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161.
Tom Coburn Fran Grace Anne Carolyn Klein Louis Komjathy Harold Roth Judith Simmer‐Brown 《Teaching Theology & Religion》2011,14(2):167-174
Contemplative Pedagogy is a new and sometimes controversial pedagogical practice. Faculty often have basic questions about how to implement the pedagogy in their classrooms, in addition to questions that challenge the educational value and appropriateness of the practice. Assembled here are the most frequently asked questions about Contemplative Pedagogy, with responses from six contemplative professors, each from a different institutional and philosophical location. The respondents are founding members of the Contemplative Studies Consultation of the American Academy of Religion. The diversity of views expressed by the respondents invites the reader to see that there is no single theory or praxis of contemplative pedagogy. 相似文献
162.
A Dialectical Behavior Therapy Skills training manual (DBT Skills) was adapted for use with caregivers of individuals with dementia. Implementation occurred in a community clinic with a heterogeneous caregiver group at risk for elder abuse. Sixteen caregivers completed the 9-week group. The results point to improved psychosocial adjustment, particularly increased problem-focused coping, enhanced emotional well-being, and less fatigue. Caregivers tended to utilize individual therapeutic services at a higher rate during the period of group attendance, indicative of appropriate help-seeking behavior in highly demanding situations. Six of the 16 caregivers repeated the training sequence in “booster” groups. Follow-up data from the booster groups suggest that high-risk caregivers may require continuing support to maintain treatment gains. In addition to demonstrating the feasibility of DBT Skills with caregivers, the results warrant a controlled outcome evaluation. 相似文献
163.
A number of applied psychologists have suggested that trainability test Black–White ethnic group differences are low or relatively low (e.g., Siegel & Bergman, 1975), though data are scarce. Likewise, there are relatively few estimates of criterion-related validity for trainability tests predicting job performance (cf. Robertson & Downs, 1989). We review and clarify the existing (and limited) literature on Black–White group differences on trainability tests, provide new trainability test data from a recent video-based trainability exam, and present archival data about how trainability test scores relate to cognitive ability, Black–White differences, and job performance. Consistent with hypotheses, our results suggest large correlations of trainability tests with cognitive ability (e.g., .80) and larger standardized ethnic group differences than previously thought (ds of 0.86, 1.10, and 1.21 for 3 samples). Results also suggest that trainability tests have higher validity than previously thought. Overall, our analysis provides a substantial amount of data to update our understanding of the use of trainability tests in personnel selection. 相似文献
164.
Wascher CA Scheiber IB Braun A Kotrschal K 《Journal of comparative psychology (Washington, D.C. : 1983)》2011,125(1):116-119
Adequate short-term responses to stressors are of great importance for the health and well-being of individuals and factors modulating the physiological stress response (e.g., controllability, suddenness, familiarity) of a stimulus are well described under laboratory conditions. In the present study we aimed at investigating the stress response in greylag geese (Anser anser) in the field, confronting individuals with naturally occurring stressors. We measured beat-to-beat heart rate (HR) via fully implanted transmitters during three different experimental challenges: (1) catching and holding, (2) confrontation with a model predator, and (3) approach by different humans. We compared this to a control period and HR during agonistic encounters, a naturally occurring stressor. All three experimental situations evoked a HR increase. Highest HR responses were elicited by catching and holding the animals. In the third experiment, HR responses were greatest when the geese were approached by a human stranger (i.e., somebody the geese have never seen before). Hence, geese discriminated between different kinds of stressors and adjusted their physiological response depending on the type of stressor. Our results show that geese were able to discriminate between individual humans. In line with a number of lab studies, we suggest that particularly the controllability of certain situation determines the intensity of the HR response, also in a natural setting in the field. 相似文献
165.
本文以《资本论》及其手稿为例介绍了MEGA2即历史上第二次启动的马恩全集历史考证版的编纂工作和特征。作者指出,马克思和恩格斯之间的差异,以及马克思研究工作方式的开放性,是MEGA2这一历史考证版力图展现的两个重点,这一全集版本将开启通向马克思与恩格斯及其浩瀚著作的新入口。文章主体分三个部分,第一部分以《资本论》及其手稿的写作过程为例考察了马克思的工作方式,即他在研究写作中体现出的作为修改者和收集者的特征;第二部分以MEGA2中《资本论》及其手稿的编纂为例,介绍了这一历史考证版是如何展现马克思的工作方式,以及作者马克思和编者恩格斯之间差异的;第三部分介绍了目前网络空间里MEGA2的发布情况。 相似文献
166.
Robert W. Isenhower Michael J. Richardson Claudia Carello Reuben M. Baron Kerry L. Marsh 《Psychonomic bulletin & review》2010,17(3):342-347
Understanding the physical and interpersonal constraints that afford cooperation during real-world tasks requires consideration
of the fit between the environment and task-relevant dimensions of coactors and the coactors’ fit with each other. In the
present study, we examined how cooperation can emerge during ongoing interaction using the simple task of two actors’ moving
long wooden planks. The system dynamics showed hysteresis: A past-action mode persisted when both solo and joint actions were
possible. Moreover, pairs whose arm spans were both short, both long, or mismatched made action-mode transitions at similar
points, when scaled by a relational measure. The relational measure of plank length to arm span was dictated by the pair member
with the shorter arm span, who, thus, had a greater need to cooperate during the task. The results suggest that understanding
affordances for cooperation requires giving more consideration to constraints imposed by the fit between coactors’ action
capabilities. 相似文献
167.
Claudia Welz 《Continental Philosophy Review》2010,43(2):267-285
This paper develops the thesis that personal identity is neither to be taken in terms of an unchanging self-sufficient ‘substance’
nor in terms of selfhood ‘without substance,’ i.e. as fluctuating processes of pure relationality and subject-less activity.
Instead, identity is taken as self-transformation that is bound to particular embodied individuals and surpasses them as individuated entities. The paper is structured in three parts. Part I describes the experiential givenness
of conflicts that support our sense of self-transformation. While the first part develops an inter-subjective topography of
emotional movements, the second part pays attention to their temporal dimension. We work with conflicts and get transformed
by them also in the way we remember them. Part II focuses on the process of self-understanding that accompanies conflicts
and their metamorphosis in memory. Part III compares and discusses different models of a ‘relational ontology’ of the person,
which question the idea that we are defined only by how we define ourselves—just as they question the idea that one’s identity
is independent of how one relates to one’s having changed. 相似文献
168.
This study explored the relationship between parents' use of conditional regard (PCR, Assor, Roth, & Deci, 2004; Roth, 2008) to promote suppression of sad feelings and the following emotional skills in young children: (1) recognition of sadness in facial expressions, (2) awareness of sad feelings in oneself, and (3) empathic response to others' sad feelings. The study distinguished between two PCR components: conditional negative regard (similar to love withdrawal) and conditional positive regard. Emotion‐focused interviews were conducted with 102 children aged 5–6 years, and their parents completed questionnaires assessing parents' use of conditional regard. As expected, both PCR components correlated negatively with the emotional skills. Regression analyses showed that the seemingly benign practice of conditional positive regard had unique negative associations with the three emotional skills also when effects of negative PCR were controlled. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
169.
Intra-individual reaction time variability (IIV) in neuropsychological task performance reflects short term fluctuations in performance. Increased IIV has been reported in patients with schizophrenia and could be related to a deficient neural timing mechanism, but the role of IIV in adult patients with other psychiatric disorders has not been established. Therefore, we compared IIV measures obtained in a Go/Nogo task from patients with schizophrenia, major depression and borderline personality disorder. IIV was increased for patients with schizophrenia. When correcting for differences in mean reaction time, depressive and borderline patients also showed increased IIV. Importantly, all groups showed a strong association between IIV and accuracy of task performance. This suggests that increased IIV might be a sensitive marker for the efficiency of top-down attentional control in all diagnostic groups. Aside from these similarities, the complete results including measures of IIV, mean reaction time and accuracy show differential patterns for patients with schizophrenia compared to those with borderline personality disorder or depression. These results are discussed with respect to common versus disorder-specific neural mechanisms underlying increased IIV. 相似文献
170.
Using data from the National Education Longitudinal Study, the authors examined relations between educational, civic, and occupational success in young adulthood and the duration and intensity of participation in organized activities during high school. They also examined these relations as a function of sponsorship (i.e., school- vs. community-sponsored organized activities). They found that youths who participated in organized activities for 2 years demonstrated more favorable educational and civic outcomes in young adulthood than those who participated for 1 year. More intensive participation was also associated with greater educational, civic, and occupational success in young adulthood--particularly among youths who participated in activities for 2 years. Educational attainment often mediated the relations between temporal measures of participation and young adult civic and occupational outcomes. With the exception of analyses examining occupational success, findings varied little as a function of sponsorship. Of note, analyses revealed that both temporal measures of participation were positively associated with young adult outcomes as many as 8 years after high school. 相似文献