohol use in inpatient treatment settings for suicidal adolescents. We give a case example of the brief intervention in practice, including when and how to use specific techniques. Following the case example, we discuss the flexibility of this intervention and how it can be adapted for adolescents with varying risk profiles. We conclude with recommendations for future research, including the development and testing of technology-based boosters following hospital discharge. 相似文献
727.
728.
Christina M. Brown 《Self and identity》2018,17(4):371-381
AbstractThe self-concept is an elaborate memory structure, but it operates under the same basic processes as all cognition. Within the self-concept, self-knowledge (e.g., traits, behavioral representations) is organized into self-aspects. Self-aspects vary in their momentary accessibility, and individual self-aspects can become connected through shared associations (e.g., overlapping traits). This paper reviews the author’s research on (1) the consequences and experience of activating specific self-aspects, and (2) outcomes and correlates of self-complexity, which is the number and interrelatedness of self-aspects. Important self-aspects are easier to activate and harder to inhibit, and active self-aspects moderate the accessibility of related self-knowledge with consequences for social judgment and memory. In addition, self-complexity influences emotions, self-regulation, well-being, and social perceptions, and it varies across cultures. 相似文献
729.
AbstractStigmatizing racism has made Whites’ kindness attributional ambiguous to people of color (POC). When this ambiguity is experienced in domains where stereotypes are active, POC may experience praise from Whites as a form of social identity threat. The current article reviews how POC are predicted to respond to Whites’ positivity as a function of their beliefs about Whites’ motives. To the extent that POC are suspicious of Whites’ motives and chronically discount positivity from Whites, praise and positive overtures from Whites were predicted to be threatening. Evidence suggests that POC suspicious of Whites motives are the most sensitive to positive responses from Whites, reacting with both greater threat and social accuracy compared to non-suspicious POC. The current work reviews the empirical evidence on suspicion and highlights avenues for future research that explores suspicion’s origins and capacity to shape the academic and professional identities of POC. 相似文献
730.
Christina J. Song Jason C. Vladescu Kenneth F. Reeve Caio F. Miguel Samantha L. Breeman 《Journal of applied behavior analysis》2021,54(1):346-366
One strategy to program for generalization is to vary noncritical features in teaching exemplars, thereby avoiding noncritical features from being highly correlated with reinforcement and thus gaining faulty stimulus control. In the current translational evaluation, 2 groups of adults of typical development were taught to respond to arbitrary stimuli with experimenter‐defined critical and noncritical features in a matching‐to‐sample task. The teaching arrangement used for 1 group programmed for low correlation between noncritical features and reinforcement; the teaching arrangement used for the other group programmed for high correlation between noncritical features and reinforcement. Participants in the former group displayed (a) faster acquisition of matching, (b) less variability in correct responding, and (c) a decreased likelihood of faulty stimulus control developing during training. The results contribute towards advancing the study of stimulus control and developing an explicit technology of generalization to better serve consumers of the application of our science. 相似文献