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51.
The role of cluster B and C personality disturbance in the course of depression: a prospective study 总被引:1,自引:0,他引:1
Iacoviello BM Alloy LB Abramson LY Whitehouse WG Hogan ME 《Journal of personality disorders》2007,21(4):371-383
The association between personality disturbance and depression has been noted consistently. Prospective tests of personality's impact on the course of depression, however, are lacking. In a sample of 159 undergraduates who experienced at least one prospective depressive episode, dimensional scores for clusters B and C personality disturbance were examined as prospective predictors of four indicators of the course of depression: severity, episode duration, symptomatic chronicity and number of episodes. Cluster C personality disturbance, characterized by anxious and fearful features, predicted depression chronicity. Cluster B, characterized by dramatic, emotional and/or erratic features, predicted severity and duration of depression. The findings are discussed in terms of the possible mechanisms underlying the effects of clusters B and C, as well as implications for future research. 相似文献
52.
Prospective memory and pediatric traumatic brain injury: effects of cognitive demand. 总被引:1,自引:0,他引:1
Heather Ward David Shum Lyn McKinlay Simone Baker Geoff Wallace 《Child neuropsychology》2007,13(3):219-239
This study investigated the effects of pediatric traumatic brain injury (TBI) on prospective memory. Fourteen children and 14 adolescents with TBI were compared with 25 and 23 noninjured children and adolescents, respectively. Based on a prefrontal model, the cognitive demand on the ongoing component of a prospective-memory task was manipulated. Overall, those with TBI had poorer prospective-memory performance than their noninjured peers. Performance was worse in a high cognitive-demand condition than a low, and younger children performed worse than adolescents. Decreases in performance from the low- to high-demand conditions were not significantly different between the two children's groups but were between the two adolescents' groups. Furthermore, the age and injury effects were reflected in the performances on executive function tests: the Self-ordered Pointing Task (SOPT), and the Stroop Color Word Interference Test. The Tower of London (TOL), which did not produce age or injury effects, was nevertheless found to be an important predictor of performance on the high-demand task in those with TBI. Although previous research has demonstrated impaired prospective memory performance in children with TBI, this study attempted to explain why this might occur, specifically that the prefrontal regions might be implicated. 相似文献
53.
Lyn H 《Animal cognition》2007,10(4):461-475
Error analysis has been used in humans to detect implicit representations and categories in language use. The present study
utilizes the same technique to report on mental representations and categories in symbol use from two bonobos (Pan paniscus). These bonobos have been shown in published reports to comprehend English at the level of a two-and-a-half year old child
and to use a keyboard with over 200 visuographic symbols (lexigrams). In this study, vocabulary test errors from over 10 years
of data revealed auditory, visual, and spatio-temporal generalizations (errors were more likely items that looked like sounded
like, or were frequently associated with the sample item in space or in time), as well as hierarchical and conceptual categorizations.
These error data, like those of humans, are a result of spontaneous responding rather than specific training and do not solely
depend upon the sample mode (e.g. auditory similarity errors are not universally more frequent with an English sample, nor
were visual similarity errors universally more frequent with a photograph sample). However, unlike humans, these bonobos do
not make errors based on syntactical confusions (e.g. confusing semantically unrelated nouns), suggesting that they may not
separate syntactical and semantic information. These data suggest that apes spontaneously create a complex, hierarchical,
web of representations when exposed to a symbol system.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
54.
The purpose of the current study was to examine the way individuals with persecutory delusions construe the self, others, and their main persecutor with reference to the constructs of malevolence and omnipotence, and examine the extent to which these interpersonal beliefs link to distress, self-esteem, and delusion conviction. Repertory grid methodology was used to explore interpersonal beliefs about malevolence and omnipotence in a sample (N = 30) of individuals with current persecutory delusions (mean age 36.4 years; 62% male and 53% White). Participants also completed measures of emotional distress (depression and anxiety) and self-esteem. The findings suggested that persecutors were construed as more omnipotent and malevolent than both the self and others; others in turn were construed as more omnipotent and malevolent than the self. Beliefs about self as powerful were associated with lower anxiety, depression, and higher self-esteem, and beliefs about persecutors’ omnipotence predicted delusion conviction. As with voices, the concepts of power/omnipotence and malevolence/benevolence appear to be important constructs when seeking to understand the relationship between individuals and their perceived persecutors. These findings support working therapeutically with negative schematic beliefs about self, others, and persecutors, which is consistent with a person-based cognitive therapy model of distressing psychosis. 相似文献
55.
Elissa J. Hamlat Jonathan P. Stange Lyn Y. Abramson Lauren B. Alloy 《Journal of abnormal child psychology》2014,42(4):527-538
Robust evidence supports that girls and boys who experience early pubertal timing, maturing earlier than one’s peers, are vulnerable to developing symptoms of depression. However, it has yet to be clarified whether early pubertal timing confers vulnerability to African American as well as to Caucasian adolescents and whether this vulnerability is specific to depressive symptoms or can be generalized to symptoms of social anxiety. In previous studies, one race or one sex was examined in isolation or sample sizes were too small to examine racial differences. Our longitudinal study consisted of a sample of 223 adolescents (Mage?=?12.42, 54.3 % female, 50.2 % African American, and 49.8 % Caucasian). At baseline, depressive symptoms, social anxiety symptoms, and pubertal timing were assessed by self-report. Nine months later, we assessed depressive symptoms, social anxiety symptoms, body esteem, and stressful life events that occurred between baseline and follow-up. Analyses indicated that early pubertal timing interacted with stressful life events to predict increased symptoms of depression, but only for Caucasian girls and African American boys. Results were found to be specific to depressive symptoms and did not generalize to symptoms of social anxiety. Additionally, there was a significant positive indirect effect of pubertal timing on symptoms of depression through body esteem for Caucasian females. 相似文献
56.
The motivations for rural and agricultural development in the twenty-first century are not different from previous centuries, but evolving technologies in the late twentieth century have altered many methods and institutional arrangements for accomplishing development. The internet has facilitated initiatives that in earlier decades would have required large, complex organizations in both donor and developing countries. We will compare the ethical and institutional strengths and weaknesses of two such initiatives in Malawi: a smallholder farmers organization involved in fair trade and the Millennium Village Project. These are two of a large array of institutions which are currently being used to benefit smallholder agricultural producers. We will examine their relative merits through the lenses of various ethical paradigms and show that the institutional arrangements of the two programs are complimentary in the evolution of agricultural trading systems linking the global north and south. 相似文献
57.
58.
Natalya Kaganovich Jennifer Schumaker Danielle Macias Dana Gustafson 《Developmental science》2015,18(5):751-770
Previous studies indicate that at least some aspects of audiovisual speech perception are impaired in children with specific language impairment (SLI). However, whether audiovisual processing difficulties are also present in older children with a history of this disorder is unknown. By combining electrophysiological and behavioral measures, we examined perception of both audiovisually congruent and audiovisually incongruent speech in school‐age children with a history of SLI (H‐SLI), their typically developing (TD) peers, and adults. In the first experiment, all participants watched videos of a talker articulating syllables ‘ba’, ‘da’, and ‘ga’ under three conditions – audiovisual (AV), auditory only (A), and visual only (V). The amplitude of the N1 (but not of the P2) event‐related component elicited in the AV condition was significantly reduced compared to the N1 amplitude measured from the sum of the A and V conditions in all groups of participants. Because N1 attenuation to AV speech is thought to index the degree to which facial movements predict the onset of the auditory signal, our findings suggest that this aspect of audiovisual speech perception is mature by mid‐childhood and is normal in the H‐SLI children. In the second experiment, participants watched videos of audivisually incongruent syllables created to elicit the so‐called McGurk illusion (with an auditory ‘pa’ dubbed onto a visual articulation of ‘ka’, and the expectant perception being that of ‘ta’ if audiovisual integration took place). As a group, H‐SLI children were significantly more likely than either TD children or adults to hear the McGurk syllable as ‘pa’ (in agreement with its auditory component) than as ‘ka’ (in agreement with its visual component), suggesting that susceptibility to the McGurk illusion is reduced in at least some children with a history of SLI. Taken together, the results of the two experiments argue against global audiovisual integration impairment in children with a history of SLI and suggest that, when present, audiovisual integration difficulties in this population likely stem from a later (non‐sensory) stage of processing. 相似文献
59.
60.
Christine M. Rubie‐Davies Annaline Flint Lyn G. McDonald 《The British journal of educational psychology》2012,82(2):270-288
Background. There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. Aims. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio‐economic level of school and class level), and three teacher socio‐psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. Sample. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio‐economic areas and from rural and urban locations within New Zealand. Method. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio‐psychological beliefs and the teacher and school factors included in the study. Results. Mastery‐oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio‐economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Conclusions. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes. 相似文献