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11.
Kerstin Knopf 《Anxiety, stress, and coping》2013,26(1):39-55
Abstract In contrast to previous stress research, studies concerning phobic disorders have never systematically investigated individual response differences between phobic participants integrating numerous different response measures. The aim of this article is to clarify the existence of significant individual response differences in psychophysiological responses (e.g., heart rate, skin conductance responses (SCR), corrugator, cortisol), subjective ratings (e.g., valence, arousal), and avoidance behavior in 46 spider phobic and 44 non-phobic women when exposed to 20 phobic and 20 neutral pictures. Previous studies that did not attend to individual response differences showed that, during phobic stimulation, phobic individuals have increased psychophysiological responses (heart rate, SCR, and corrugator responses), more negative valence rating, and more subjective arousal than non-phobic individuals. These results were confirmed by our data. With regard to individual response uniqueness, 1/3–2/3 of spider-phobic women with low responsiveness in heart rate, cortisol, and avoidance behavior were indistinguishable from non-phobic women during phobic stimulation. With SCR, corrugator EMG, and subjective ratings, no individual response uniqueness was found. Based on the findings, exposure therapy might be improved by tailoring interventions to individuals with a therapeutic focus on those psychophysiological measures that show the highest individual responsivity. 相似文献
12.
Timo D. Vloet Ivo Marx Berrak Kahraman-Lanzerath Florian D. Zepf Beate Herpertz-Dahlmann Kerstin Konrad 《Journal of abnormal child psychology》2010,38(7):961-969
Attention-deficit/hyperactivity Disorder (ADHD) and obsessive–compulsive disorder (OCD) have both been linked to dysfunction
in the cortico-striato-thalamo-cortical circuitry (CSTCC). However, the exact nature of neurocognitive deficits remains to
be investigated in both disorders. We applied two neuropsychological tasks that tap into different functions associated with
the CSTCC, namely a serial reaction time (SRT) task, developed to assess implicit sequence learning, and a delay aversion
(DA) task in order to assess abnormal motivational processes. The performance data of boys with ADHD (n = 20), OCD (n = 20) and healthy controls (n = 25), all aged 10–18 years, were compared. Subjects with ADHD less frequently chose the larger, more delayed reward compared
to those with OCD and controls, while subjects with OCD showed impaired implicit learning. In contrast, the ADHD group was
unimpaired in their implicit learning behavior and the OCD group was not characterized by a DA style. Within the OCD-group,
severity of obsessions was associated with implicit learning deficits and impulsive symptoms with DA in the ADHD-group. This
double dissociation highlights the distinct cognitive dysfunctions associated with ADHD and OCD and might possibly point to
different neural abnormalities in both disorders. 相似文献
13.
Carina Loeb Christiane Stempel Kerstin Isaksson 《Scandinavian journal of psychology》2016,57(2):152-161
Research has shown that self‐efficacy is often one of the most important personal resources in the work context. However, because this research has focused on cognitive and task‐oriented self‐efficacy, little is known about social and emotional dimensions of self‐efficacy at work. The main aim of the present study was to investigate social and emotional self‐efficacy dimensions at work and to compare them to a cognitive and task‐oriented dimension. Scales to measure social and emotional self‐efficacy at work were developed and validated and found to be well differentiated from the cognitive task‐oriented occupational self‐efficacy scale. Confirmatory factor analyses of data from 226 Swedish and 591 German employees resulted in four separate but correlated self‐efficacy dimensions: (1) occupational; (2) social; (3) self‐oriented emotional; and (4) other‐oriented emotional. Social self‐efficacy explained additional variance in team climate and emotional self‐efficacy in emotional irritation and emotional exhaustion, over and above effects of occupational self‐efficacy. Men reported higher occupational self‐efficacy, whereas social and emotional self‐efficacy revealed no clear gender differences. The scales have strong psychometric properties in both Swedish and German language versions. The positive association between social self‐efficacy and team climate, and the negative relationships between self‐oriented emotional self‐efficacy and emotional irritation and emotional exhaustion may provide promising tools for practical applications in work settings such as team‐building, staff development, recruitment or other training programs aiming for work place health promotion. The next step will be to study how social and emotional self‐efficacy relate to leadership, well‐being and health over time. 相似文献
14.
Kerstin E. Thonhauser Tamar Gutnick Ruth A. Byrne Karl Kral Gordon M. Burghardt Michael J. Kuba 《Animal cognition》2013,16(6):927-932
Social learning is considered one of the hallmarks of cognition. Observers learn from demonstrators that a particular behavior pattern leads to a specific consequence or outcome, which may be either positive or negative. In the last few years, social learning has been studied in a variety of taxa including birds and bony fish. To date, there are few studies demonstrating learning processes in cartilaginous fish. Our study shows that the cartilaginous fish freshwater stingrays (Potamotrygon falkneri) are capable of social learning and isolates the processes involved. Using a task that required animals to learn to remove a food reward from a tube, we found that observers needed significantly (P < 0.01) fewer trials to learn to extract the reward than demonstrators. Furthermore, observers immediately showed a significantly (P < 0.05) higher frequency of the most efficient “suck and undulation” strategy exhibited by the experienced demonstrators, suggesting imitation. Shedding light on social learning processes in cartilaginous fish advances the systematic comparison of cognition between aquatic and terrestrial vertebrates and helps unravel the evolutionary origins of social cognition. 相似文献
15.
Emma Sorbring Margaretha Rdholm‐Funnemark Kerstin Palmrus 《Infant and child development》2003,12(1):53-69
Children's perceptions of parental discipline methods and their perceptions of child gender differences in their parents' choices of discipline methods were assessed. One hundred and seventy 8‐year‐old children (78 boys, 92 girls) in two‐parent families were asked about disciplinary behaviour in five transgression situations. The results pointed to gender differences when the children were talking about themselves. Boys believed that they would receive more physical punishment, milder requests and less induction than girls. Children also indicated that their parents would choose a different response if they (themselves) were of the other sex. Both boys and girls reported that their parents would treat boys more severely than they would girls. The results showed that the responses of those children with a sibling of the other sex did not reveal any gender‐differentiated experience of their parents' discipline strategies. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献
16.
The paper is a discussion of the manners in which cerebral receptor systems may perceive the changes in the internal environment which arise in consequence of deviations from fluid balance. Arguments are presented against the current osmoreceptor theory which implies that receptors in the hypothalamic region are stimulated directly by blood hypertonicity. Recent studies are reviewed which indicate that a possible alternative to hypothalamic osmoreceptors may be receptors in the close vicinity of the third ventricle which are influenced by the Na+ concentration of the cerebrospinal fluid. Evidence is presented that a sodium sensitive receptor system of this kind participates, not only in the control of water balance, but also in the regulation of the renal Na+ excretion and of the arterial blood pressure. The demonstration of a striking central sodium-angiotensin interaction implies that periventricular sodium sensitive receptors also may be a final link in a volumetric regulation of thirst and ADH release which is mediated by the reninangiotensin system. 相似文献
17.
Kerstin Palmrus 《Infant and child development》1999,8(3):155-171
Swedish mothers and fathers from 200 volunteer families (target child aged 1–6 years) were asked what they would do in five situations which called for either control or discipline. The Parental Discipline Interview (PDI) was scored for 18 possible responses. Both mothers and fathers reported a variety of discipline strategies. Firm Command and Redefine were reported most often, while Threat and Physical Punishment were reported least often. Analysis of Variance (ANOVAs) showed higher frequencies of Reasoning and Ignore and lower frequencies of Redefine for mothers than for fathers. Regression analyses showed that mothers that had less traditional attitudes and young children predicted the preference of Physical Restraint, as well as Distraction. Ignore was predicted for older, less active children of less educated mothers. Fathers having younger, less active daughters predicted the preference of Redefine. Even if parents do not have Physical Punishment at their disposal following the ‘aga‐law’, the results showed that they have not abdicated their parental authority. Copyright © 1999 John Wiley & Sons, Ltd. 相似文献
18.
19.
Hannah F. Behrendt Wolfgang Scharke Beate Herpertz-Dahlmann Kerstin Konrad Christine Firk 《Infant mental health journal》2019,40(2):234-247
Social-Emotional competencies evolve early in life. For example, early emotion regulation is learned primarily in the context of mother–child interaction, which may allow for maternal influences to shape children's social-emotional development. The aim of the current study was to longitudinally examine maternal determinants of children's early social-emotional development in a community-based sample of first-time mothers (N = 61, aged 22–39 years). Specifically, we used structural equation modeling to examine how maternal emotion regulation difficulties and subclinical depression directly and indirectly, through sensitivity and postnatal bonding, assessed at 6 to 8 months predicted child outcomes at 12 to 16 months. We found that mothers’ sensitivity predicted fewer social-emotional and behavioral problems and that stronger bonding predicted fewer problems and more social-emotional competencies. Emotion regulation difficulties were significantly associated with depressive symptoms; yet, when accounting for shared variances, both factors differentially predicted less positive child outcomes such that more difficulties indirectly, through poorer bonding, predicted greater delay in competencies, and more symptoms indirectly, through less sensitivity, predicted more problems. Current findings underline the significance of maternal factors impacting the quality of mother–child interaction for children's positive development. Potential implications for early prevention programs to support children who are otherwise at risk for negative emotional outcomes due to mothers’ emotional state postpartum are discussed. 相似文献
20.
The aim of the article is to deepen the understanding of how a pedagogical model for reflecting talks can be used in order to make sustainable learning part of the daily work in the learning organization. From an interactive research approach, we have together with a project management group in a European Social Fund project worked with sustainable learning and knowledge development. Empirical data has been collected at the implementation of ten reflecting talks about sustainable equality. The results of the study lead to a strategy for how sustainable learning can become part of the daily work at a workplace. The strategy is constituted by a pedagogical model for reflecting talks, which clearly shows how sustainable learning in an organization can be structured. The core of the pedagogical model for the reflecting talks where both practically applied and theoretically anchored knowledge are important components. The learning process is based on observation, reflection, analysis and discussion of concrete situations/events. The models rests on four basic conditions; pedagogical competence, a delimited problem area, the learning group and timeframes. The model can be used in the daily work at short dialogues or at more penetrating discussions. 相似文献