全文获取类型
收费全文 | 721篇 |
免费 | 44篇 |
出版年
2023年 | 11篇 |
2022年 | 12篇 |
2021年 | 14篇 |
2020年 | 31篇 |
2019年 | 24篇 |
2018年 | 30篇 |
2017年 | 34篇 |
2016年 | 30篇 |
2015年 | 22篇 |
2014年 | 19篇 |
2013年 | 90篇 |
2012年 | 52篇 |
2011年 | 33篇 |
2010年 | 24篇 |
2009年 | 12篇 |
2008年 | 31篇 |
2007年 | 35篇 |
2006年 | 23篇 |
2005年 | 32篇 |
2004年 | 17篇 |
2003年 | 14篇 |
2002年 | 26篇 |
2001年 | 12篇 |
2000年 | 10篇 |
1999年 | 7篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1992年 | 4篇 |
1990年 | 6篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1984年 | 3篇 |
1983年 | 5篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1979年 | 4篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1975年 | 4篇 |
1972年 | 3篇 |
1971年 | 3篇 |
1970年 | 4篇 |
1969年 | 3篇 |
1968年 | 5篇 |
1967年 | 5篇 |
1965年 | 3篇 |
1958年 | 2篇 |
排序方式: 共有765条查询结果,搜索用时 40 毫秒
741.
Vincent Domon-Archambault Psy.D. Miguel M. Terradas Natalie Mikic 《Journal of Infant, Child, and Adolescent Psychotherapy》2020,19(3):321-334
ABSTRACT The systematic and rigorous observations of children in child psychiatry and Youth Protection Services in Quebec revealed that most of these children presented multiple, complex and often severe problems, and did not seem to benefit much from classic psychodynamic psychotherapy. Owing to a poorly developed mentalizing capacity, many of these children did not use symbolic play as a means of expressing their intrapsychic conflicts and relational difficulties and did not communicate much verbally with clinicians. It was noted also that these children’s inner world was dominated by prementalizing modes of thinking, namely, the teleological mode, the psychic equivalence mode, and the pretend mode. This article is the last in a series of three. The first concerns the clinical assessment of prementalizing modes of psychic functioning in children and their parents. The second lays out the general objectives, principles and interventions of a mentalization-based treatment for children. This third article presents specific intervention strategies adapted to children’s predominant mode of thinking. The objectives and techniques regarding each mode are discussed. Three clinical examples serve to illustrate the interventions. The authors suggest that these children must develop a certain degree of mentalizing capacity before they can benefit from classic psychodynamic psychotherapy. 相似文献
742.
743.
744.
Heather M. Wojton Daniel Porter Stephanie T. Lane Chad Bieber Poornima Madhavan 《The Journal of social psychology》2020,160(6):735-750
ABSTRACT Trust is a key determinant of whether people rely on automated systems in the military and the public. However, there is currently no standard for measuring trust in automated systems. In the present studies, we propose a scale to measure trust in automated systems that is grounded in current research and theory on trust formation, which we refer to as the Trust in Automated Systems Test (TOAST). We evaluated both the reliability of the scale structure and criterion validity using independent, military-affiliated and civilian samples. In both studies we found that the TOAST exhibited a two-factor structure, measuring system understanding and performance (respectively), and that factor scores significantly predicted scores on theoretically related constructs demonstrating clear criterion validity. We discuss the implications of our findings for advancing the empirical literature and in improving interface design. 相似文献
745.
Natalie Koch 《Sport, Ethics and Philosophy》2020,14(3):355-376
ABSTRACT The names of two major Gulf airlines, Qatar Airways and Emirates, have saturated the European football scene for many years, sponsoring some of the most prominent European teams and FIFA itself. These state-backed airlines are also active in motorsports, rugby, cycling, tennis, golf, cricket, and equestrian sport, while several prominent Gulf elites and royal family members have recently taken over major sports franchises in Europe and elsewhere. How should we understand these far-reaching sponsorship agendas in the Gulf? What can they tell us about the politics and ethics of international sport on the Arabian Peninsula? Moving beyond the general readings of Gulf sport sponsorship as an exercise in ‘soft power,’ this article shows how these deals are strategic nodes for diverse actors in the Gulf and in the international sporting community to advance various interests: personal, political, financial, and otherwise. Informed by a critical geopolitics lens that questions the coherence of the ‘state’ as an actor, I ask what it means to say that ‘the Gulf’ sponsors sport, and more specifically investigate the relevant actors behind these sponsorship deals. To do so, this article examines regional and global political economy through a focus on three Gulf airline sponsors, Emirates, Etihad, and Qatar Airways, and three elite sports sponsors—the UAE’s Sheik Mansour, Qatar’s Nasser bin Ghanim Al-Khelaïfi, and Sheikh Nasser of Bahrain. By decentering ‘soft power’ approaches to sport that unduly emphasize the ‘state’ as an actor, this article suggests a more grounded approach to the geopolitics of sport in the Arabian Peninsula, which simultaneously acknowledges the complicity of Western actors and institutions in the rise of Gulf sports sponsorship deals in the past decade. 相似文献
746.
747.
Kari S. Kretch Emily C. Marcinowski Lin-Ya Hsu Natalie A. Koziol Regina T. Harbourne Michele A. Lobo Stacey C. Dusing 《Developmental science》2023,26(3):e13318
The development of independent sitting changes everyday opportunities for learning and has cascading effects on cognitive and language development. Prior to independent sitting, infants experience the sitting position with physical support from caregivers. Why does supported sitting not provide the same input for learning that is experienced in independent sitting? This question is especially relevant for infants with gross motor delay, who require support in sitting for many months after typically developing infants sit independently. We observed infants with typical development (n = 34, ages 4–7 months) and infants with gross motor delay (n = 128, ages 7–16 months) in early stages of sitting development, and their caregivers, in a dyadic play observation. We predicted that infants who required caregiver support for sitting would spend more time facing away from the caregiver and less time contacting objects than infants who could sit independently. We also predicted that caregivers of supported sitters would spend less time contacting objects because their hands would be full supporting their infants. Our first two hypotheses were confirmed; however, caregivers spent surprisingly little time using both hands to provide support, and caregivers of supported sitters spent more time contacting objects than caregivers of independent sitters. Similar patterns were seen in the group of typically developing infants and the infants with motor delay. Our findings suggest that independent sitting and supported sitting provide qualitatively distinct experiences with different implications for social interaction and learning opportunities.
Highlights
- During seated free play, supported sitters spent more time facing away from their caregivers and less time handling objects than independent sitters.
- Caregivers who spent more time supporting infants with both hands spent less time handling objects; however, caregivers mostly supported infants with one or no hands.
- A continuous measure of sitting skill did not uniquely contribute to these behaviors beyond the effect of binary sitting support (supported vs. independent sitter).
- The pattern of results was similar for typically developing infants and infants with gross motor delay, despite differences in age.
748.
How do children succeed in learning a word? Research has shown robustly that, in ambiguous labeling situations, young children assume novel labels to refer to unfamiliar rather than familiar objects. However, ongoing debates center on the underlying mechanism: Is this behavior based on lexical constraints, guided by pragmatic reasoning, or simply driven by children's attraction to novelty? Additionally, recent research has questioned whether children's disambiguation leads to long-term learning or rather indicates an attentional shift in the moment of the conversation. Thus, we conducted a pre-registered online study with 2- and 3-year-olds and adults. Participants were presented with unknown objects as potential referents for a novel word. Across conditions, we manipulated whether the only difference between both objects was their relative novelty to the participant or whether, in addition, participants were provided with pragmatic information that indicated which object the speaker referred to. We tested participants’ immediate referent selection and their retention after 5 min. Results revealed that when given common ground information both age groups inferred the correct referent with high success and enhanced behavioral certainty. Without this information, object novelty alone did not guide their selection. After 5 min, adults remembered their previous selections above chance in both conditions, while children only showed reliable learning in the pragmatic condition. The pattern of results indicates how pragmatics may aid referent disambiguation and learning in both adults and young children. From early ontogeny on, children's social-cognitive understanding may guide their communicative interactions and support their language acquisition.
Research Highlights
- We tested how 2-3-year-olds and adults resolve referential ambiguity without any lexical cues.
- In the pragmatic context both age groups disambiguated novel word-object-mappings, while object novelty alone did not guide their referent selection.
- In the pragmatic context, children also showed increased certainty in disambiguation and retained new word-object-mappings over time.
- These findings contribute to the ongoing debate on whether children learn words on the basis of domain-specific constraints, lower-level associative mechanisms, or pragmatic inferences.
749.
750.
Corinne Reid Helen Davis Chiara Horlin Mike Anderson Natalie Baughman Catherine Campbell 《The British journal of developmental psychology》2013,31(2):231-256
Empathy is an essential building block for successful interpersonal relationships. Atypical empathic development is implicated in a range of developmental psychopathologies. However, assessment of empathy in children is constrained by a lack of suitable measurement instruments. This article outlines the development of the Kids' Empathic Development Scale (KEDS) designed to assess some of the core affective, cognitive and behavioural components of empathy concurrently. The KEDS assesses responses to picture scenarios depicting a range of individual and interpersonal situations differing in social complexity. Results from 220 children indicate the KEDS measures three related but distinct aspects of empathy that are also related to existing measures of empathy and cognitive development. Scores on the KEDS show age and some gender‐related differences in the expected direction. 相似文献