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151.
Gibson S 《The British journal of social psychology / the British Psychological Society》2011,50(3):450-468
This paper draws on the concept of ideological dilemmas in order to explore how a sample of young people constructed potentially contrary themes of liberal citizenship in discussions of un/employment. The study took place in the context of recent policy developments in the UK which have sought to place a renewed emphasis upon notions of responsible citizenship in relation to both welfare and education policy. A total of 58 participants were interviewed in 24 semi-structured group interviews. In response to direct questions on un/employment, participants could resolve dilemmas concerning welfare rights and the responsibility to contribute to society by emphasizing a criterion of effortfulness, thereby adopting a primarily individualistic explanation of unemployment. In other contexts however, this could be replaced by an emphasis on social explanations of unemployment. In particular, participants could treat immigration as a cause of unemployment. These findings are interpreted in terms of people's capacity to construct rhetorical strategies based upon different ideological themes in particular contexts. They are discussed in relation to previous research on social policy discourse and recent debates regarding the appropriateness of seeking to identify ideological themes in discourse. 相似文献
152.
Nicole M. McNeil Mary Wagner FuhsM. Claire Keultjes Matthew H. Gibson 《Cognitive development》2011,26(1):57
Recent studies suggest that 5-year-olds can add and compare large numerical quantities through approximate representations of number. However, the nature of this understanding and its susceptibility to environmental influences remain unclear. We examined whether children's early competence depends on the canonical problem format (i.e., arithmetic operations presented on the left side). Sixty children from middle-to-high-SES backgrounds (Experiment 1) and 47 children from low-SES backgrounds (Experiment 2) viewed events that required them to add and compare large numbers. Events were shown in a canonical or noncanonical format. Children from both SES backgrounds performed above chance on the approximate addition tasks, but children from middle-to-high-SES backgrounds performed significantly better. Moreover, children from middle-to-high SES backgrounds performed better when problems were presented in the canonical format, whereas children from low-SES backgrounds did not. These results suggest that children's understanding of approximate number is affected by some of the same environmental factors that affect performance on exact arithmetic tasks. 相似文献
153.
James L. Gibson 《Political psychology》2006,27(5):665-705
One conventional explanation of intergroup conflict is Social Identity Theory. That theory asserts that strong ingroup sympathies can give rise to outgroup antipathies which in turn fuel intolerance and conflict. While embraced by both macro- and microlevel analysts, this theory actually has not been widely investigated outside a laboratory environment. In this article, I test hypotheses linking group identities with intolerance, based on a 2001 survey in South Africa, a country where group identities have long been politicized. My empirical findings indicate that group identities are not useful predictors of South African intolerance. Indeed, for neither the black majority nor the white minority do ingroup identities activate very much outgroup intolerance. Moreover, group identities are positively, not negatively, correlated with holding a South African national identity. These findings, based on unusually broad indicators of both identity and tolerance, suggest that the causes of group conflict lie elsewhere than in group attachments. 相似文献
154.
Susanne Gibson 《Res Publica》2006,12(1):77-95
To claim that respect is one of the cornerstones of professional ethics is uncontroversial. However, it has become commonplace
in the philosophical literature to distinguish between different kinds of respect. This paper considers the distinction between
‘recognition respect,’ said to be owed to persons as such, and ‘appraisal respect,’ said to be owed to those persons whom
merit it, in the context of the professional–client relationship. Using the practice of counselling as an example, it is argued
that both kinds of respect have a place in the professional–client relationship, which is in turn articulated as a relationship
between equally fallible moral agents. 相似文献
155.
We surveyed 2,125 men and 3,735 women (N = 5,860) across the USA to test hypothesized relationships regarding women’s and men’s use of justice and care orientations
when they confront crisis events with moral implications. Consistent with previous research, we found that women were more
likely than men to adopt a care orientation. Contrary to expectations, however, women also adopted a justice response to a
greater degree than did men. We found that, in response to a crisis, women, unlike men, were more likely to believe they would
connect with others and take action. Implications for explaining inconsistencies in prior research findings on the justice
and care orientations, and for conceptualizing these important constructs in a new way, are discussed. 相似文献
156.
Stephen Gibson 《Journal of community & applied social psychology》2009,19(6):393-410
The present study applies a broadly discursive approach to the representation of welfare reform and unemployment through an analysis of the deployment of an interpretative repertoire of effortfulness in posts to an internet discussion forum. It is argued that when posters construct versions of unemployed people or welfare recipients as characterized by ‘laziness’ or lack of ‘effort’ the attribution of responsibility for unemployment is frequently not the only piece of discursive business being attended to. In addition, posters attend to issues of their own accountability and, significantly, the accountability of the government or welfare system itself for the extent to which welfare recipients are formally held to account. It is argued that this approach extends previous social psychological work on the explanation of unemployment insofar as it pays attention to the context‐specific functions performed by such explanations. Moreover, in orienting to the welfare system as having a responsibility to hold welfare recipients to account, posters are drawing on a set of discursive resources which essentially treat the government of individual psychology as a legitimate function of the welfare system. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
157.
David C. R. Kerr PhD Brandon Gibson MS Leslie D. Leve PhD David S. DeGarmo PhD 《Suicide & life-threatening behavior》2014,44(2):113-129
This study focused on the reliability and validity of the Columbia Suicide Severity Scale (C‐SSRS). Severely delinquent adolescent girls (n = 166) participated in a treatment trial and repeated assessments over time. Lifetime suicide attempt history was measured using the C‐SSRS in early adulthood (n = 144; 7–12 years postbaseline). Nonclinician raters showed strong interrater reliability using the C‐SSRS. Self‐reports, caseworker reports, and caregiver reports of girls' suicide attempt histories collected at baseline correlated with adult participants' recollections of their baseline attempt histories. Suicidal ideation measured prospectively across a 7‐ to –12‐year period was associated with retrospectively reported suicide attempt across the same period. 相似文献
158.
159.
This study investigated the functional cortical organization of reading-disabled boys and age-matched normal readers. Subjects were initially classified according to E. Boder's (1971a. In B. Bateman (Ed.), Learning disorders. Seattle: Special Child Publications. Vol. 4.) distinction between dysphonetic children (who make nonphonetic, bizarre spelling errors), dyseidetic children (who make phonetically acceptable errors, but do not respond to some words as “wholes”), and children who display normal error patterns (who make phonetically acceptable errors and respond to words as “wholes”). It was hypothesized that different types of reading disability would be associated with different patterns of lateralized brain function. This proposal was examined by testing subjects on three experimental neuropsychological measures—hemispheric time-sharing, conjugate lateral eye movements, and tactile directional perception. Conjugate lateral eye movements were disregarded as the control subjects failed to show predicted asymmetries on this measure. The two other measures were considered valid and demonstrated atypical lateralization in the reading-disabled groups. Lateralization of verbal and/or spatial functiosn differed among the reading-disabled groups and an attempt was made to relate these atypical patterns to the type of reading difficulties presented. 相似文献
160.
Jeffie Ann Pearson Gibson Lillian M. Rang 《Journal of applied social psychology》1991,21(18):1517-1523
To assess contagion for suicide and seeking mental health help, 128 high school students read a short vignette about a teen under stress. Half of them were told that this teen knew someone in the community who had similar problems and had committed suicide, and half were told that the teen knew someone in the community who had similar problems and had sought help from a mental health professional. A 2 (Gender of Respondent) × 2 (Gender of Victim) × 2 (Vignette: Response to Stress) analysis of variance indicated a significant main effect for response, and a significant two-way interaction for gender of respondent and response to stress. These high school students thought contagion occurred for suicide as well as seeking mental health help. Girls tended to be more responsive to seeking help, whereas boys were slightly more responsive to suicide. An implication is that publicity about seeking help may ameliorate suicidal contagion. 相似文献