全文获取类型
收费全文 | 88篇 |
免费 | 20篇 |
专业分类
108篇 |
出版年
2024年 | 1篇 |
2020年 | 3篇 |
2019年 | 2篇 |
2018年 | 3篇 |
2017年 | 2篇 |
2016年 | 2篇 |
2014年 | 6篇 |
2013年 | 10篇 |
2012年 | 5篇 |
2011年 | 3篇 |
2010年 | 1篇 |
2009年 | 2篇 |
2008年 | 2篇 |
2007年 | 2篇 |
2006年 | 1篇 |
2005年 | 3篇 |
2003年 | 2篇 |
2002年 | 3篇 |
2000年 | 3篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1978年 | 1篇 |
1977年 | 4篇 |
1973年 | 1篇 |
1971年 | 3篇 |
1968年 | 4篇 |
1967年 | 4篇 |
1966年 | 4篇 |
1965年 | 3篇 |
1964年 | 2篇 |
1963年 | 1篇 |
1961年 | 1篇 |
排序方式: 共有108条查询结果,搜索用时 15 毫秒
51.
Nicole T. Gabana Judy L. Van Raalte Jasmin C. Hutchinson Britton W. Brewer Albert J. Petitpas 《Journal of Applied Sport Psychology》2013,25(3):288-300
Music has often been portrayed as a dissociative (i.e., distracting) mechanism. This study demonstrates that music may not be unifunctional in regards to attentional focus; that is, external concentration on music can coexist with task-relevant thoughts. Female intercollegiate rowers (N = 26) performed four 1,000 m sprints on a rowing ergometer at maximal effort under music, coxswain, combined music and coxswain, and control conditions. Findings indicate that during the 1,000 m rowing sprint, both external and task-relevant dimensions of attentional focus can exist simultaneously. This implies a new consideration of music as either dissociative or associative based on task-related factors. 相似文献
52.
Gordon Baker in his last decade published a series of papers (now collected in Baker 2004 ), which are revolutionary in their proposals for understanding of later Wittgenstein. Taking our lead from the first of those papers, on “perspicuous presentations,” we offer new criticisms of ‘elucidatory’ readers of later Wittgenstein, such as Peter Hacker: we argue that their readings fail to connect with the radically therapeutic intent of the ‘perspicuous presentation’ concept, as an achievement‐term, rather than a kind of ‘objective’ mapping of a ‘conceptual landscape.’ Baker's Wittgenstein, far from being a ‘language policeman’ of the kind that often fails to influence mainstream philosophy, offers an alternative to the latent scientism of Wittgenstein's influential ‘elucidatory’ readers. 相似文献
53.
54.
On the Kirton Adaption-Innovation Inventory 1,106 Canadians scored as more adaptive than American and British standardization samples. Means for Canadian females and males were congruent with those in national samples from six other countries. 相似文献
55.
Ronald R. Hutchinson 《Aggressive behavior》1983,9(3):229-242
Relationships between environmental events and aggression are briefly reviewed. Response-independent pain is a fundamental antecedent environmental cause of attack. Aggression-contingent pain decrease causes further attack strengthening, while pain increase following aggression can decrease attack and foster escape and avoidance behavior. Recent experiments that have questioned the pain-aggression relation and proposed, in the alternative, a pain-defense relationship are discussed. It is argued that this contradiction results from observational difficulties in naturalistic settings, discordance between field and laboratory terminology, substitution of behavioral taxonomy in the place of functional analysis, incomplete understanding of previous findings, and an absence of essential experimental control observations. 相似文献
56.
57.
K. Burgoyne H. E. Whiteley J. M. Hutchinson 《The British journal of educational psychology》2011,81(2):344-354
Background. A significant number of pupils in UK schools learn English as an additional language (EAL). Relative differences between the educational attainment of this group and monolingual, English‐speaking pupils call for an exploration of the literacy needs of EAL learners. Aims. This study explores the developmental progression of reading and listening comprehension skills and a range of reading‐related skills in EAL learners, whose first language is of South Asian origin, and their monolingual peers. Sample. Participants were 39 children learning EAL and 39 monolingual, English‐speaking children who were all in school Year 3 at the start of the study. Method. Children completed standardized measures of comprehension, vocabulary, reading accuracy, and reading fluency in school Year 3 and again in Year 4. Results. The results suggest that, although children learning EAL often demonstrate fast and accurate reading accuracy skills, lower levels of vocabulary knowledge place significant constraints on EAL learners' comprehension of spoken and written texts. Conclusions. Reciprocal relationships between vocabulary and comprehension may lead to increasing gaps in reading comprehension between monolingual and EAL pupils over time. It is proposed that support for the development of vocabulary skills in children learning EAL is needed in early years' classrooms. 相似文献
58.
59.
Sikivu Hutchinson 《The Journal of religious ethics》2014,42(4):612-639
Focusing on the cultural implications of the relationship between white segregationist Senator Strom Thurmond and his biracial daughter Essie Mae Washington‐Williams, this essay explores national narratives of whiteness, femininity, morality, and the institutionalization of sexual violence against black women. 相似文献
60.
Julia K. Hutchinson Jaci C. Huws Dusana Dorjee 《Journal of child and family studies》2018,27(12):3935-3951
Evidence for the effectiveness of mindfulness-based interventions for children and young people’s well-being is growing, particularly within educational settings. To date, very few studies have explored how children experience and apply mindfulness. This qualitative study investigated how children who received long-term mindfulness training applied mindfulness to their everyday lives. Year 6 Children (average age 11) were interviewed in three focus groups with their peers, in a semi-structured format, and the data was analysed using an inductive thematic analysis. The findings indicated that the children described mindfulness as assisting with their emotion regulation. Four themes were identified: (1) processes of emotion regulation (2) dysregulation prompt to apply mindfulness (3) challenges and strategies and (4) the conditions that support or hinder mindfulness use. These findings are discussed in the context of theories and evidence on emotion regulation, attachment, and mechanisms of mindfulness. Implications of these findings for future research of meditation-based approaches in schools, for example, self-compassion and kindness practices, are considered. 相似文献