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71.
72.
Cynthia Willett 《Continental Philosophy Review》2012,45(1):1-22
Perhaps no other novel has received as much attention from moral philosophers as South African writer J. M. Coetzee’s Disgrace. The novel is ethically compelling and yet no moral theory explains its force. Despite clear Kantian moments, neither rationalism
nor self-respect can account for the strange ethical task that the protagonist sets for himself. Calling himself the dog man,
like the ancient Cynics, this shamelessly cynical protagonist takes his cues for ethics not from humans but from animals.
He does not however claim much in the way of empathy or understanding of animals, and his own odd motives remain a puzzle
throughout the stages of his ethical transformation. Many scholars approach Coetzee’s text through an ethics of alterity,
and even argue that Disgrace is exemplary in this regard. Kristeva’s rendition of alterity ethics brings us close to the novel’s vision, and yet the novel
points towards a more primordial basis for ethics in the search for meaning through the human encounter with other animal
species. 相似文献
73.
‘Contract cheating’ has recently emerged as a form of academic dishonesty. It involves students contracting out their coursework
to writers in order to submit the purchased assignments as their own work, usually via the internet. This form of cheating
involves epistemic and ethical problems that are continuous with older forms of cheating, but which it also casts in a new
form. It is a concern to educators because it is very difficult to detect, because it is arguably more fraudulent than some
other forms of plagiarism, and because it appears to be connected to a range of systemic problems within modern higher education.
This paper provides an overview of the information and literature thus far available on the topic, including its definition,
the problems it involves, its causal factors, and the ways in which educators might respond. We argue that while contract
cheating is a concern, some of the suggested responses are themselves problematic, and that best practice responses to the
issue should avoid moral panic and remain focussed on supporting honest students and good academic practice. 相似文献
74.
Kristel Thomassin Diana Morelen Cynthia Suveg 《Journal of Contemporary Psychotherapy》2012,42(4):207-213
Theory and empirical research suggest that electronic diaries, which require children to report on their emotional experiences, might encourage emotional processing and facilitate a reduction in symptoms of anxiety, particularly for children exhibiting emotion-related deficits. Electronic diaries were given to 52 children (aged 7–12) to track their emotions and associated intensity for 7?days; anxiety was assessed prior to and after the use of the electronic diary by both parent- and child-report. It was hypothesized that the use of an electronic diary to track emotional experiences would lead to a reduction in anxiety symptoms for those children high in poor awareness, high in expressive reluctance, and low in emotion coping. The use of electronic diaries was effective at reducing child self-reported anxiety symptoms in girls who reported low emotion coping and reducing parent-reported anxiety for girls who reported a high reluctance to express emotions. Current findings suggest that having children identify their emotions using electronic diaries may be particularly beneficial for girls who are reluctant to express emotions and who report poor coping abilities. 相似文献
75.
Cynthia R. Ronzio 《Journal of Employment Counseling》2012,49(2):74-84
This article addresses current psychosocial issues facing women in career transition and the implications of those issues for career counselors. Specifically, psychosocial developmental trajectories, the roles of family and relationships, the importance of underlying physical and mental health issues, and sociocultural and contextual stressors are relevant for women in the midst of career change. The author discusses how career counselors can prepare for this complexity and addresses clients' current economic and social milieus. A checklist is provided to aid the career counselor in addressing the multiple issues that a new client brings to the 1st counseling encounter. 相似文献
76.
State mood has been proposed as a facilitator of creative behavior. Whereas positive mood compared to neutral mood generally facilitates creative performance, mood effects are weaker and less consistent when positive mood is compared to negative mood. These inconsistent results may be due to focusing only on mood valence, while neglecting or confounding mood activation. The current study is based on the dual-pathway model, which describes separate roles for mood valence and mood activation in facilitating creativity. We used experience sampling methodology to investigate the concurrent and lagged effects of mood valence and activation on creative process engagement (CPE) within-person over time among individuals working on a long-term project requiring creativity. We also investigated the moderating effects of individual differences in goal orientation and supervisory support on within-person mood-creativity relationships. As expected, we found that activating positive and activating negative moods were positively associated with concurrent CPE, whereas deactivating moods of both valences were negatively related to CPE. Activating negative mood had a significant lagged effect on CPE, whereas activating positive mood did not. We also found that activating positive mood was more strongly related to concurrent CPE among individuals with high rather than low learning goal orientation. Further, activating positive mood interacted with prove goal orientation and supervisory support for creativity, such that activating positive mood had the strongest association with CPE when both prove goal orientation and supervisory support were high. 相似文献
77.
People share significantly more money with others in common lab paradigms like the dictator game than they do in real life. What accounts for this difference? Paradigms like the dictator game link each recipient to a single dictator with the implication that each recipient can receive funds from only one person. We argue that this “burden” of responsibility to a single recipient helps to explain high levels of laboratory sharing. In two experiments—a modified dictator game experiment and a charitable giving experiment—participants donated significantly more to others when they were solely responsible for a recipient's outcome than when the responsibility for a recipient was potentially shared. Taken together with past findings from social psychology and experimental economics, the results show how unambiguous responsibility for a single recipient increases generosity. 相似文献
78.
Children use syntax to interpret sentences and learn verbs; this is syntactic bootstrapping. The structure-mapping account of early syntactic bootstrapping proposes that a partial representation of sentence structure, the set of nouns occurring with the verb, guides initial interpretation and provides an abstract format for new learning. This account predicts early successes, but also telltale errors: Toddlers should be unable to tell transitive sentences from other sentences containing two nouns. In testing this prediction, we capitalized on evidence that 21-month-olds use what they have learned about noun order in English sentences to understand new transitive verbs. In two experiments, 21-month-olds applied this noun-order knowledge to two-noun intransitive sentences, mistakenly assigning different interpretations to "The boy and the girl are gorping!" and "The girl and the boy are gorping!". This suggests that toddlers exploit partial representations of sentence structure to guide sentence interpretation; these sparse representations are useful, but error-prone. 相似文献
79.
Cynthia Suveg Marni L. Jacob Monica Whitehead Anna Jones Julie Newman Kingery 《Anxiety, stress, and coping》2014,27(5):494-508
Social difficulties are commonly associated with anxiety disorders in youth, yet are not well specified in the literature. The aim of this study was to identify patterns of social experiences in clinically anxious children and examine the associations with indices of emotional functioning. A model-based cluster analysis was conducted on parent-, teacher-, and child-reports of social experiences with 64 children, ages 7–12 years (M = 8.86 years, SD = 1.59 years; 60.3% boys; 85.7% Caucasian) with a primary diagnosis of separation anxiety disorder, social phobia, and/or generalized anxiety disorder. Follow-up analyses examined cluster differences on indices of emotional functioning. Findings yielded three clusters of social experiences that were unrelated to diagnosis: (1) Unaware Children (elevated scores on parent- and teacher-reports of social difficulties but relatively low scores on child-reports, n = 12), (2) Average Functioning (relatively average scores across all informants, n = 44), and (3) Victimized and Lonely (elevated child-reports of overt and relational victimization and loneliness and relatively low scores on parent- and teacher-reports of social difficulties, n = 8). Youth in the Unaware Children cluster were rated as more emotionally dysregulated by teachers and had a greater number of diagnoses than youth in the Average Functioning group. In contrast, the Victimized and Lonely group self-reported greater frequency of negative affect and reluctance to share emotional experiences than the Average Functioning cluster. Overall, this study demonstrates that social maladjustment in clinically anxious children can manifest in a variety of ways and assessment should include multiple informants and methods. 相似文献
80.
Cynthia Van Gampelaere Tine Vervoort Koen Luyckx Annick De Paepe Sara Van Aken Liesbet Goubert 《Psychology, health & medicine》2018,23(3):337-346
Parents of children with Type 1 diabetes (T1D) experience high levels of distress, which may negatively impact child functioning. However, little is known about mechanisms that may buffer the adverse impact of parental distress. The current study explored the possible buffering role of maternal adaptive cognitive emotion regulation (CER) for the relationship between maternal distress and child psychological functioning. Forty-three children with T1D (8–15 years) completed measures assessing trait anxiety and depressive symptoms. Their mothers reported on general distress, illness-related parenting stress, and adaptive CER. Maternal illness-related parenting stress (but not general distress) was significantly associated with child psychological functioning. No buffering role for maternal adaptive CER was observed. As the current study is rather preliminary, future research using other methods to examine maternal adaptive CER, and examining other parental variables that may buffer against the negative impact of parental distress is warranted. 相似文献