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141.
Bonanno GA Keltner D Noll JG Putnam FW Trickett PK LeJeune J Anderson C 《Journal of personality and social psychology》2002,83(1):94-110
For survivors of childhood sexual abuse (CSA), verbal disclosure is often complex and painful. The authors examined the voluntary disclosure-nondisclosure of CSA in relation to nonverbal expressions of emotion in the face. Consistent with hypotheses derived from recent theorizing about the moral nature of emotion, CSA survivors who did not voluntarily disclose CSA showed greater facial expressions of shame, whereas CSA survivors who voluntarily disclosed CSA expressed greater disgust. Expressions of disgust also signaled sexual abuse accompanied by violence. Consistent with recent theorizing about smiling behavior, CSA nondisclosers made more polite smiles, whereas nonabused participants expressed greater genuine positive emotion. Discussion addressed the implications of these findings for the study of disclosure of traumatic events, facial expression, and the links between morality and emotion. 相似文献
142.
Penelope Garvey 《Psychoanalytic Psychotherapy》2013,27(3):229-240
SUMMARY In this paper I have described some of Rosenfeld's ideas about narcissism, and in particular the distinction he makes between libidinal and destructive narcissism. Using a clinical example to illustrate the struggle between dependency and the power of excitement and destruction, I have attempted to show some narcissistic defences in action. I have argued that while Rosenfeld's differentiation may not hold, in that both constructive and destructive elements are always present, he has identified vividly important elements. The degree of the destructiveness, the extent to which it is split-off, hidden and unavailable, the extent to which it is maintained by excitement and eroticisation, and the rigidity of the organisation that has been set up (that is, where or not much is allowed in from outside) are all crucial. What needs to be distinguished are states of mind, and which state of mind is in the ascendancy at any one time. I have reviewed briefly some of the theories advanced to explain why these defences come into existence, and I have mentioned some of the consequent implications for technique. 相似文献
143.
Catherine Garvey 《认知与教导》2013,31(3-4):251-264
Interpersonal conflicts and sequences of misunderstandings of the interpretative frame (as "real" or "pretend") were examined in the videotaped interactions of 19 pairs of preschool-age children. Several linguistic/pragmatic devices employed for disambiguating frame and for handling opposition during the planning and conducting of play activity were identified and discussed. The devices are characteristic of a mitigated style of interactional response. The dual requirements of mutual agreement on interpretative frame and maintenance of willing collaboration in the construction of make-believe play are hypothesized to underlie the relatively sophisticated level of disambiguation and conflict-handling observed in these interactions. 相似文献
144.
Nadia Y. Bashir Penelope Lockwood Alison L. Chasteen Daniel Nadolny Indra Noyes 《European journal of social psychology》2013,43(7):614-626
Despite recognizing the need for social change in areas such as social equality and environmental protection, individuals often avoid supporting such change. Researchers have previously attempted to understand this resistance to social change by examining individuals' perceptions of social issues and social change. We instead examined the possibility that individuals resist social change because they have negative stereotypes of activists, the agents of social change. Participants had negative stereotypes of activists (feminists and environmentalists), regardless of the domain of activism, viewing them as eccentric and militant. Furthermore, these stereotypes reduced participants' willingness to affiliate with ‘typical’ activists and, ultimately, to adopt the behaviours that these activists promoted. These results indicate that stereotypes and person perception processes more generally play a key role in creating resistance to social change. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献
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146.
Penelope Espinoza Ana B. Arêas da Luz Fontes Clarissa J. Arms-Chavez 《Social Psychology of Education》2014,17(1):105-126
Research is presented on the attributional gender bias: the tendency to generate different attributions (explanations) for female versus male students’ performance in math. Whereas boys’ successes in math are attributed to ability, girls’ successes are attributed to effort; conversely, boys’ failures in math are attributed to a lack of effort and girls’ failures to a lack of ability. This bias has been shown in previous research to be committed by teachers, parents, and students themselves. The present work sought to investigate whether this bias among secondary school math teachers might be reduced over time through adoption of an incremental theory of intelligence. Findings revealed at baseline, teachers committed the expected bias in reference to their high-achieving students’ math performance. Following exposure to stimuli, teachers in both experimental and control conditions reduced this bias. Unexpectedly, teachers across conditions showed a type of compensation for the bias by reversing stereotypical attributions for girls’ and boys’ successes and failures in math. Further, participants relapsed to the original bias nearly a year later. Findings indicate the potential to modify attributional gender bias, but also the challenges for achieving long-term changes within school contexts and for emphasizing effort beyond ability in math performance. 相似文献
147.
Shakoor S Jaffee SR Andreou P Bowes L Ambler AP Caspi A Moffitt TE Arseneault L 《Journal of abnormal child psychology》2011,39(3):379-387
Stressful events early in life can affect children’s mental health problems. Collecting valid and reliable information about
children’s bad experiences is important for research and clinical purposes. This study aimed to (1) investigate whether mothers
and children provide valid reports of bullying victimization, (2) examine the inter-rater reliability between the two informants,
(3) test the predictive validity of their reports with children’s emotional and behavioral problems and (4) compare the genetic
and environmental etiology of bullying victimization as reported by mothers and children. We assessed bullying victimization
in the Environmental-Risk (E-Risk) Longitudinal Twin Study, a nationally-representative sample of 1,116 families with twins.
We collected reports from mothers and children during private interviews, including detailed narratives. Findings showed that
we can rely on mothers and children as informants of bullying victimization: both informants provided information which adhered
to the definition of bullying as involving repeated hurtful actions between peers in the presence of a power imbalance. Although
mothers and children modestly agreed with each other about who was bullied during primary and secondary school, reports of
bullying victimization from both informants were similarly associated with children’s emotional and behavioral problems and
provided similar estimates of genetic and environmental influences. Findings from this study suggest that collecting information
from multiple informants is ideal to capture all instances of bullying victimization. However, in the absence of child self-reports,
mothers can be considered as a viable alternative, and vice versa. 相似文献
148.
Moore PJ Gratzer W Lieber C Edelson V O'Leary J Terry SF 《Journal of genetic counseling》2012,21(1):127-135
The Community Centered Family Health History project was initiated to create accessible family health history tools produced
by and for the community. The project goal was to promote increased community engagement in health education by encouraging
conversations among family members that would translate knowledge of family health history into healthy lifestyle choices.
As one of seven community partners, Iona College participated in customizing and beta-testing the Does It Run in the Family? toolkit. Twenty-nine college students were engaged to recruit three relatives related by blood to provide feedback on the
utility of the toolkit. The toolkit consists of two booklets—“A Guide to Family Health History” and “A Guide to Understanding
Genetics and Health”—explaining the importance of knowing and talking about health within the family as well as basics about
how conditions are passed down through generations. Twenty-two of the twenty-nine students participated in focus groups to
discuss their reactions to participation in the project. Students in the focus group reported that the study participants—students
and their family members—found the toolkit to be user friendly and the experience a valuable one that prompted many to take
positive steps toward good health. 相似文献
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