全文获取类型
收费全文 | 641篇 |
免费 | 40篇 |
专业分类
681篇 |
出版年
2023年 | 12篇 |
2022年 | 14篇 |
2021年 | 12篇 |
2020年 | 24篇 |
2019年 | 22篇 |
2018年 | 26篇 |
2017年 | 40篇 |
2016年 | 34篇 |
2015年 | 17篇 |
2014年 | 16篇 |
2013年 | 76篇 |
2012年 | 48篇 |
2011年 | 33篇 |
2010年 | 25篇 |
2009年 | 14篇 |
2008年 | 26篇 |
2007年 | 34篇 |
2006年 | 24篇 |
2005年 | 30篇 |
2004年 | 14篇 |
2003年 | 15篇 |
2002年 | 25篇 |
2001年 | 10篇 |
2000年 | 3篇 |
1999年 | 7篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1996年 | 2篇 |
1995年 | 4篇 |
1992年 | 5篇 |
1991年 | 2篇 |
1990年 | 4篇 |
1989年 | 6篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1983年 | 4篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1976年 | 3篇 |
1975年 | 3篇 |
1974年 | 4篇 |
1967年 | 1篇 |
1966年 | 2篇 |
1961年 | 1篇 |
1930年 | 1篇 |
排序方式: 共有681条查询结果,搜索用时 15 毫秒
91.
Critical Issues in Using Homework Assignments Within Cognitive-Behavioral Therapy for Schizophrenia 总被引:1,自引:0,他引:1
Natalie M. Glaser Nikolaos Kazantzis Frank P. Deane Lindsay G. Oades 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2000,18(4):247-261
Presents an overview of the research findings to date and practical guidelines for the use of homework in cognitive-behavioral therapy for schizophrenia. In particular, the article outlines strategies to combat the common difficulties experienced when using homework with clients with schizophrenia and the types of homework assignments that may be most helpful. The empirical evidence suggests that cognitive-behavioral therapy incorporating homework assignments help clients to improve at least 60% more than those in treatment without homework. Despite that most therapy formulations incorporate homework as an integral component of treatment for schizophrenia, prior research has identified that practitioners consider homework to be less helpful for clients with delusions and hallucinations. Interventions to enhance homework compliance in the treatment of clients with schizophrenia are outlined. 相似文献
92.
Sara S. Nozadi Tracy L. Spinrad Nancy Eisenberg Rebecca Bolnick Natalie D. Eggum-Wilkens Cynthia L. Smith Bridget Gaertner Anne Kupfer Julie Sallquist 《Infant behavior & development》2013
Despite evidence for the importance of individual differences in expressive language during toddlerhood in predicting later literacy skills, few researchers have examined individual and contextual factors related to language abilities across the toddler years. Furthermore, a gap remains in the literature about the extent to which the relations of negative emotions and parenting to language skills may differ for girls and boys. The purpose of this longitudinal study was to investigate the associations among maternal sensitivity, children's observed anger reactivity, and expressive language when children were 18 (T1; n = 247) and 30 (T2; n = 216) months. At each age, mothers reported on their toddlers’ expressive language, and mothers’ sensitive parenting behavior was observed during an unstructured free-play task. Toddlers’ anger expressions were observed during an emotion-eliciting task. Using path modeling, results showed few relations at T1. At T2, maternal sensitivity was negatively related to anger, and in turn, anger was associated with lower language skills. However, moderation analyses showed that these findings were significant for boys but not for girls. In addition, T1 maternal sensitivity and anger positively predicted expressive language longitudinally for both sexes. Findings suggest that the relations between maternal sensitivity, anger reactivity and expressive language may vary depending on the child's developmental stage and sex. 相似文献
93.
Distress tolerance (DT), the perceived or actual ability to tolerate negative emotional or physical states, is inversely related to posttraumatic stress disorder (PTSD) symptoms in civilian, community samples. No studies to date have examined the relationship between DT and PTSD in clinical samples of veterans with a comorbid diagnosis of PTSD and a substance use disorder (SUD). Thus, the present study examined the relationship between DT and PTSD in a sample of predominately African American, male veterans (n = 75) diagnosed with comorbid PTSD and SUD (according to a structured clinical interview). Results of hierarchical linear regression models indicated that DT was inversely related to total PTSD symptom severity score, above and beyond depressive symptoms and SUD severity. Of the 4 symptom clusters, DT was inversely associated with intrusions and hyperarousal. These findings are discussed in light of previous work with civilian samples. Determining whether treatment incorporating DT skills would be useful for veterans undergoing PTSD treatment should be evaluated. 相似文献
94.
Natalie Alana Ashton 《Metaphilosophy》2019,50(5):587-607
“Relativism” is often treated as a dirty word in philosophy, but relativistic theories are not entirely unappealing—they have features that might be tempting if they weren't thought to be outweighed by problematic consequences. The aim of this paper is to rethink both our attitude to epistemic relativism and the basic features of the view itself. The paper discusses four objections and uses them to isolate five constraints on a more plausible epistemic relativism. It then sketches out a view that meets all of these constraints. This stratified epistemic relativism offers a complex, socially informed picture of justification that accounts for the many different kinds of roles that epistemic agents act, and think, in accordance with each day, and can serve as a starting point for constructing a more detailed epistemic relativism, which could secure its appealing benefits without incurring the costs traditionally associated with relativist views. 相似文献
95.
Casey Doyle 《Pacific Philosophical Quarterly》2019,100(2):432-452
Pessimists about moral testimony hold that there is something suboptimal about forming moral beliefs by deferring to another. This paper motivates an analogous claim about self‐knowledge of the reason‐responsive attitudes. When it comes to your own mind, it seems important to know things “from the inside”, in the first‐personal way, rather than putting your trust in another. After motivating pessimism, the paper offers an explanation of its truth. First‐person knowledge is distinctive because it involves knowing a state of mind and finding it intelligible from one's point of view. It concludes by considering the value of this form of self‐understanding. 相似文献
96.
Negative self-images play an important role in maintaining social anxiety disorder. We propose that these images represent the working self in a Self-Memory System that regulates retrieval of self-relevant information in particular situations. Self-esteem, one aspect of the working self, comprises explicit (conscious) and implicit (automatic) components. Implicit self-esteem reflects an automatic evaluative bias towards the self that is normally positive, but is reduced in socially anxious individuals. Forty-four high and 44 low socially anxious participants generated either a positive or a negative self-image and then completed measures of implicit and explicit self-esteem. Participants who held a negative self-image in mind reported lower implicit and explicit positive self-esteem, and higher explicit negative self-esteem than participants holding a positive image in mind, irrespective of social anxiety group. We then tested whether positive self-images protected high and low socially anxious individuals equally well against the threat to explicit self-esteem posed by social exclusion in a virtual ball toss game (Cyberball). We failed to find a predicted interaction between social anxiety and image condition. Instead, all participants holding positive self-images reported higher levels of explicit self-esteem after Cyberball than those holding negative self-images. Deliberate retrieval of positive self-images appears to facilitate access to a healthy positive implicit bias, as well as improving explicit self-esteem, whereas deliberate retrieval of negative self-images does the opposite. This is consistent with the idea that negative self-images may have a causal, as well as a maintaining, role in social anxiety disorder. 相似文献
97.
Jason D. Brown Jennifer Sintzel David St. Arnault Natalie George 《Journal of child and family studies》2009,18(6):633-642
It is important to understand how cultural values, beliefs and traditions of foster parents are related to placement success because a substantial proportion of children in care come from culturally diverse backgrounds. In the present study participants were asked about resources they saw as necessary to improve their confidence fostering children from culturally diverse backgrounds. Sixty-one foster parents from a central Canadian province participated in a telephone interview that included the question: “what would help you feel more confident about fostering children with different values, beliefs and traditions?” A total of 35 unique responses were obtained and grouped together by 13 foster parents. Multidimensional scaling and cluster analysis were used to analyze the grouping data. Foster parents described six themes: understanding different cultures, training, self awareness, agency support, open discussion and community services. There were several similarities and differences between the perspectives of foster parents interviewed and the literature. Implications for future research are discussed. 相似文献
98.
Goal orientation theory is concerned with performance and learning goals in academic, athletic, and other ability areas. Here
we examine performance and learning goals for emotion regulation. We define performance goals for emotion regulation as seeking
to prove one’s ability to manage emotions; learning goals for emotion regulation are defined as seeking to improve one’s ability to manage emotions. In two studies, we tested the hypothesis that performance goals for emotion regulation
would be associated with greater use of defensive emotion regulation strategies and depressive symptoms. Results from both
studies showed that individuals with greater performance goals for emotion regulation reported higher levels of rumination
and thought suppression and greater depressive symptoms, while individuals with greater learning goals reported greater use
of cognitive reappraisal. The findings suggest that goals for emotion regulation may help explain individual differences in
use of defensive versus constructive emotion regulation strategies. 相似文献
99.
100.
Research on Child and Adolescent Psychopathology - Network analytic techniques examine how items used to measure underlying constructs are related to one another and identify core characteristics.... 相似文献