全文获取类型
收费全文 | 188篇 |
免费 | 10篇 |
专业分类
198篇 |
出版年
2024年 | 1篇 |
2023年 | 2篇 |
2022年 | 3篇 |
2021年 | 4篇 |
2020年 | 5篇 |
2019年 | 10篇 |
2018年 | 5篇 |
2017年 | 9篇 |
2016年 | 8篇 |
2015年 | 7篇 |
2014年 | 11篇 |
2013年 | 24篇 |
2012年 | 16篇 |
2011年 | 8篇 |
2010年 | 7篇 |
2009年 | 9篇 |
2008年 | 9篇 |
2007年 | 5篇 |
2006年 | 4篇 |
2005年 | 6篇 |
2004年 | 5篇 |
2003年 | 1篇 |
2002年 | 4篇 |
2001年 | 3篇 |
2000年 | 1篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1973年 | 1篇 |
1969年 | 1篇 |
1965年 | 2篇 |
1964年 | 1篇 |
1959年 | 1篇 |
1951年 | 1篇 |
1950年 | 2篇 |
1931年 | 1篇 |
排序方式: 共有198条查询结果,搜索用时 15 毫秒
91.
92.
93.
Susan D. McMahon Jason Washburn Erika D. Felix Jeanne Yakin Gary Childrey 《Applied and Preventive Psychology》2000,9(4):271-281
This study compares the effectiveness of a violence prevention program with young, at-risk children in two settings. Preschool and kindergarten students, residing in Chicago public-housing developments, participated in a 28-session intervention. Knowledge, behavior problems, and social skills were assessed at pretest and posttest, based on child interviews, teacher ratings, and behavioral observations. Findings suggest that both preschool and kindergarten children demonstrated significant gains in knowledge, based on interview scores, and significant decreases in problem behaviors, based on behavioral observations; however, teacher ratings did not change significantly across time. The discrepancy in findings is explored and implications are discussed. 相似文献
94.
Axel Mayer Felix Thoemmes Norman Rose Rolf Steyer Stephen G. West 《Multivariate behavioral research》2013,48(5):425-442
Mediation analysis, or more generally models with direct and indirect effects, are commonly used in the behavioral sciences. As we show in our illustrative example, traditional methods of mediation analysis that omit confounding variables can lead to systematically biased direct and indirect effects, even in the context of a randomized experiment. Therefore, several definitions of causal effects in mediation models have been presented in the literature (Baron &; Kenny, 1986; Imai, Keele, &; Tingley, 2010; Pearl, 2012). We illustrate the stochastic theory of causal effects as an alternative foundation of causal mediation analysis based on probability theory. In this theory we define total, direct, and indirect effects and show how they can be identified in the context of our illustrative example. A particular strength of the stochastic theory of causal effects are the causality conditions that imply causal unbiasedness of effect estimates. The causality conditions have empirically testable implications and can be used for covariate selection. In the discussion, we highlight some similarities and differences of the stochastic theory of causal effects with other theories of causal effects. 相似文献
95.
One line of research on children's attributions of guilt suggests that 3‐year‐olds attribute negative emotion to self‐serving victimizers, slightly older children attribute happiness, and with increasing age, attributions become negative again (i.e., a three‐step model; Yuill et al., 1996, Br. J. Dev. Psychol., 14, 457). Another line of research provides reason to expect that 3‐year‐olds may be predisposed to view self‐serving moral transgression as leading to positive emotion; this is a linear developmental model in which emotion attributions to transgressors become increasingly negative over the course of childhood (e.g., Nunner‐Winkler & Sodian, 1988, Child Dev., 59, 1323). However, key differences in methodology make it difficult to compare across these findings. The present study was designed to address this problem. We asked how 3‐ to 9‐year‐old children (n = 111) reason about transgression scenarios that involve satisfying wicked desires (wanting to cause harm and doing so successfully) versus material desires (wanting an object and getting it successfully via harmful behaviour). Three‐year‐old children reasoned differently about desire and emotion across these two types of transgressions, attributing negative emotion in the case of wicked desires and positive emotion in the case of material desires. This pattern of emotion attribution by young children provides new information about how young children process information about desires and emotions in the moral domain, and it bridges a gap in the existing literature on this topic. 相似文献
96.
Hannes. Rakoczy Katharina. Hamann Felix. Warneken Michael. Tomasello 《The British journal of developmental psychology》2010,28(4):785-798
Preschoolers' selective learning from adult versus peer models was investigated. Extending previous research, children from age 3 were shown to selectively learn simple rule games from adult rather than peer models. Furthermore, this selective learning was not confined to preferentially performing certain acts oneself, but more specifically had a normative dimension to it: children understood the way the adult demonstrated an act not only as the better one, but as the normatively appropriate/correct one. This was indicated in their spontaneous normative interventions (protest, critique, etc.) in response to third party acts deviating from the one demonstrated by the adult model. Various interpretations of these findings are discussed in the broader context of the development of children's social cognition and cultural learning. 相似文献
97.
The current study investigated the influence of rewards on very young children's helping behavior. After 20-month-old infants received a material reward during a treatment phase, they subsequently were less likely to engage in further helping during a test phase as compared with infants who had previously received social praise or no reward at all. This so-called overjustification effect suggests that even the earliest helping behaviors of young children are intrinsically motivated and that socialization practices involving extrinsic rewards can undermine this tendency. 相似文献
98.
Felix Ó Murchadha 《Journal of the British Society for Phenomenology》2017,48(2):99-115
Phenomenology speaks not directly of phenomena but rather of the appearing of phenomena. In so speaking it moves from the level of things with generic or proper names to the level of universal terms. In speaking and thinking the phenomenon Phenomenology comes “after” in the twofold sense of being too late and desiring for that which is to come. This paper explores this place of phenomenology with respect to the relation of faith and reason, the manner of speaking phenomenologically and the affective and temporal situation of experience. Drawing on the pre-modern concept of the transcendentals and on an account of emphatic consciousness of things, this article argues that the future of phenomenology is as a form of metaphysics which remains focused on experience and the “promise” of things that guides and structures perception. 相似文献
99.
100.
Although neighborhood stressors have a negative impact on youth, and social support can play a protective role, it is unclear
what types and sources of social support may contribute to positive outcomes among at-risk youth. We examined the influences
of neighborhood disadvantage and social support on global self-worth among low-income, urban African American youth, both
concurrently and longitudinally. We examined social support from both a structural and functional perspective, and tested
the main-effects and the stress-buffering models of social support. Participants included 82–130 youth, in 6th–8th grade,
who completed self-report measures. Network support results suggest participants received emotional, tangible, and informational
support most often from mothers and other female relatives, with friends, fathers, and teachers also playing important roles.
Model testing accounted for neighborhood stressors and support from various sources, revealing support from close friends
was associated with concurrent self-worth; whereas, parent support predicted self-worth longitudinally, above and beyond initial
levels of self-worth. The findings provide evidence for the main-effects model of social support and not the stress-buffering
model. Our findings illustrate the importance of extended family networks and the types of support that youth rely upon in
African American impoverished communities, as well as how support contributes to global self-worth. Implications and suggestions
for future research and intervention are discussed. 相似文献