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81.
Djûke M. Brinksma Pieter J. Hoekstra Annelies de Bildt Jan K. Buitelaar Barbara J. van den Hoofdakker Catharina A. Hartman Andrea Dietrich 《Journal of abnormal child psychology》2018,46(7):1427-1437
Literature suggests that life stressors predict attention-deficit/hyperactivity disorder (ADHD) symptoms and that this relationship is moderated by the serotonin transporter polymorphism (5-HTTLPR). It is less clear whether, on reverse, ADHD symptoms may influence the risk of exposure to life stressors. Furthermore, the role of life stressors may vary across development depending on the type of life stressor. We used threewave longitudinal data of 1,306 adolescents from the general population and clinicreferred cohort of the TRacking Adolescents’ Individual Lives Survey. The 5-HTTLPR genotype (SS, LS, LL), parent-reported ADHD symptoms at three time points (T1: Mage?=?11.2; T2: Mage?=?13.5; T3: Mage?=?16.2 years), and the number of personrelated (‘dependent’) and environment-related (‘independent’) life stressors occurring between measurements (T1-T2, T2-T3) were assessed. Using path analyses, we examined bidirectional relations between exposure to these life stressors and ADHD symptoms between the separate waves moderated by 5-HTTLPR status. Exposure to life stressors did not predict ADHD symptoms. Rather, we found that in 5-HTTLPR Sallele homozygotes, ADHD symptoms in middle adolescence (T2) predicted exposure to the number of person-related life stressors later in adolescence (T2-T3, p?=?0.001). There was no relation with environment-related life stressors. Our study suggests that S-allele homozygotes with higher levels of ADHD symptoms in middle adolescence are more vulnerable to becoming exposed to person-related (‘dependent’) life stressors in late adolescence. Findings emphasize the need to be aware of social-emotional adversities that may occur in genetically vulnerable adolescents with ADHD symptoms in the transition into adulthood. 相似文献
82.
This study examined the extent the Big Five personality traits and emotional intelligence can be faked. Using a student sample, the equivalence of measurement and theoretical structure of models in a faking and honest condition was tested. Comparisons of the models for the honest and faking groups showed the data fit better in the faking condition. These results suggest that faking does change the rank orders of high scoring participants. The personality dimensions most affected by faking were emotional stability and conscientiousness within the Big Five and the general mood and stress management dimensions of Bar-On's Emotional Quotient Inventory-Short Form (1997) measure of emotional intelligence. 相似文献
83.
Sportel BE Nauta MH de Hullu E de Jong PJ Hartman CA 《Journal of child and family studies》2011,20(2):149-156
Behavioral inhibition (BI) has been associated with the development of internalizing disorders in children and adolescents.
It has further been shown that attentional control (AC) is negatively associated with internalizing problems. The combination
of high BI and low AC may particularly lead to elevated symptomatology of internalizing behavior. This study broadens existing
knowledge by investigating the additive and interacting effects of BI and AC on the various DSM-IV based internalizing dimensions.
A sample of non-clinical adolescents (N = 1806, age M = 13.6 years), completed the Behavioral Inhibition System/Behavioral
Activation System Scales (BIS/BAS), the attentional control subscale of the Adult Temperament Questionnaire (ATQ) and the
Revised Child Anxiety and Depression Scale (RCADS). As expected, BI was positively, and AC was negatively related to internalizing
dimensions, with stronger associations of BI than of AC with anxiety symptoms, and a stronger association of AC than of BI
with depressive symptoms. AC moderated the association between BI and all measured internalizing dimensions (i.e., symptoms
of generalized anxiety disorder, social phobia, separation anxiety disorder, panic disorder, obsessive–compulsive disorder,
and major depressive disorder). Since high AC may reduce the impact of high BI on the generation of internalizing symptoms,
an intervention focused on changing AC may have potential for prevention and treatment of internalizing disorders. 相似文献
84.
Robert J. Hartman 《International Journal for Philosophy of Religion》2011,69(3):181-192
Richard Swinburne argues that belief is a necessary but not sufficient condition for faith, and he also argues that, while
faith is voluntary, belief is involuntary. This essay is concerned with the tension arising from the involuntary aspect of
faith, the Christian doctrine that human beings have an obligation to exercise faith, and the moral claim that people are
only responsible for actions where they have the ability to do otherwise. Put more concisely, the problem concerns the coherence
of the following claims: (1) one cannot have faith, (2) one has an obligation to have faith, and (3) ought implies can. To
solve this dilemma, I offer three solutions that I believe have the philosophical resources to demonstrate the consistency
of these claims. Thus, I defend the claim that it is logically possible for a person to be culpable for an involuntary failure
to have faith in God. 相似文献
85.
Research on child and family factors in early childhood has shown that both are associated with social and instrumental functioning at school entry. The present study sought to examine the direct and indirect effects of child negative emotionality, maternal education, depression, IQ, and quality of maternal instruction on children's academic and emotion regulatory behaviors from the toddler period to school entry using a sample of 174 boys from low-SES backgrounds. Results revealed direct effects of maternal IQ on academic outcomes at school entry that were mediated by maternal instruction. Further, maternal instruction predicted the child's academic and emotion regulation (ER) outcomes even after accounting for other maternal and child variables. The effects of both instruction variables moderated the impact of maternal education. The results suggest that maternal instruction plays an important role in early school success, particularly for children at risk for school problems. 相似文献
86.
This study examined sex differences in body image change and its correlates over the course of a 12-week strength-training program. Participants were 28 men and 16 women (M age = 21.6, SD = 2.4) who completed pre- and post-intervention measures of body image (Body Areas Satisfaction Scale, Social Physique Anxiety Scale, and Drive for Muscularity Scale) and subjective and objective assessments of body fat, muscularity, and strength. They participated in a 12-week, 5-day/week full-body progressive resistance training program. Significant body image improvements were found for both sexes (p < .05). Correlates of body image change varied somewhat between the sexes. For men, body image improvements were correlated only with subjective physical changes. For women, body image improvements were correlated with subjective physical changes as well as objective increases in strength. These results suggest that although men and women derive body image improvements from strength training, they may benefit for different reasons. 相似文献
87.
88.
The status of research on sex differences in attribution is reviewed in light of the articles published in this issue. The authors conclude that several widely held beliefs about sex differences in attributions may be unwarranted. Various explanations for the lack of consistent results in studies exploring situational and dispositional effects on sex differences in attributions are offered. The authors conclude that alternative attributional questions need to be raised and investigated in order to understand sex differences in achievement. 相似文献
89.
Irene Hanson Frieze Bernard E. Whitley Jr. Barbara Hartman Hanusa Maureen C. McHugh 《Sex roles》1982,8(4):333-343
Three basic models of attributional sex differences are reviewed: General Externality, Self-Derogation, and Low Expectancy. Although all of the models predict that women are unlikely to attribute their successes to ability, the models were quite different in other predictions. A meta-analysis of 21 studies examining sex differences in success-failure attributions was done to determine which of these three models had the most empirical support. Wording of attribution questions was also assessed. Results indicated only two consistent sex differences: Men make stronger ability attributions than women regardless of the outcome when informational attributional wording is used; and men attribute their successes and failures less to luck. Empirically, none of the models was well supported. 相似文献
90.