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71.
In this article the first author (MG) examines her experiences, reflections, and questions after traveling to Kenya and then
attempting to integrate those experiences into her Western life. Using an autoethnographic format, different implications
for the author are explored as she becomes more culturally aware both of other ways of being as well as of her own identity.
MG publically shared her experiences on three different occasions, and then used a reflective stance to consider the implications
of the questions posed for her personally, for the therapy field, and for the meaning of maintaining multicultural competencies. 相似文献
72.
PATHS in Croatia: A school‐based randomised‐controlled trial of a social and emotional learning curriculum 下载免费PDF全文
Miranda Novak Josipa Mihić Josipa Bašić Robert L. Nix 《International journal of psychology》2017,52(2):87-95
This study represents the first rigorous evaluation of a social‐emotional learning curriculum, PATHS (P romoting A lternative Th inking S trategies; Kusché & Greenberg, 1994), in elementary schools in Croatia. This study randomly assigned 29 schools to receive the universal preventive intervention or continue with usual practices. Within those schools, this study included 57 classrooms and 568 children. Teachers rated nine child behaviours in the middle of first grade (pre‐intervention) and near the end of second grade (post‐intervention). Hierarchical linear models, nesting children within classrooms, revealed few changes in behaviour across the sample as a whole or among higher risk children. However, there were changes on eight of the nine behaviours for lower risk children. The findings are considered in the context of the classroom culture and teachers' preparation and readiness to implement a social‐emotional learning curriculum in Croatia. This study highlights the need to supplement universal preventive interventions with selective preventive interventions that can provide more intensive and targeted skill practice for higher risk children. This study also highlights the nuanced effects of a universal preventive intervention in helping different children in different ways. 相似文献
73.
Miranda Witvliet Mara Brendgen Pol A. C. van Lier Hans M. Koot Frank Vitaro 《Journal of abnormal child psychology》2010,38(8):1045-1056
This study examined whether clique isolation predicted an increase in depressive symptoms and whether this association was
mediated by loneliness and perceived social acceptance in 310 children followed from age 11–14 years. Clique isolation was
identified through social network analysis, whereas depressive symptoms, loneliness, and perceived social acceptance were
assessed using self ratings. While accounting for initial levels of depressive symptoms, peer rejection, and friendlessness
at age 11 years, a high probability of being isolated from cliques from age 11 to 13 years predicted depressive symptoms at
age 14 years. The link between clique isolation and depressive symptoms was mediated by loneliness, but not by perceived social
acceptance. No sex differences were found in the associations between clique isolation and depressive symptoms. These results
suggest that clique isolation is a social risk factor for the escalation of depressive symptoms in early adolescence. Implications
for research and prevention are discussed. 相似文献
74.
Miranda Sentse Siegwart Lindenberg Annelies Omvlee Johan Ormel René Veenstra 《Journal of abnormal child psychology》2010,38(1):119-130
In a large sample of early adolescents (T2: n = 1023; M age = 13.51; 55.5% girls) it was investigated whether the effects of parental and peer acceptance and rejection on psychopathology
(externalizing and internalizing problems) remain when taking into account both contexts simultaneously. Moreover, we examined
whether acceptance in one context can buffer rejection in the other. It was found that when analyzing peer and parent effects
simultaneously (1) the protective effect of parental acceptance and the risk effect of peer rejection were diminished; (2)
the protective effect of peer acceptance and the risk-effect of parental rejection remained strong; and (3) peer acceptance
buffered parental rejection but parental acceptance did not buffer peer rejection. The results imply that the parent and peer
contexts are interdependent. Implications and directions for future research are given. 相似文献
75.
Miranda Occhionero Maria José Esposito Pier Carla Cicogna Giovanna Nigro 《Applied cognitive psychology》2010,24(6):774-791
Two experiments examined whether time‐based prospective memory performance is influenced by the continuous or discontinuous nature of an ongoing activity. The first experiment demonstrated that prospective memory performance was not influenced by the engagement in continuous or discontinuous ongoing activity. The second experiment demonstrated that a discontinuous ongoing activity negatively affected prospective memory performance when participants had to execute two time‐based tasks for which the retention intervals partially overlapped. The results suggest that when individuals are engaged in multiple time‐based tasks, a general timing disruption occurs, with a proactive interference effect resulting in costs that are detrimental to prospective timing. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
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Miranda Fricker 《Metaphilosophy》2003,34(1-2):154-173
The dual aim of this article is to reveal and explain a certain phenomenon of epistemic injustice as manifested in testimonial practice, and to arrive at a characterisation of the anti–prejudicial intellectual virtue that is such as to counteract it. This sort of injustice occurs when prejudice on the part of the hearer leads to the speaker receiving less credibility than he or she deserves. It is suggested that where this phenomenon is systematic it constitutes an important form of oppression. 相似文献
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