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191.
The persistence of attention to emotion: brain potentials during and after picture presentation 总被引:1,自引:0,他引:1
Emotional stimuli have been shown to elicit increased perceptual processing and attentional allocation. The late positive potential (LPP) is a sustained P300-like component of the event-related potential that is enhanced after the presentation of pleasant and unpleasant pictures as compared with neutral pictures. In this study, the LPP was measured using dense array electroencephalograph both before and after pleasant, neutral, and unpleasant images to examine the time course of attentional allocation toward emotional stimuli. Results from 17 participants confirmed that the LPP was larger after emotional than neutral images and that this effect persisted for 800 ms after pleasant picture offset and at least 1,000 ms after unpleasant picture offset. The persistence of increased attention after unpleasant compared to pleasant stimuli is consistent with the existence of a negativity bias. Overall, these results indicate that attentional capture of emotion continues well beyond picture presentation and that this can be measured with the LPP. Implications and directions for future research are discussed. 相似文献
192.
It is known that a number of inference principles can be used to trivialise the axioms of naïve comprehension – the axioms underlying the naïve theory of sets. In this paper we systematise and extend these known results, to provide a number of general classes of axioms responsible for trivialising naïve comprehension. 相似文献
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In the face of the business community’s widening concern about corporate ethical behavior, business schools are reexamining
how they ensure that students appreciate the ethical implications of managerial decision making and have the analytical tools
necessary to confront ethical dilemmas. The current approaches adopted by colleges vary from mere ‘lip service’ to embedding
ethics at the core of the curriculum. This paper examines the experience of several US universities that have incorporated
business ethics into their curricula. In particular, the paper describes the issues facing Central Washington University as
it seeks to integrate ethical decision making into its core undergraduate business curriculum. Issues addressed include the
technical challenges of establishing a common element of curriculum across the various business disciplines, determining the
major conceptual foundations of ‘ethical thinking’ while recognizing students’ existing value systems, and how to obtain ‘buy
in’ by faculty to the initiative. 相似文献
197.
Greg Reid Robert J. Vallerand Carole Poulin Peter Crocker 《Motivation and emotion》2009,33(2):161-172
The purpose of the present research was to report the validation of the pictorial motivation scale in English. This scale
is designed for adolescents and adults with an intellectual disability who are unable to independently read a questionnaire.
The scale has a picture and phrase depicting 16 items related to participation in sport and physical activity; four for each
of the following subscales, intrinsic motivation, self-determined extrinsic motivation, non self-determined extrinsic motivation,
and amotivation. Phase 1 of the research describes the formal translation of the scale from French to English. Results from
three studies conducted with Special Olympians (Phase 2) and adolescents in a special school (Phases 3 and 4) provided support
for the internal consistency, test–retest reliability, and factorial and construct validity of the scale. Overall, the scale
would appear to be sufficiently reliable and valid to warrant its continued use and further development.
相似文献
Peter CrockerEmail: |
198.
This study was designed to investigate differences in the ways in which late adolescents with different identity statuses process self-relevant information and negotiate identity issues. Late adolescents with a foreclosed identity status were found to rely on a normative approach to personal problem solving and decision making, whereas identity diffusions were most apt to avoid dealing with identity issues and conflicts. Individuals in self-exploratory identity statuses were most likely to employ an informational orientation. However, as hypothesized, Status × Processing Orientation relationships were moderated by the strength of identity commitments. Results are discussed in terms of a process view of identity development. 相似文献
199.
D. Keith Morran DeWayne J. Kurpius Greg Brack Tbaddeus G. Rozecki 《Journal of counseling and development : JCD》1994,72(6):655-660
The authors assessed the relationship of counseling students' hypothesis formation skill levels to counseling effectiveness. Hypothesis rating scales were selected to assess skill in using a comprehensive range of client data, integrating multiple client dimensions, and forming questions for hypothesis testing. Results indicated that higher ratings of hypothesis formation skill were associated with higher client ratings of counselor effectiveness. A combination of four hypothesis skill ratings predicted more than 60% of the variance in total Counselor Rating Form-Short version (CRF-S) scores, and one or more hypothesis formation skills were predictive of each CRF-S subscale score. 相似文献
200.
George A. Clum Greg A. R. Febbraro 《Journal of psychopathology and behavioral assessment》1994,16(1):69-83
This study assessed whether stress, social support, and interpersonal problem-solving appraisal/skills were predictive of level of suicidality within a chronic suicidal college sample. Stepwise regression analyses were used to assess whether stress, social support, and problem-solving were independently predictive of severity of suicide ideation. In addition, hierarchical regression analyses were used to test the mediational nature of social support and problem-solving in the stress-suicidality relationship. Problem-solving confidence was found to be a significant predictor of severity of suicide ideation. In addition, both perceived problem-solving skills and social support mediated the relationship between stress and level of suicide ideation. However, only one of the two perceived problem-solving skills interactions was in the expected direction. This study provided support for the importance of problem-solving confidence and the interaction of stress and social support in the prediction of suicide severity. Unlike previous studies, this study did not find problem-solving skills/deficits to mediate the stress-suicidality relationship.This research was supported by NIMH Grant 1-18MH48133. 相似文献