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111.
The recently established competencies for addressing spiritual and religious issues in counseling (Association of Spiritual, Ethical, and Religious Values in Counseling, 2009 ) provide guidelines for counselors to implement in conjunction with evidence‐based counseling practices. These spiritual competencies complement the ethics code established by the American Counseling Association ( 2014 ) in promoting increased cross‐cultural sensitivity and proficiency in counseling. Supervisory tools that promote the ethical and spiritual development of counseling trainees are identified and described. 相似文献
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113.
Civic learning and teaching as a resource for sexual justice: An undergraduate religious studies course module 下载免费PDF全文
Elisabeth T. Vasko 《Teaching Theology & Religion》2017,20(2):162-170
Civic learning and teaching, a form of critical and democratically engaged pedagogy, is utilized in an upper‐level undergraduate sexual ethics course to leverage public problem solving around the sexual violence on a mid‐size Catholic collegiate campus. Through the course, students, faculty, staff, and community members work together to deepen understanding of the causes and consequences of sexual violence within society and the local community in order to evaluate and design programming for bystander intervention, education, and sexual violence prevention advocacy. After a discussion of the application of civic teaching and learning to sexual violence, the course module describes the learning outcomes and assignments used to assess them. See as well Donna Freitas's response to this essay, “The Risk and Reward of Teaching about Sexual Assault for the Theologian on a Catholic Campus,” published in this issue of the journal. 相似文献
114.
Emma Sumner Hayley C. Leonard Elisabeth L. Hill 《Journal of abnormal child psychology》2018,46(8):1717-1729
Difficulties with social interaction have been reported in both children with an autism spectrum disorder (ASD) and children with developmental coordination disorder (DCD), although these disorders have very different diagnostic characteristics. To date, assessment of social skills in a DCD population has been limited to paper-based assessment or parent report. The present study employed eye tracking methodology to examine how children attend to socially-relevant stimuli, comparing 28 children with DCD, 28 children with ASD and 26 typically-developing (TD) age-matched controls (aged 7–10). Eye movements were recorded while children viewed 30 images, half of which were classed as ‘Individual’ (one person in the scene, direct gaze) and the other half were ‘Social’ (more naturalistic scenes showing an interaction). Children with ASD spent significantly less time looking at the face/eye regions in the images than TD children, but children with DCD performed between the ASD and TD groups in this respect. Children with DCD demonstrated a reduced tendency to follow gaze, in comparison to the ASD group. Our findings confirm that social atypicalities are present in both ASD and to a lesser extent DCD, but follow a different pattern. Future research would benefit from considering the developmental nature of the observed findings and their implications for support. 相似文献
115.
Tilo Strobach Elisabeth Hendrich Sebastian Kübler Hermann Müller Torsten Schubert 《Attention, perception & psychophysics》2018,80(7):1785-1803
When two overlapping tasks are processed, they hit a bottleneck at a central processing stage that prevents simultaneous processing of the two tasks. Thus far, however, the factors determining the processing order of the tasks at the bottleneck are unknown. The present study was designed to (re)investigate whether the arrival times of the two tasks at the central bottleneck are a key determinant of the processing order (cf. Sigman & Dehaene, 2006). To this end, we implemented a visual–auditory dual task with a random stimulus order, in which we manipulated arrival time by prolonging the initial, perceptual processing stage (stimulus analysis) of the visual task and compared the effects of this manipulation with those of one impacting the central bottleneck stage of the visual task. Additionally, we implemented two instruction conditions: Participants were told to respond either in the order of stimulus presentation or in the order they preferred. The manipulation of the visual perception stage led to an increase in task response reversals (i.e., the response order was different from the order of stimulus presentation), whereas there was no such increase when the bottleneck stage was manipulated. This pattern provides conclusive evidence that the processing order at the bottleneck is (at least in part) determined by the arrival times of the tasks at that point. Reaction time differences between the two instruction conditions indicated that additional control processes are engaged in determining task processing order when the participants are expressly told to respond in the order of stimulus presentation. 相似文献
116.
Falcone DC Wood EM Xie SX Siderowf A Van Deerlin VM 《Journal of genetic counseling》2011,20(4):384-395
The most common genetic contributor to late-onset Parkinson disease (PD) is the LRRK2 gene. In order to effectively integrate LRRK2 genetic testing into clinical practice, a strategy tailored to the PD population must be developed. We assessed 168 individuals
with PD for baseline knowledge of genetics, perceived risk, and interest and opinions regarding genetic counseling and testing.
Most participants felt that they were familiar with general genetics terms but overall knowledge levels were low, with an
average score of 55%. The majority of participants thought it was likely they inherited a PD gene (72%), believed genetic
testing for PD would be useful (86%), and were interested in genetic testing (59%) and genetic counseling (56%). However,
only a few participants had heard of any genetic tests for PD (29%) or LRRK2 (10%). There appears to be a significant level of interest in genetics and genetic testing within the PD population, but
a considerable deficit in genetics knowledge and an over-estimation of risk. Genetic education and counseling tools to address
these needs were developed to provide patients with the ability to make informed and knowledgeable genetic testing decisions. 相似文献
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118.
A central bar presented in counterphase with two flanking bars creates the perception of only two bars, instead of three, flickering (standing wave of invisibility illusion). Current explanations of this illusion highlight the importance of local interactions between the central bar and the flankers as a reason for the invisibility of the central bar. In three experiments, we show that the reduction in visibility of the central bar occurs even when the flankers are spatially separated from the central bar. Thus local mechanisms—low-level lateral inhibition or border-ownership competition—do not suffice to account for the decreased visibility. Furthermore, the reduced visibility of the central bar is accompanied by the perception of the flankers in apparent motion at all separations. We suggest an account of the standing wave phenomenon in terms of object updating: The representation of the central bar is updated with the representation of the flankers leaving the perception of just the flankers moving across space. The stimuli for the key conditions from this study, in QuickTime format, may be down loaded from http://app.psychonomic-journals.org/content/supplemental. 相似文献
119.
Norman E Price MC 《Advances in cognitive psychology / University of Finance and Management in Warsaw》2012,8(2):121-131
In the current paper, we first evaluate the suitability of traditional serial reaction time (SRT) and artificial grammar learning (AGL) experiments for measuring implicit learning of social signals. We then report the results of a novel sequence learning task which combines aspects of the SRT and AGL paradigms to meet our suggested criteria for how implicit learning experiments can be adapted to increase their relevance to situations of social intuition. The sequences followed standard finite-state grammars. Sequence learning and consciousness of acquired knowledge were compared between 2 groups of 24 participants viewing either sequences of individually presented letters or sequences of body-posture pictures, which were described as series of yoga movements. Participants in both conditions showed above-chance classification accuracy, indicating that sequence learning had occurred in both stimulus conditions. This shows that sequence learning can still be found when learning procedures reflect the characteristics of social intuition. Rule awareness was measured using trial-by-trial evaluation of decision strategy (Dienes & Scott, 2005; Scott & Dienes, 2008). For letters, sequence classification was best on trials where participants reported responding on the basis of explicit rules or memory, indicating some explicit learning in this condition. For body-posture, classification was not above chance on these types of trial, but instead showed a trend to be best on those trials where participants reported that their responses were based on intuition, familiarity, or random choice, suggesting that learning was more implicit. Results therefore indicate that the use of traditional stimuli in research on sequence learning might underestimate the extent to which learning is implicit in domains such as social learning, contributing to ongoing debate about levels of conscious awareness in implicit learning. 相似文献
120.
Bohnstedt BN Kronenberger WG Dunn DW Giauque AL Wood EA Rembusch ME Lafata D 《Journal of attention disorders》2005,8(4):153-159
This study compared investigator ratings of ADHD symptoms based on interviews with parents and teachers during a doubleblind, placebo-controlled study of atomoxetine. Investigators completed the ADHD Rating Scale: Investigator (ADHDRS-I) based on separate semistructured interviews with the primary caretaker and teacher of the participant. Interviews were conducted at Visits 2 to 7 during a double-blind treatment protocol comparing atomoxetine (N= 10) and placebo (N= 6). Both parent and teacher-based ratings were sensitive to change in ADHD symptoms with atomoxetine treatment. Parent-based assessment differentiated significantly between treatment with atomoxetine and placebo, whereas teacher-based assessment was less sensitive to change. Parents and teachers showed good agreement on change in ADHDRS-I scores. Investigator ratings based on parent- and teacher-report were sensitive to change in symptoms of ADHD during treatment with atomoxetine. Despite good agreement between parent- and teacher-based ratings of symptom change, parent-based ADHD symptom ratings are more sensitive to symptom change. 相似文献