全文获取类型
收费全文 | 208篇 |
免费 | 8篇 |
专业分类
216篇 |
出版年
2021年 | 3篇 |
2020年 | 3篇 |
2019年 | 9篇 |
2018年 | 10篇 |
2017年 | 7篇 |
2016年 | 11篇 |
2015年 | 4篇 |
2014年 | 4篇 |
2013年 | 15篇 |
2012年 | 8篇 |
2011年 | 8篇 |
2010年 | 5篇 |
2009年 | 3篇 |
2008年 | 10篇 |
2007年 | 7篇 |
2006年 | 4篇 |
2005年 | 6篇 |
2004年 | 7篇 |
2003年 | 3篇 |
2002年 | 10篇 |
2001年 | 4篇 |
2000年 | 3篇 |
1999年 | 5篇 |
1998年 | 6篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 4篇 |
1993年 | 7篇 |
1992年 | 2篇 |
1990年 | 2篇 |
1986年 | 3篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 5篇 |
1975年 | 4篇 |
1973年 | 2篇 |
1972年 | 2篇 |
1971年 | 1篇 |
1968年 | 1篇 |
1966年 | 2篇 |
1965年 | 1篇 |
1964年 | 1篇 |
1950年 | 1篇 |
1938年 | 1篇 |
排序方式: 共有216条查询结果,搜索用时 0 毫秒
31.
Counselman EF 《International journal of group psychotherapy》2008,58(2):265-272
Group therapy training is highly valuable for the overall professional practice of psychotherapy. Learning to be a group therapist means learning about shame, resistance, fears of engulfment and abandonment, maintaining a self in relation to others, promoting empathic connection, strong affects in the moment, multiple experiences of the same interaction or event, and group dynamics. These concepts are highly relevant to all clinical work and other aspects of professional life. Training in group therapy should place greater emphasis on its broader applicability. 相似文献
32.
Methylphenidate amplifies long-term plasticity in the hippocampus via noradrenergic mechanisms 下载免费PDF全文
Dommett EJ Henderson EL Westwell MS Greenfield SA 《Learning & memory (Cold Spring Harbor, N.Y.)》2008,15(8):580-586
Methylphenidate treatment is used for Attention Deficit Hyperactivity Disorder and can improve learning and memory. Previously, improvements were considered a by-product of increased attention; however, we hypothesize that methylphenidate directly alters mechanisms underlying learning and memory, and therefore examined its effects on hippocampal long-term potentiation and long-term depression. Methylphenidate enhanced both mechanisms in the absence of presynaptic changes and in a noradrenalin beta-receptor-dependent manner. These findings can explain both the improved learning and memory and decreased learning selectivity found with methylphenidate treatment and constitute the first demonstration of direct actions of methylphenidate on mechanisms implicated in cognition. 相似文献
33.
This paper reports on research in the Warwick Religions and Education Research Unit (WRERU) at the University of Warwick regarding an educational programme, which is based on what are perceived to be universal values. The programme aims to contribute to the spiritual development of children in schools, which is one of the statutory requirements of mainstream school provision in England and Wales. The Sathya Sai Education in Human Values (SSEHV) offers material which seeks to promote ‘human values’. The paper explores what these values are and why they are perceived to be of a universal nature. The focus on values introduces spiritual dimensions which are examined with reference to the educational contexts in which they are conveyed. The contents of the programme and the development from its inception are described. The paper is based on ethnographic data collected in classrooms and other educational environments where the programme has found application. 相似文献
34.
Jacqueline S. Mattis Yohance F. Murray Carrie A. Hatcher Kimberly D. Hearn G. Dawn Lawhon Eleanor J. Murphy Tracee A. Washington 《Journal of Adult Development》2001,8(4):221-230
The present study fills a crucial gap in literature surrounding the lives of African American men by exploring factors that shape the quality of these men's friendships. Drawing on data from a sample of 171 African American men, the study examines the relative utility of subjective religiosity, subjective spirituality, advice exchange, and affective sharing as predictors of the level of perceived support from male and female friends. Findings reveal age differences in subjective religiosity, subjective spirituality, and in level of advice and affective exchange in men's same-sex as well as cross-sex friendships. Age differences emerged in men's perceptions of the supportiveness of their friendships with women but not with men. Age was not a predictor of perceived supportiveness of same-sex or cross-sex friendships. Subjective religiosity did not predict support in same-sex or cross-sex friendships. Subjective spirituality positively predicted perceived support in men's same-sex friendships but not in cross-sex friendships. Implications of these findings are discussed. 相似文献
35.
Eleanor Chelimsky 《Knowledge, Technology, and Policy》1995,8(3):8-19
It is a great pleasure and privilege to be here in The Hague this morning to help celebrate what we hope will be a first historic
meeting of the European Evaluation Society. It’s a happy day, not only because of the international character of this group
and its impressive collective credentials, but also because this conference fits so well into the generally high hopes and
expectations that we have for evaluation today.
Eleanor Chelimsky is GAO’s Assistant Comptroller General for Program Evaluation. Since 1980, she has directed GAO’s Program
Evaluation and Methodology Division. Chelimsky is a member of the advisory boards for the University of Chicago’s School of
Social Service Administration and for Camegie-Mellon’s John Heinz School of Public Policy. She is also a member of the editonal
review board for the Sage Research Series in Evaluation and serves on the editorial boards of two joumals:Policy Studies Review andPolicy Studies Review Annual. 相似文献
36.
Eleanor Ashton 《Sex roles》1983,9(1):43-47
Preschool children significantly more often chose a sex-stereotypic toy following exposure to a sex-stereotypic children's book. Conversely, boys and girls exposed to a nonstereotypic book significantly more often selected a nonstereotypic toy. Boys and girls individually played with stereotypic male, female, and neutral toys; each child was then read a sex-role stereotypic or nonstereotypic picture book; another play session followed. Measures of visual regard and manipulation were applied to the observed play behavior of 32 preschool children to determine the significance of the findings. 相似文献
37.
Six experiments explored the hypothesis that the members of categories which are considered most prototypical are those with most attributes in common with other members of the category and least attributes in common with other categories. In probabilistic terms, the hypothesis is that prototypicality is a function of the total cue validity of the attributes of items. In Experiments 1 and 3, subjects listed attributes for members of semantic categories which had been previously rated for degree of prototypicality. High positive correlations were obtained between those ratings and the extent of distribution of an item's attributes among the other items of the category. In Experiments 2 and 4, subjects listed superordinates of category members and listed attributes of members of contrasting categories. Negative correlations were obtained between prototypicality and superordinates other than the category in question and between prototypicality and an item's possession of attributes possessed by members of contrasting categories. Experiments 5 and 6 used artificial categories and showed that family resemblance within categories and lack of overlap of elements with contrasting categories were correlated with ease of learning, reaction time in identifying an item after learning, and rating of prototypicality of an item. It is argued that family resemblance offers an alternative to criterial features in defining categories. 相似文献
38.
Basic objects in natural categories 总被引:1,自引:0,他引:1
Eleanor Rosch Carolyn B Mervis Wayne D Gray David M Johnson Penny Boyes-Braem 《Cognitive psychology》1976,8(3):382-439
Categorizations which humans make of the concrete world are not arbitrary but highly determined. In taxonomies of concrete objects, there is one level of abstraction at which the most basic category cuts are made. Basic categories are those which carry the most information, possess the highest category cue validity, and are, thus, the most differentiated from one another. The four experiments of Part I define basic objects by demonstrating that in taxonomies of common concrete nouns in English based on class inclusion, basic objects are the most inclusive categories whose members: (a) possess significant numbers of attributes in common, (b) have motor programs which are similar to one another, (c) have similar shapes, and (d) can be identified from averaged shapes of members of the class. The eight experiments of Part II explore implications of the structure of categories. Basic objects are shown to be the most inclusive categories for which a concrete image of the category as a whole can be formed, to be the first categorizations made during perception of the environment, to be the earliest categories sorted and earliest named by children, and to be the categories most codable, most coded, and most necessary in language. 相似文献
39.
40.
Children in second, fourth and sixth grades and college sophomores were compared on a visual search and scanning task under three experimental conditions. In Condition I, a single target letter was sought in a list of letters of low visual confusability. In Condition II, two target letters were sought but only one appeared in a given list. In Condition III, a single target letter was sought in a list of letters of high confusability. Search time decreased with age in all three tasks. Searching for two targets was no harder than searching for one. A highly confusable visual context increased search time at all age levels. 相似文献