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Eric M. Anderman Dorothy L. Eseplage Linda A. Reddy Susan D. McMahon Andrew Martinez Kathleen Lynne Lane Cecil Reynolds Narmada Paul 《Social Psychology of Education》2018,21(3):621-653
Violence perpetrated against teachers is prevalent and has the potential to adversely affect teachers’ well-being, efficacy, and longevity in the profession. In this study, we examined teachers’ reactions after having experienced violence, specifically examining the roles of attributional processes. In collaboration with the American Psychological Association, National Education Association, and American Federation of Teachers, data were collected via a survey instrument from teachers across the United States. We examined responses from 2505 participants who described the most upsetting incident of violence that had been perpetrated against them in their roles as teachers. We examined predictors of (1) communicating with others after the incident and (2) implementing intervention strategies with the perpetrators of violence. Emotions were tested as mediators of the relations between attributions and outcomes. Results indicated that characterological and behavioral self-blame were predictive of negative affect, which in turn predicted the majority of outcomes. Study limitations and implications for research and practice are discussed. 相似文献
115.
Patterns of emotional availability between mothers and young children: Associations with risk factors for borderline personality disorder
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Rebecca D. Trupe Jenny Macfie Rebecca M. Skadberg Gretchen Kurdziel 《Infant and child development》2018,27(1)
Emotional availability (EA) characterizes a warm, close relationship between caregiver and child. We compared patterns (clusters) of EA on risk factors, including those for borderline personality disorder (BPD). We sampled 70 children aged 4 to 7 years from low socio‐economic backgrounds: 51% of whose mothers had BPD. We coded filmed interactions for EA: mothers' sensitivity, structuring, non‐intrusiveness, non‐hostility, and children's responsiveness to, and involvement of, mothers. We additionally coded children's over‐responsiveness and over‐involvement. Using person‐centred analyses, we identified four clusters: high functioning, low functioning, asynchronous (mothers above average on two of four dimensions and children below), and below average. Mothers in the low‐functioning cluster had lower income, less social support, more of the borderline feature of negative relationships, and more depression than did mothers in the high‐functioning cluster. The children in the low‐functioning group had more risk factors for BPD (physical abuse, neglect, and separation from, or loss of caregivers, and negative narrative representations of the mother–child relationship in their stories) than did children in the high‐functioning group. The asynchronous group included older girls who were over‐responsive and over‐involving with their mothers in an apparent role reversal. Interventions targeting emotional availability may provide a buffer for children facing cumulative risks and help prevent psychopathology.
Highlights
- This paper investigated how mother‐child emotional availability (warmth and closeness) relates to risk factors for borderline personality disorder, including mother‐child role reversal.
- In filmed mother‐child interactions, low emotional availability was associated with risk for borderline personality disorder and role reversal was more likely for older girls.
- Findings support the cumulative risk hypothesis and may inform interventions to improve mother‐child emotional availability to prevent the development of psychopathology.
116.
Isolated words enhance statistical language learning in infancy 总被引:1,自引:0,他引:1
Infants are adept at tracking statistical regularities to identify word boundaries in pause-free speech. However, researchers have questioned the relevance of statistical learning mechanisms to language acquisition, since previous studies have used simplified artificial languages that ignore the variability of real language input. The experiments reported here embraced a key dimension of variability in infant-directed speech. English-learning infants (8-10 months) listened briefly to natural Italian speech that contained either fluent speech only or a combination of fluent speech and single-word utterances. Listening times revealed successful learning of the statistical properties of target words only when words appeared both in fluent speech and in isolation; brief exposure to fluent speech alone was not sufficient to facilitate detection of the words' statistical properties. This investigation suggests that statistical learning mechanisms actually benefit from variability in utterance length, and provides the first evidence that isolated words and longer utterances act in concert to support infant word segmentation. 相似文献
117.
Interactions between statistical and semantic information in infant language development 总被引:1,自引:0,他引:1
Infants can use statistical regularities to form rudimentary word categories (e.g. noun, verb), and to learn the meanings common to words from those categories. Using an artificial language methodology, we probed the mechanisms by which two types of statistical cues (distributional and phonological regularities) affect word learning. Because linking distributional cues vs. phonological information to semantics make different computational demands on learners, we also tested whether their use is related to language proficiency. We found that 22-month-old infants with smaller vocabularies generalized using phonological cues; however, infants with larger vocabularies showed the opposite pattern of results, generalizing based on distributional cues. These findings suggest that both phonological and distributional cues marking word categories promote early word learning. Moreover, while correlations between these cues are important to forming word categories, we found infants' weighting of these cues in subsequent word-learning tasks changes over the course of early language development. 相似文献
118.
Mirjam A. Jenny Thorsten Pachur S. Lloyd Williams Eni Becker Jürgen Margraf 《Journal of applied research in memory and cognition》2013,2(3):149-157
Depressive disorders are major public health issues worldwide. We tested the capacity of a simple lexicographic and noncompensatory fast and frugal tree (FFT) and a simple compensatory unit-weight model to detect depressed mood relative to a complex compensatory logistic regression and a naïve maximization model. The FFT and the two compensatory models were fitted to the Beck Depression Inventory (BDI) score of a representative sample of 1382 young women and cross validated on the women's BDI score approximately 18 months later. Although the FFT on average inspected only approximately one cue, it outperformed the naïve maximization model and performed comparably to the compensatory models. The heavier false alarms were weighted relative to misses, the better the FFT and the unit-weight model performed. We conclude that simple decision tools—which have received relatively little attention in mental health settings so far—might offer a competitive alternative to complex weighted assessment models in this domain. 相似文献
119.
The authors developed and tested the prediction that the relationship hetween coworkers' organizational citizenship behaviors (OCBs) and fellow employees' attitudes depends on the supervisors' abusiveness. Results of a longitudinal study using data collected from 173 supervised employees at 2 points in time (separated by 7 months) suggested that coworkers' OCB was positively related to fellow employees' job satisfaction and affective commitment when abusive supervision was low. However, when abusive supervision was high, coworkers' OCB was negatively related to job satisfaction and was unrelated to organizational commitment. The results of a 2nd study were consistent with the idea that the attributions employees make for their coworkers' OCB explains the moderating effect of abusive supervision on the relationship between coworkers' OCB and job satisfaction. 相似文献
120.
Inez Beverly Prosser (ca. 1895-1934) was arguably the first African American woman to earn a doctorate in psychology. Her dissertation, completed in 1933, examined personality differences in black children attending either voluntarily segregated or integrated schools and concluded that black children were better served in segregated schools. This research was one of several studies in the 1920s and 1930s that was part of the debate on segregated schools as maintained in the United States under the "separate but equal" doctrine of Plessy v. Ferguson (1896). This article examines the life and career of Prosser in the context of educational barriers and opportunities for African Americans in the early part of the twentieth century and explores the arguments that pitted African Americans against one another in determining how best to educate black children, arguments that eventually led to the desegregation decision of Brown v. Board of Education (1954). 相似文献