全文获取类型
收费全文 | 166篇 |
免费 | 10篇 |
专业分类
176篇 |
出版年
2023年 | 3篇 |
2022年 | 1篇 |
2021年 | 3篇 |
2020年 | 1篇 |
2019年 | 2篇 |
2018年 | 13篇 |
2017年 | 8篇 |
2016年 | 9篇 |
2015年 | 7篇 |
2014年 | 11篇 |
2013年 | 20篇 |
2012年 | 14篇 |
2011年 | 10篇 |
2010年 | 4篇 |
2009年 | 6篇 |
2008年 | 6篇 |
2007年 | 7篇 |
2006年 | 7篇 |
2005年 | 8篇 |
2004年 | 7篇 |
2003年 | 8篇 |
2002年 | 2篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1994年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1974年 | 1篇 |
排序方式: 共有176条查询结果,搜索用时 0 毫秒
121.
Competition is one of the driving forces of the market, but the actual effects that a competitive behavior can produce, especially on well-being, depend on how competition is perceived by economic agents. In this paper we empirically study the relationship among different attitudes to competition, positional concerns, and happiness. Using microdata from an ad-hoc survey administered to all first-year undergraduate students attending courses in economics and sociology at a medium-sized university in the North of Italy, we find a high degree of positionality for several items, especially income. Furthermore, the attitude to competition matters for both positionality and wellbeing: while a negative perception of competition increases the probability of being positional, a positive perception of competition increases life satisfaction. Results by gender highlight that a negative perception of competition is detrimental particularly for women. These results are robust to alternative definitions of the competition indicators and to alternative ways to control for potential endogeneity. 相似文献
122.
123.
ResumenEn este artículo se propone un cuerpo de conocimientos que hipotetizamos debería reunir la Psicología Diferencial Cognoscitiva. Esta propuesta tiene en consideración la relación entre los diversos enfoques de la Psicología Diferencial, tanto clásicos como más actuales, y la Psicología General, de acuerdo a tres metaniveles de teorización. Básicamente, la tesis mantenida en este artículo es que la psicología debería tender a elaborar modelos ajustados a las diferencias individuales en las actividades cognoscitivas tradicionalmente estudiadas por la psicología cognitiva, sea general o diferencial, y no tanto a buscar modelos canónicos referidos a dichas actividades. 相似文献
124.
Cognitive dysfunction in Parkinson's Disease (PD) has been consistently reported, but little is known about cognitive impairment in PD patients without dementia, and its association with clinical characteristics, neuropsychiatric disturbance and functional activities. Therefore, we evaluated 52 non-demented PD patients, 22 of them with mild cognitive impairment (PD-MCI) who were matched with 52 healthy controls. Our results confirm the existence of dysfunction in information processing speed, executive function, verbal memory and visuo-perceptual processing in PD. On the other hand, PD-MCI was associated with advanced age at the onset of PD, more neuropsychiatric symptoms, caregiver stress and functional problems. The study supports the hypothesis that specific neuropsychological impairments may act as modulators of functional impairment in PD, for instance slowness of information processing. 相似文献
125.
Mara Westling Allodi 《Social Psychology of Education》2010,13(2):207-235
This paper defines a broad model of the psychosocial climate in educational settings. The model was developed from a general
theory of learning environments, on a theory of human values and on empirical studies of children’s evaluations of their schools.
The contents of the model are creativity, stimulation, achievement, self-efficacy, creativity, safety, control, helpfulness,
participation, responsibility and influence; they are hypothesised to be structured in a circular model. The contents are
defined and related to existing theories and research in education, special education, educational psychology and sociology,
on the basis of reviews of literature. The model underlies the Goals, Attitudes and Values in School questionnaire, developed
to assess the characteristics of educational settings. The model can be a practical tool in understanding and appreciating
differences between learning environments in research and assessment and it could represent a guideline for interventions
aimed to analyse and improve the social climate of learning environments. 相似文献
126.
Maria Grazia Tosto Gabrielle Garon-Carrier Susan Gross Stephen A. Petrill Sergey Malykh Karim Malki Sara A. Hart Lee Thompson Rezhaw L. Karadaghi Nikita Yakovlev Tatiana Tikhomirova John E. Opfer Michèle M. M. Mazzocco Ginette Dionne Mara Brendgen Frank Vitaro Richard E. Tremblay Michel Boivin Yulia Kovas 《The British journal of educational psychology》2019,89(4):787-803
127.
As people get older, they experience fewer negative emotions. Strategic processes in older adults' emotional attention and memory might play a role in this variation with age. Older adults show more emotionally gratifying memory distortion for past choices and autobiographical information than younger adults do. In addition, when shown stimuli that vary in affective valence, positive items account for a larger proportion of older adults' subsequent memories than those of younger adults. This positivity effect in older adults' memories seems to be due to their greater focus on emotion regulation and to be implemented by cognitive control mechanisms that enhance positive and diminish negative information. These findings suggest that both cognitive abilities and motivation contribute to older adults' improved emotion regulation. 相似文献
128.
Brendgen M Vitaro F Turgeon L Poulin F Wanner B 《Journal of abnormal child psychology》2004,32(3):305-320
This study examined (a) the links between children's overly positive perceptions about the relations with the peer group and with their best friend to subsequent behavioral, emotional, and social adjustment, and (b) whether these links are moderated by children's aggression. Using a short-term longitudinal design, the study was based on a sample of 819 4th- to 6th-graders (427 girls) from low to average SES families. Results showed that positive illusions about their social relations with classmates and with friends were related to an increase in children's peer-rated social preference and fostered the stability of children's dyadic friendships, regardless of children's level of aggression. In addition, overestimation of social competence with the peer group and overestimation of friendship quality were both related to a decrease in children's depressive feelings. Extreme overestimation as well as extreme underestimation of social competence with the peer group was also related to an increase in children's aggression. This latter result, however, was only true for children who were highly aggressive to begin with. The theoretical and practical implications of these results are discussed. 相似文献
129.
This study examined aggressive, depressed, and aggressive–depressed childrenr's peer relations from the children's own and from their peers' perspective. Participants were 819 fourth through sixth graders (50.2% girls) who were assessed twice during the same school year. Measures included children's aggression and depression, self-rated and peer-rated social acceptance, number of reciprocal friends, and self-rated and friend-rated friendship quality. Analyses revealed different patterns, depending on the perspective considered. Depression but not aggression was significantly related to difficulties with the peer group and with dyadic friends from the children's own perspective, whereas the opposite pattern was found according to the peers' view. The co-occurrence of aggression and depression entailed significant difficulties with peers regardless of perspective. The implications of these results for the links between children's aggression and depression and their interpersonal relationships are discussed. 相似文献
130.
Previous studies have found that, when remembering, older adults often rely more on schematic knowledge than do younger adults. We replicated this finding when participants were induced to review the facts of the event; furthermore, neuropsychological correlates suggested that this age-related increase in schema reliance is associated with declines in reflective processes. In addition, when they were induced to focus on their feelings and reactions when reviewing an event, both older and younger adults' later memory of the event was strongly affected by their schematic knowledge. 相似文献