全文获取类型
收费全文 | 404篇 |
免费 | 42篇 |
出版年
2024年 | 2篇 |
2023年 | 7篇 |
2022年 | 5篇 |
2021年 | 5篇 |
2020年 | 18篇 |
2019年 | 9篇 |
2018年 | 21篇 |
2017年 | 17篇 |
2016年 | 23篇 |
2015年 | 18篇 |
2014年 | 21篇 |
2013年 | 43篇 |
2012年 | 19篇 |
2011年 | 15篇 |
2010年 | 14篇 |
2009年 | 10篇 |
2008年 | 19篇 |
2007年 | 23篇 |
2006年 | 16篇 |
2005年 | 18篇 |
2004年 | 17篇 |
2003年 | 15篇 |
2002年 | 14篇 |
2001年 | 2篇 |
2000年 | 8篇 |
1999年 | 7篇 |
1998年 | 4篇 |
1997年 | 5篇 |
1996年 | 4篇 |
1995年 | 4篇 |
1994年 | 9篇 |
1993年 | 6篇 |
1991年 | 1篇 |
1990年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 3篇 |
1970年 | 1篇 |
1966年 | 1篇 |
1950年 | 1篇 |
1933年 | 1篇 |
排序方式: 共有446条查询结果,搜索用时 15 毫秒
231.
Just following orders? The rhetorical invocation of ‘obedience’ in Stanley Milgram's post‐experiment interviews
下载免费PDF全文
![点击此处可从《European journal of social psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Stephen Gibson Grace Blenkinsopp Elizabeth Johnstone Aimee Marshall 《European journal of social psychology》2018,48(5):585-599
Recent research has begun to challenge the received idea that Milgram's ‘obedience’ experiments are demonstrations of obedience as typically understood (i.e., as social influence elicited in response to direct orders). One key warrant for explaining the studies in terms of obedience has been the post‐experiment interviews conducted with participants. The present study uses data from archived audio recordings of these interviews to highlight the extent to which participants used rhetorical strategies emphasising obedience when pressed by the interviewer to account for their behaviour. Previous research that has used these accounts as reports of underlying processes misses the extent to which they performed particular social actions in the context of their production. It is concluded that the standard social psychological version of ‘obedience’ is present in the experiments after all, but in a rather different way than is typically assumed—rather than an empirical finding, obedience is a participants' resource. 相似文献
232.
Laura Nabors Jodi Finchum Cunningham Myia Lang Kelsi Wood Shawna Southwick Cathleen Odar Stough 《Journal of child and family studies》2018,27(5):1482-1491
Information about family coping when a child with a chronic illness is hospitalized for procedures related to his or her illness is needed. The current research presents the results of two pilot studies designed to assess family resilience and coping, during a hospitalization for medical procedures for a child with a chronic condition. Sixty-one parents participated in the first study and reported on their child’s hospital experiences and completed a survey designed to assess family coping. Twelve mothers and one grandmother completed interviews examining their perceptions of their coping, siblings’ coping, and coping of the child with an illness for study two. Results of Study 1 indicated parents’ perceived the family as resilient. Cognitive strategies were used to see the hospital stay as positive for the child or to accept what had to occur as having the possibility of improving the child’s life. Some of the mothers mentioned financial stress as being difficult for the family. Results of Study 2 also supported resilient functioning for mothers, siblings, and children with illnesses. Mothers reported they stayed strong for their child. Siblings could serve as protectors, helpers, and companions and were described as adapting well. Children with illnesses used distraction (e.g., play, art, music) to facilitate their coping. Findings of this study indicated parents perceived the family as coping well and supporting the child with an illness. Future research will need to assess perceptions of siblings and fathers and assess family members’ perspectives at different times over the course of children’s illnesses. 相似文献
233.
Benjamin?J.?RothEmail authorView authors OrcID profile Breanne?Grace 《Journal of International Migration and Integration》2018,19(4):1075-1093
A growing number of Latino immigrants are settling in immigrant new destinations with restrictive anti-immigrant policies. Poverty and legal status create obstacles to social and economic inclusion in these places. Theoretically, local social service providers are in a structural position to ameliorate these obstacles, but the localized nature of service delivery in the USA requires that immigrants physically travel to access these supports. A growing literature on new destinations has begun to identify barriers to inclusion in immigrant new destinations, but few have explored how local mainstream social service providers are developing strategies to address these concerns. Building on the immigrant new destinations literature and the expansion of immigration enforcement to these areas, this qualitative study examines barriers to services in South Carolina from the perspective of local organizations. In-depth interviews with leaders from 50 direct service providers yield several themes related to structural barriers and organizational strategies to respond to these barriers. Cutting across these themes are limitations imposed by state-level policies and the impact of social exclusion due to marginalized legal status. We discuss the implications of this context for social service providers and the social inclusion of low-income Latino immigrants in South Carolina. 相似文献
234.
“I'm Having a Little Struggle With This,Can You Help Me Out?”: Examining Impacts and Processes of a Social Capital Intervention for First‐Generation College Students
下载免费PDF全文
![点击此处可从《American journal of community psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Sarah E. O. Schwartz Stella S. Kanchewa Jean E. Rhodes Grace Gowdy Abigail M. Stark John Paul Horn McKenna Parnes Renée Spencer 《American journal of community psychology》2018,61(1-2):166-178
Social capital plays a key role in college and career success, and research indicates that a dearth of on‐campus connections contributes to challenges first‐generation college students face in effectively navigating the college environment. This study investigates a novel intervention that focuses on the development of skills and attitudes to empower first‐generation college students to cultivate social capital and on‐campus connections during the transition to college. A mixed methods, explanatory design was used to evaluate impacts and processes of the intervention among first‐generation college students (n = 164) in the context of an ethnically diverse, urban, public university in the Northeast. Results indicated that students who participated in the intervention demonstrated improved attitudes and behaviors around seeking support in college, closer relationships with instructors, and higher GPAs at the end of their first year in college. These results suggest the potential benefits of a relatively scalable approach to supporting the needs of first‐generation college students. 相似文献
235.
Autobiographical memory (AM) is believed to serve self, social and directive functions; however, little is known regarding how this triad of functions operates in depression. Using the Thinking About Life Experiences questionnaire [Bluck, S., & Alea, N. (2011). Crafting the TALE: Construction of a measure to assess the functions of autobiographical remembering. Memory, 19, 470–486.; Bluck, S., Alea, N., Habermas, T., & Rubin, D. C. (2005). A TALE of three functions: The self–reported uses of autobiographical memory. Social Cognition, 23, 91–117.], two studies explored the relationship between depressive symptomology and the self-reported frequency and usefulness of AMs for self, social and directive purposes. Study 1 revealed that thinking more frequently but talking less frequently about past life events was significantly associated with higher depression scores. Recalling past events more frequently to maintain self-continuity was also significantly associated with higher depressive symptomology. However, results from Study 2 indicated that higher levels of depression were also significantly associated with less-frequent useful recollections of past life events for self-continuity purposes. Taken together, the findings suggest atypical utilisations of AM to serve self-continuity functions in depression and can be interpreted within the wider context of ruminative thought processes. 相似文献
236.
Grace A. Wischerth Marc A. Brackett Donna Perkins 《The Journal of genetic psychology》2016,177(5):185-189
In this research the presumed negative associations between permissive parenting and both adolescents' emotional intelligence and personal growth were examined. Previous studies have demonstrated a positive association between emotional intelligence and personal growth as well as a negative association between permissive parenting and personal growth. The authors extend previous research by testing a hypothesized process model through which permissive parenting negatively predicts scores on an ability measure of emotional intelligence that, in turn, predicts personal growth. The results indicated that emotional intelligence is both negatively associated with permissive parenting and that individual differences in emotional intelligence predict increased personal growth. In addition, we found that permissive parenting's negative influence on subsequent personal growth is mediated by emotional intelligence. It is suggested that permissive parenting might adversely influence the development of emotional intelligence by limiting both the number of challenging emotional experiences and the extent to which parents directly facilitate emotional growth. 相似文献
237.
Marilyn G. Boltz Grace M. Mangigian Molly B. Allen 《Applied cognitive psychology》2016,30(6):1088-1092
This study investigated whether phonetic symbolism within brand names influences the memory of advertisements. Participants both saw and heard brand names with front vs. back vowels paired with small vs. large products in a congruent vs. incongruent fashion. When later given several unexpected memory tasks, it was found that congruent (vs. incongruent) pairings led to enhanced brand name and product recall as well as the efficiency of both brand name and paired recognition. These findings are consistent with a theory of cross‐modal processing involving perceptual unification. Copyright © 2016 John Wiley & Sons, Ltd. 相似文献
238.
Baptiste Barbot Suzanna Krivulskaya Sascha Hein Jodi Reich Philip E. Thuma Elena L. Grigorenko 《Developmental science》2016,19(3):402-418
Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (?SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi‐trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga‐speaking Zambia. A multi‐group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across trials. Results showed that the +SRD group recalled fewer words correctly in the first trial, learned at a slower rate during the subsequent trials, and demonstrated a more linear learning pattern compared to the ?SRD group. This study illustrates the promise of LGCM applied to multi‐trial learning tasks, by isolating three components of the learning process (initial recall, rate of learning, and functional pattern of learning). Implications of this microdevelopmental approach to SRD research in low‐to‐middle income countries are discussed. 相似文献
239.
Rachel R. Ouellette Stacy L. Frazier Elisa S. Shernoff Elise Cappella Tara G. Mehta Ané Maríñez-Lora Grace Cua Marc S. Atkins 《Behavior Therapy》2018,49(4):494-508
Schools remain among the most frequent providers of children’s mental health services, particularly in low-income urban settings. Several decades of research have focused on training teachers to implement evidence-based interventions for minimizing disruptive behavior. Studies consistently demonstrate robust improvements in student behavior and learning; however, the impact on teachers’ work-related stress or satisfaction is not well understood. Six urban, high-poverty elementary schools were randomly assigned to a school mental health services model (Links to Learning; L2L) for referred, disruptive students or to services and professional development as usual (SAU). Teachers (n = 71, K-4 general education teachers) in L2L schools participated in professional development and consultation in two universal and two targeted interventions to reduce disruptive behaviors and promote learning. Teachers (n = 65) in SAU schools participated in professional development as usual. Multiple regression models examined teacher reports of individual-level self-efficacy, classroom-level student functioning, and school-level organizational health as predictors of stress and satisfaction. Findings revealed no significant difference between conditions on teacher work-related stress or satisfaction. Organizational health was the strongest predictor of stress and satisfaction. Training on and implementation of evidence-based classroom interventions did not appear to significantly impact teachers’ work-related stress or satisfaction. Instead, findings point to organizational climate and teacher connectedness as potential levers for change, supporting prior work on teacher stress and satisfaction in schools. The significance of targeting organizational factors may be particularly significant in urban school districts. 相似文献
240.
John C. OrtbergJr. Richard L. Gorsuch & Grace J. Kim 《Journal for the scientific study of religion》2001,40(3):489-496
It was hypothesized that the study of religion should distinguish between attitudes and religious values/moral obligations such that both aid in predicting religiously relevant behavior and changing either will change behavior. However, if they are distinct, then changing one will not necessarily change the other. For the 195 religious participants, attitudes predicted a church-sponsored blood donation and moral obligations increased that prediction. Using both posttest only and pre-post control group designs, an intervention to shift the effect underlying the attitude increased participants' attitude and donating behavior while a religious values intervention increased moral obligations and behavior. Zero to 4 percent of the control groups donated blood, while 13 to 48 percent of the intervention groups donated blood. Results confirm that psychology of religion should distinguish moral obligations from attitude because (1) additional prediction, (2) changing one does not necessarily change the other, and (3) changes based on religious values impact moral obligations. 相似文献