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151.
Howard Rosing Susan Reed Joseph R. Ferrari Nancy J. Bothne 《American journal of community psychology》2010,46(3-4):472-481
This study draws upon student evaluations across 3 years of service learning (SL) courses at a large, urban, faith-based university identifying issues of greatest concern to students. Analysis of qualitative responses revealed perspectives on the limits, pitfalls, and barriers to successful SL student work in the community replicated over the 3 year timeframe. Over 2,200 written responses were coded and tested for reliability for each of 3 years. The top three comments SL students were most likely to express included: (1) concern about their placement in the community, for example, that sites were not prepared or that further goal-setting, communication and training by the university was necessary; (2) that the university’s choice of sites may have been ill considered; and, (3) that there were problems with time and scheduling. Ongoing assessment of students’ perspectives on their placement experience identifies practices that can enhance their learning and contributions toward building stronger communities. 相似文献
152.
Hector Ferrari 《The International journal of psycho-analysis》2009,90(5):1139-1154
The history of the last century shows the almost constant presence of psychoanalysis in the academic setting and, simultaneously, the incredible absence of analytic training at the universities. This paper outlines the project of the Buenos Aires Psychoanalytic Association (APdeBA) to create a higher education institution of its own (IUSAM) specifically aimed at lodging psychoanalytic training within a university setting. The project was approved by the Argentine educational authorities in 2005 and received the economic support of the International Psychoanalytical Association (IPA). The academic structure of the university is described, whose goal is broadened to the interdisciplinary field of mental health with psychoanalysis as an integrating axis. Some of the characteristics of the traditional 'university model' as well as its relationship with psychoanalysis are pointed out. With the IUSAM, psychoanalytic training is not included as a part of an already established university, it rather creates a new one, with the support of a well-known psychoanalytical association (APdeBA) which endorses its activities and guarantees its identity. IPA's requirements for analytic training (didactic analysis, supervisions and seminars) have been fully preserved in this new context. Finally, some of the advantages and disadvantages of including analytic training into an academic environment are listed . 相似文献
153.
Christina Salmivalli Miia Lappalainen Kirsti M. J. Lagerspetz 《Aggressive behavior》1998,24(3):205-218
154.
Kaarina Kemppinen Kirsti Kumpulainen Eila Rsnen Irma Moilanen Hanna Ebeling Pauliina Hiltunen Anne Kunelius 《Infant mental health journal》2005,26(1):69-81
In this small‐scale preliminary study, we compared the correlation between assessments based on short videorecordings and infant observation. Five mother–infant dyads were assessed when the child was 1 year of age according to the Parent–Child Early Relational Assessment method (PCERA, 65 items) developed by Roseanne Clark (1985), using both observations covering 1 year and a 5‐min videorecording. The agreement between two video raters was sufficient (κ = 0.41–1.00 or proportion of agreement: 4/5–5/5) in 54 items. In 42 (78%) of these items, there was at least moderate agreement (κ = 0.41–1.00 or proportion of agreement 4/5–5/5), and in another 7 (13%) items fair (κ = 0.21–0.40 or proportion of agreement 3/5) agreement between the video and observation ratings, and both methods revealed the areas of strength and areas of concern of the dyads. Only a few items describing negative interactive style were assessed as identifying concern, but such items identified the dyad which was assessed to have the most constant problems. Most items describing positive interactive style and identifying the areas of concern in the interactive style according to both observation and video assessment were connected with the parental and dyadic engagement in the interaction. Five items with slight or poor (κ ≤ 0.20 or proportion of agreement 1/5–2/5) agreement between video rater and observer gave rise to questions about how the videorecording situation affected the behavior of the dyads, and about the limits of assessment methods and assessment of dyads with children of different ages and dyads from different cultures. ©2005 Michigan Association for Infant Mental Health. 相似文献
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156.
Annika Paukner Elizabeth A. Simpson Pier F. Ferrari Timothy Mrozek Stephen J. Suomi 《Developmental science》2014,17(6):833-840
In human infants, neonatal imitation and preferences for eyes are both associated with later social and communicative skills, yet the relationship between these abilities remains unexplored. Here we investigated whether neonatal imitation predicts facial viewing patterns in infant rhesus macaques. We first assessed infant macaques for lipsmacking (a core affiliative gesture) and tongue protrusion imitation in the first week of life. When infants were 10–28 days old, we presented them with an animated macaque avatar displaying a still face followed by lipsmacking or tongue protrusion movements. Using eye tracking technology, we found that macaque infants generally looked equally at the eyes and mouth during gesture presentation, but only lipsmacking‐imitators showed significantly more looking at the eyes of the neutral still face. These results suggest that neonatal imitation performance may be an early measure of social attention biases and might potentially facilitate the identification of infants at risk for atypical social development. 相似文献
157.
Luca Bonini Pier Francesco Ferrari Leonardo Fogassi 《Consciousness and cognition》2013,22(3):1095-1104
Philosophical and neuroscientific investigation on intentional actions focused on several different aspects, making difficult to define what should be meant with the concept of intention. Most of our everyday actions are constituted by complex and finely organized motor sequences, planned and executed in order to attain a desired final goal. In this paper, we will identify the final goal of the action as the motor intention of the acting individual. First, we will review the relative contribution of the vast neuroscientific literature on the role of different cortical areas in the organization of goal-directed movement. In particular, we will describe recent data on the cortical organization of natural action sequences, showing that this organization could be at the basis not only of our capacity of acting intentionally, but also of our ability to understand the motor intentions underlying others’ behaviour which is crucial during social interactions. 相似文献
158.
Laura Nota Salvatore Soresi Lea Ferrari Micheal L. Wehmeyer 《Journal of Happiness Studies》2011,12(2):245-266
Self-determination is a general psychological construct within the organizing structure of theories of human agentic behavior.
People who are self-determined act volitionally to serve as the causal agent in their lives. To provide a fuller understanding
of the self-determination of adolescents, this study collected data on self-determination, quality of life, self-efficacy,
and assertiveness for more than 1,400 Italian adolescents. We conducted a series of Multivariate Analyses of Variance to examine
the relationships among, differences between, and associations with self-determination, including any differences as a function
of age and gender as well as differences in quality of life, self-efficacy, and assertiveness as a function of level of selfdetermination.
We also examined which quality of life factors were associated with enhanced self-determination and self-efficacy. Findings
support the importance of self-determination to quality of life and enhanced self-efficacy. 相似文献
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