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421.
Ersilia Menesini Marina Camodeca 《The British journal of developmental psychology》2008,26(2):183-196
This study aimed at investigating intentional and non‐intentional situations eliciting shame and guilt in relation to children's involvement in bullying, victimization and prosocial behaviour. We used the contextual model designed by Olthof, Schouten, Kuiper, Stegge, and Jennekens‐Schinkel (2000) according to which certain situations elicit more shame than guilt (‘shame‐only’, SO), whereas others elicit both guilt and shame (‘shame‐and‐guilt’, SAG). Besides these, four new scenarios were added (2 SO and 2 SAG) in which the protagonist was alternatively the perpetrator or the receiver of harm. Participants were 121 children aged 9–11, who filled in the self‐report Shame and Guilt Questionnaire, and a peer nomination survey to investigate the roles of bully, victim, prosocial and not involved. Results showed that in SAG situations, perpetrated‐harm situations elicited more guilt than neutral situations; while in SO situations, neutral situations elicited more shame than received‐harm situations. In SAG situations, prosocial children reported feeling more ashamed and guilty than bullies and not‐involved children, while in SO situations, victims scored higher on shame than not‐involved children. Results are discussed considering the contextual model employed and the relationship between emotions and behaviours. 相似文献
422.
Derry Taylor Erik Gustafsson Guillaume Dezecache Marina Davila-Ross 《Developmental science》2023,26(3):e13334
Directedness and engagement during pre-verbal vocal communication play a major role in language development. What was their role in the evolution of language? This question invites us to examine these behaviours in chimpanzee vocal ontogeny. We collected observational data on infant (N = 15) and juvenile (N = 13) chimpanzees at Chimfunshi Wildlife Orphanage, Zambia. We examined the impact of age and vocalization type (grunts, whimpers, laughs and screams) on directed cues (gaze directedness and face directedness) and engagement (mutual face directedness) during vocal communication. We also assessed the impact of directed cues and engagement on social interactions by coding the behaviour of social partners before, during and after a vocalisation, and examining whether they contingently changed their behaviour in response to the vocalisation if it was directed or if engagement occurred. We found that face directed vocalisations showed a general increase during ontogeny and we observed call-type dependent effects of age for mutual face directedness. Only face directed vocalisations were significantly predictive of behavioural responses in social partners. We conclude that like young humans, young chimpanzees routinely exhibit directed behaviours and engagement during vocal communication. This social competency improves during ontogeny and benefits individuals by increasing the chances of eliciting behavioural responses from social partners. Directedness and engagement likely provide a foundation for language phylogenetically, as well as ontogenetically.
Research Highlights
- We show that directedness and engagement routinely occur during early chimpanzee vocalisations.
- Directedness increases throughout chimpanzee vocal ontogeny, similar to human infants.
- Directedness enhances social partner responsiveness, demonstrating a direct benefit to this style of communication.
- Directedness and engagement could provide a route towards language phylogenetically as well as ontogenetically.
423.
Ersilia Menesini Annalaura Nocentini Marina Camodeca 《The British journal of developmental psychology》2013,31(1):1-14
The aim of the present study was to investigate moral aspects and human values in traditional bullying and cyberbullying, in order to detect differences between the two types of bullying and to test the role of immoral and disengaged behaviours in mediating the relationships between personal values and involvement in bullying. Sample comprised 390 adolescents aged 14–18, balanced for gender, attending different high schools. Traditional and cyberbullying were detected by means of two self‐report measures, while the Portrait Values Questionnaire was used to assess 10 values in four dimensions according to the value system model by Schwartz (1992): self‐trascendence, self‐enhancement, openness to change, and conservation. Finally, immoral and disengaged behaviours were assessed by means of five items about behavioural and personal aspects salient for morality. Results showed that, irrespective of gender, self‐enhancement and self‐trascendence moderately predicted cyber and traditional bullying, respectively, while immoral and disengaged behaviours predicted both. Indirect effects showed that self‐enhancement and openness to change predicted both forms of bullying through immoral behaviour. Results are discussed in terms of similarities and differences between cyber and traditional bullying and with attention to the central role of morality in explaining bullying nature. 相似文献
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Marina Perris 《Psychoanalytic Psychotherapy》2013,27(1):18-34
This paper considers the benefits to the mental health of patients of the provision of psychological services in primary care. I describe by means of context, the development of such a service over the last 7 years. In the following section I discuss the question of who is 'the patient' who gets referred and who can benefit from psychological treatment in a primary care setting. More specifically I consider the spectrum of psychopathology of patients who are referred in primary care for psychological help and in relation to this question I discuss what would constitute a meaningful clinical intervention. In the last section, I look at the question of what needs to be in place for a successful psychological service in a primary care setting. I argue that, while benefits for mild to moderate psychological problems have been documented by research findings, clinical scrutiny of the interventions in primary care suggest that this is not necessarily the case when it comes to patients with more severe psychological problems. I further argue that there are still important issues to be considered and researched and structures to be put into place before we can safeguard the clinical effectiveness of psychological interventions in primary care. 相似文献
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