全文获取类型
收费全文 | 473篇 |
免费 | 26篇 |
出版年
2024年 | 2篇 |
2023年 | 6篇 |
2022年 | 6篇 |
2021年 | 6篇 |
2020年 | 18篇 |
2019年 | 13篇 |
2018年 | 24篇 |
2017年 | 21篇 |
2016年 | 25篇 |
2015年 | 17篇 |
2014年 | 10篇 |
2013年 | 77篇 |
2012年 | 19篇 |
2011年 | 26篇 |
2010年 | 16篇 |
2009年 | 13篇 |
2008年 | 21篇 |
2007年 | 12篇 |
2006年 | 20篇 |
2005年 | 15篇 |
2004年 | 17篇 |
2003年 | 22篇 |
2002年 | 11篇 |
2001年 | 4篇 |
2000年 | 5篇 |
1999年 | 4篇 |
1998年 | 8篇 |
1997年 | 6篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1991年 | 6篇 |
1989年 | 5篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1985年 | 3篇 |
1984年 | 2篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1978年 | 1篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1972年 | 1篇 |
1969年 | 1篇 |
1968年 | 3篇 |
1967年 | 1篇 |
1926年 | 1篇 |
1921年 | 2篇 |
排序方式: 共有499条查询结果,搜索用时 15 毫秒
451.
Maren Bösel Dipl.-Sozialpädagogin Bärbel Siegfarth Henning Schauenburg Christoph Nikendei Johannes C. Ehrenthal 《Psychotherapeut》2014,59(6):474-479
Social and socioeconomic issues are a risk factor for the development of mental health problems and have the potential to negatively impact the psychotherapeutic treatment process. In addition, mental disorders can also result in socioeconomic stress. Neither professional training nor parameters of everyday practice of medical or psychological psychotherapists are geared towards acquiring sufficient competence to adequately handle complex social problems of highly impaired patients. Especially in times of social crises, three interrelated strategies may be helpful: to enhance psychotherapists’ sensibility and competence to recognize and deal with severe social crises, to promote cooperation with clinical social workers and to incorporate sociotherapeutic elements in the overall treatment planning. Using an approach of integrated care at a university medical department as an example, this article presents examples of how to implement these strategies into everyday therapeutic practice. 相似文献
452.
The Open Science Collaboration’s 2015 report suggests that replication effect sizes in psychology are modest. However, closer inspection reveals serious problems. When plotting replication effects are against original effects, the regression trap is lurking: Expecting replication effects to be equally strong as original effects is logically unwarranted; they are inevitably subject to regressive shrinkage. To control for regression, the reliability of original and replication studies must be taken into account. Further problems arise from missing manipulation checks and sampling biases. Our critical comment highlights the need for replication science to live up to the same methodological scrutiny as other research. 相似文献
453.
Mind wandering is an inherently inner (or first‐person) phenomenon that leaves few direct traces for third‐person enquiry. Nonetheless, psychologists often study mind wandering using third‐person (e.g., behavioral or neuronal) research methods. And although research–participants may well be asked to introspect on their mind wandering experiences (e.g., via experience‐sampling or think‐aloud techniques), such introspective self‐observations typically lack methodological rigor and are hence of only preliminary value. Here, we argue that it is a missed opportunity to not train researchers to introspect on their own mind‐wandering experiences to better understand the associated mental processes. We propose a novel approach to cultivating an educated form of introspection in the study of attentional focusing and mind wandering. Our research adds to the current theoretical understanding by explicating conditions that facilitate mind wandering (e.g., the shifting and broadening of concepts) and help find the way back to the primary task (e.g., commitment; deliberate shifts between focusing and defocusing). 相似文献
454.
455.
Aldijana Bunjak Andrew C. Hafenbrack Matej Černe Johannes F. W. Arendt 《Journal of Occupational & Organizational Psychology》2022,95(3):595-623
This paper investigates the relationships between optimism, mindfulness, and task engagement. Specifically, we hypothesized that optimism, mindfulness, and their interaction would facilitate individuals’ task engagement. We tested our research model in four studies: two surveys among gig workers and two experiments. The results of the two surveys among gig workers indicated that optimism predicted higher task engagement, but trait mindfulness did not, and that a multiplicative interaction existed between high optimism and high mindfulness in stimulating task engagement. Our two experiments confirmed a significant interaction between optimism and induced state mindfulness and showed that the most engaging situation is being high in both mindfulness and optimism. Although optimism predicted task engagement, the experiments indicated that the effect of the state mindfulness manipulation was above and beyond that of optimism. Finally, we discuss the nuances of the interaction between optimism and mindfulness in predicting task engagement. 相似文献
456.
Johannes Bellmann 《Studies in Philosophy and Education》2004,23(5-6):467-488
Did John Dewey’s ‘new philosophy of education’ really try to dissolve the whole block of tradition or is his debt namely to educational core-concepts of neo-humanism deeper than he was prepared to acknowledge? After some general remarks on the process of reception as productive re-adaptation and its implication for historiography I will deal with Dewey’s own contexts that shape the interpretative grid through which he receives the tradition. Two case studies attempt to illustrate both continuity and discontinuity with a specific part of this tradition, namely two critical perspectives within German neo-humanism: Georg Wilhelm Friedrich Hegel and Johann Friedrich Herbart. 相似文献
457.
Johannes Persson 《Erkenntnis》2010,72(1):135-149
Accounts of ontic explanation have often been devised so as to provide an understanding of mechanism and of causation. Ontic
accounts differ quite radically in their ontologies, and one of the latest additions to this tradition proposed by Peter Machamer,
Lindley Darden and Carl Craver reintroduces the concept of activity. In this paper I ask whether this influential and activity-based
account of mechanisms is viable as an ontic account. I focus on polygenic scenarios—scenarios in which the causal truths depend
on more than one cause. The importance of polygenic causation was noticed early on by Mill (1893). It has since been shown to be a problem for both causal-law approaches to causation (Cartwright 1983) and accounts of causation cast in terms of capacities (Dupré 1993; Glennan 1997, pp. 605–626). However, whereas mechanistic accounts seem to be attractive precisely because they promise to handle complicated
causal scenarios, polygenic causation needs to be examined more thoroughly in the emerging literature on activity-based mechanisms.
The activity-based account proposed in Machamer et al. (2000, pp. 1–25) is problematic as an ontic account, I will argue. It seems necessary to ask, of any ontic account, how well it
performs in causal situations where—at the explanandum level of mechanism—no activity occurs. In addition, it should be asked how well the activity-based account performs in situations where there are
too few activities around to match the polygenic causal origin of the explanandum. The first situation presents an explanandum-problem
and the second situation presents an explanans-problem—I will argue—both of which threaten activity-based frameworks. 相似文献
458.
The hypothesis that human reasoning and decision-making can be roughly modeled by Expected Utility Theory has been at the
core of decision science. Accumulating evidence has led researchers to modify the hypothesis. One of the latest additions
to the field is Dual Process theory, which attempts to explain variance between participants and tasks when it comes to deviations
from Expected Utility Theory. It is argued that Dual Process theories at this point cannot replace previous theories, since
they, among other things, lack a firm conceptual framework, and have no means of producing independent evidence for their
case. 相似文献
459.
Volker Reissner Martin Knollmann Svenja Spie Diana Jost Anja Neumann Johannes Hebebrand 《Cognitive and behavioral practice》2019,26(1):63-74
Problematic school absenteeism is defined as absence from school occurring with a clinical-level mental disorder. It represents a higher-order term for school refusal, school truancy, and the combination thereof and is associated with an increased risk for school dropout, prolonged mental disorders, and unemployment. This article describes the manualized modular treatment of problematic school absenteeism (MT) by a multiprofessional team. The manual was developed to target a broad spectrum of mental disorders characterized by internalizing but also externalizing behavior. The therapeutic focus is on the reintegration into school and on the cognitive behavioral treatment of the mental disorder. The MT is based on a multilevel model of problematic school absenteeism. The treatment is informed by an extensive case-conceptualization and addresses motivational aspects by offering a low-threshold therapeutic design and motivational interviewing. Core interventions are represented in four modules: cognitive behavioral therapy, family counseling, school counseling, and a psychoeducational physical exercise program. A case vignette provides an illustration of the treatment and the specific graduated approach for school reintegration. The current modular approach is discussed in relation to other cognitive-behavioral manuals targeting a broad spectrum of mental disorders or school refusal. 相似文献
460.