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121.
The National Institute on Disability and Rehabilitation Research (NIDRR) funds research and related activities that promote new knowledge that helps individuals with disabilities to perform regular activities in the community and increases the capacity of society to provide full opportunities and supports for individuals with disabilities. NIDRR achieves this goal by promoting interdisciplinary research and related activities. Psychologists play a key role in many of these activities and assist with improving understanding of disability and rehabilitation by participating in peer review of research proposals or by reviewing NIDRR's proposed research priorities. Psychologists also contribute by taking advantage of training and the many other opportunities for support outlined in this article. 相似文献
122.
Advances in research on disability and rehabilitation are essential to creating equal opportunity, economic self-sufficiency, and full participation for persons with disabilities. Historically, such initiatives have focused on separate and specific areas, including neuroscience, molecular biology and genetics, gerontology, engineering and physical sciences, and social and behavioral sciences. Research on persons with disabilities should examine the broader context and trends of society that affect the total environment of persons with disabilities. This article examines the various disability paradigms across time, assessing the relative contribution of the socioecological perspective in guiding research designed to improve the lives of persons with disabilities. The authors recommend new research directions that include a focus on life span issues, biomedicine, biotechnology, the efficacy and effectiveness of current interventions, an emphasis on consumer-driven investigations within a socioecological perspective of disability, and the implications for research and practice. 相似文献
123.
Can disability studies and psychology join hands? 总被引:1,自引:0,他引:1
Although the field of disabilities studies incorporates psychology within its interdisciplinary purview, it embodies a distinct perspective consonant with the new paradigm of disability. This perspective is contrasted with that of psychology, and the place of disability within psychology is examined. Although psychology has begun to embrace diversity, disability has remained marginalized. Four areas are presented in this article: (a) the foundational ideas of disability studies, (b) training in disability within psychology, (c) the paradigms of disability reflected in research on disability, and (d) future research directions. 相似文献
124.
The psychological status of 51 adult subjects who had received surgery at the appropriate time for cleft lip-palate was investigated by questionnaire (Giessen test). In respect of social dominance this revealed a significant deviation towards social subordination among those with cleft lips and palates, which is explicable in terms of the lengthy and continuous treatment and appears to be of great importance as a defence and adaptation mechanism to those concerned. The inclusion of psychologists in the interdisciplinary care of cleft lip-palate patients is proposed. 相似文献
125.
Self-Concepts, Domain Values, and Self-Esteem: Relations and Changes at Early Adolescence 总被引:3,自引:0,他引:3
Jacquelynne S. Eccles Allan Wigfield Constance A. Flanagan Christy Miller David A. Reuman Doris Yee 《Journal of personality》1989,57(2):283-310
We assessed how children's self-concepts of ability for mathematics, English, social, and physical skills activities, ratings of the importance of these activities, and general self-esteem change across the transition to junior high school. Three types of change were assessed: change in mean levels, change in stability, and change in relationships. Twice each year during the sixth and seventh grades, 1,450 children completed questionnaires. Mean levels of children's self-esteem were lowest immediately after the transition, but recovered during seventh grade. Self-concept of ability and importance ratings for math and sports activities showed linear declines. Self-concept of ability for social activities showed a cubic trend, but importance ratings for social activities declined in a linear fashion. Children's self-concepts of ability for math and English became less stable across the junior high transition, whereas beliefs about other activities and general self-esteem were more stable in seventh grade. 相似文献
126.
Emotional material rarely occurs in isolation; rather it is experienced in the spatial and temporal proximity of less emotional items. Some previous researchers have found that emotional stimuli impair memory for surrounding information, whereas others have reported evidence for memory facilitation. Researchers have not determined which types of emotional items or memory tests produce effects that carry over to surrounding items. Six experiments are reported that measured carryover from emotional words varying in arousal to temporally adjacent neutral words. Taboo, non-taboo emotional, and neutral words were compared using different stimulus onset asynchronies (SOAs), recognition and recall tests, and intentional and incidental memory instructions. Strong emotional memory effects were obtained in all six experiments. However, emotional items influenced memory for temporally adjacent words under limited conditions. Words following taboo words were more poorly remembered than words following neutral words when relatively short SOAs were employed. Words preceding taboo words were affected only when recall tests and relatively short retention intervals were used. These results suggest that increased attention to the emotional items sometimes produces emotional carryover effects; however, retrieval processes also contribute to retrograde amnesia and may extend the conditions under which anterograde amnesia is observed. 相似文献
127.
Karen D. Rudolph Constance Hammen Dorli Burge 《Journal of abnormal child psychology》1997,25(1):33-45
Cognitive and interpersonal aspects of depressive symptoms were investigated in a community sample of children. Eighty-one 8- to 12-year-olds completed scales assessing cognitive representations of social relationships and symptoms of depression and anxiety. Teachers provided ratings of peer rejection. Children with elevated levels of depressive symptoms displayed increased negativity in their beliefs about self, family, and peers, as well as distinct patterns of interpersonal information processing. Anxiety symptoms did not make a unique contribution beyond depression to negative representations of family and peers; in contrast, symptom-specific profiles of self-representations were found. Structural equation analysis supported a model linking negative interpersonal representations, peer rejection, and depressive symptoms. The findings suggest that future studies may benefit from approaches that incorporate both cognitive and interpersonal variables as predictors of child depression. 相似文献
128.
Fred J. Hanna Constance A. Hanna Susan G. Keys 《Journal of counseling and development : JCD》1999,77(4):395-404
Fifty strategies for establishing and maintaining a therapeutic relationship with defiant, aggressive adolescents are offered. Many of these are taken from the literature, whereas others are unique to this article. A variety of strategies, ranging from reframes to the use of paradox are provided, and take a transtheoretical approach using ideas from cognitive behavioral as well as existential, Gestalt, psychodynamic, and multicultural therapies. Strategies are arranged under 3 categories: reaching, accepting, and relating. The strong desire of defiant adolescents for freedom and autonomy is also discussed, with suggestions for using this in motivating defiant adolescents to work in counseling. 相似文献
129.
Bernard Spilka Ph.D. John D. Spangler Ph.D. Constance B. Nelson Ph.D. 《Journal of religion and health》1983,22(2):98-104
This work evaluated the experiences of 45 patients of children with cancer and 101 cancer patients with their home pastors
and hospital chaplains. The sttisfactions and difficulties enountered in these interactions are detailed, and recommendations
are offered to aid persons in acute distress. Individuals in these circumstances appear to desire spiritual support more than
evident psychologial aid, though the skillful use of the latter to understant the religious desires of the patients and parents
is appreciated. It is also evident that pastors dealing which problems related to potential terminality are themselves under
considerble stress. 相似文献
130.
Constance Hammen 《American journal of community psychology》1992,20(2):179-193
Although we certainly agree with Beck's original ideas that depression results from people's negative interpretations of events, unlike Beck we believe that many of the interpretations are not necessarily distortions. Awful and difficult events happen to many people, and many depressions are preceded by truly negative life stressors. We propose that stressors result both from fate and from human agency. And maybe we will get as much mileage from studies of individual differences in stress generation and stress resolution as from a previous round of studies of individual differences in cognitions about stress. How do people create and manage their environments? Just as the study of depression has profited enormously from exploring its antecedent social context, we propose that even stressful events need to be studied in context—especially the interpersonal and family context. These processes shift over time and have mutual influences on each other. This leads to some very complex multigenerational, historical, transactional, and cognitive models, and that is what I meant when I titled this work “the plot thickens.” 相似文献