全文获取类型
收费全文 | 277篇 |
免费 | 10篇 |
出版年
2023年 | 7篇 |
2022年 | 2篇 |
2020年 | 5篇 |
2019年 | 9篇 |
2018年 | 11篇 |
2017年 | 8篇 |
2016年 | 15篇 |
2015年 | 2篇 |
2014年 | 5篇 |
2013年 | 33篇 |
2012年 | 15篇 |
2011年 | 8篇 |
2010年 | 5篇 |
2009年 | 5篇 |
2008年 | 12篇 |
2007年 | 11篇 |
2006年 | 9篇 |
2005年 | 17篇 |
2004年 | 19篇 |
2003年 | 16篇 |
2002年 | 13篇 |
2001年 | 8篇 |
2000年 | 6篇 |
1999年 | 7篇 |
1998年 | 3篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 3篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1964年 | 1篇 |
排序方式: 共有287条查询结果,搜索用时 359 毫秒
211.
This article provides an overview of research about cognitive dissonance reduction. Over the past 60 years, researchers have produced significant theoretical and empirical contributions from cognitive dissonance theory. One of the challenges that remains for dissonance theory going forward is a deeper examination of the process of dissonance reduction. I describe the various reduction strategies that have been investigated followed by models that have been proposed to understand an individual's use of dissonance reduction strategies. I then highlight a series of factors that can help us move research about dissonance reduction forward. These factors can be broadly subsumed under characteristics of the reduction mode and characteristics of the dissonance arousal. I conclude by suggesting that examination of these factors in studies that present multiple reduction modes to participants will provide a better understanding of the process of dissonance reduction. 相似文献
212.
John Drury Clifford Stott Roger Ball Stephen Reicher Fergus Neville Linda Bell Mikey Biddlestone Sanjeedah Choudhury Max Lovell Caoimhe Ryan 《European journal of social psychology》2020,50(3):646-661
Previous research has shown that riots spread across multiple locations, but has not explained underlying psychological processes. We examined rioting in three locations during the August 2011 disorders in England to test a social identity model of riot diffusion. We triangulated multiple sources to construct a narrative of events; and we analysed interviews with 68 participants to examine experiences. In line with the model, we found evidence for two pathways of influence: “cognitive” and “strategic”. For some participants, previous rioting was highly self-relevant, and shared identity was the basis of their subsequent involvement. For others, previous rioting was empowering because it demonstrated the vulnerability of a common enemy (the police). In each location, interaction dynamics mediated the link between initial perceptions and collective action. The utility of this social identity approach is that it is able to account for both the boundaries and the sequence of urban riot diffusion. 相似文献
213.
214.
215.
Alister E. McGrath 《Heythrop Journal》2020,61(5):852-864
This paper offers a theologically-orientated examination of some core themes of the works of the philosopher Mary Midgley (1919–2018), identifying areas of possible theological exploration and development. Particular attention is paid to her critique of the reductionist strategies of writers such as Richard Dawkins, her development of the ‘mapping’ metaphor for engaging complex issues, and her emphasis on the critical role of philosophy. Although the paper offers some brief examples of theological issues which are illuminated by Midgley’s philosophical approach (such as soteriological mapping), the primary purpose of the paper is to highlight the theological hospitality that it offers. 相似文献
216.
217.
218.
219.
Amori Yee Mikami Matthew D. Lerner Marissa Swaim Griggs Alison McGrath Casey D. Calhoun 《Journal of abnormal child psychology》2010,38(6):737-749
We report findings from a pilot intervention that trained parents to be “friendship coaches” for their children with Attention-Deficit/Hyperactivity
Disorder (ADHD). Parents of 62 children with ADHD (ages 6–10; 68% male) were randomly assigned to receive the parental friendship
coaching (PFC) intervention, or to be in a no-treatment control group. Families of 62 children without ADHD were included
as normative comparisons. PFC was administered in eight, 90-minute sessions to parents; there was no child treatment component.
Parents were taught to arrange a social context in which their children were optimally likely to develop good peer relationships.
Receipt of PFC predicted improvements in children’s social skills and friendship quality on playdates as reported by parents,
and peer acceptance and rejection as reported by teachers unaware of treatment status. PFC also predicted increases in observed
parental facilitation and corrective feedback, and reductions in criticism during the child’s peer interaction, which mediated
the improvements in children’s peer relationships. However, no effects for PFC were found on the number of playdates hosted
or on teacher report of child social skills. Findings lend initial support to a treatment model that targets parental behaviors
to address children’s peer problems. 相似文献
220.