全文获取类型
收费全文 | 589篇 |
免费 | 24篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 17篇 |
2020年 | 9篇 |
2019年 | 14篇 |
2018年 | 17篇 |
2017年 | 20篇 |
2016年 | 14篇 |
2015年 | 8篇 |
2014年 | 12篇 |
2013年 | 64篇 |
2012年 | 20篇 |
2011年 | 27篇 |
2010年 | 13篇 |
2009年 | 20篇 |
2008年 | 25篇 |
2007年 | 25篇 |
2006年 | 23篇 |
2005年 | 32篇 |
2004年 | 18篇 |
2003年 | 33篇 |
2002年 | 28篇 |
2001年 | 13篇 |
2000年 | 11篇 |
1999年 | 11篇 |
1998年 | 13篇 |
1997年 | 9篇 |
1996年 | 10篇 |
1995年 | 3篇 |
1994年 | 8篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 8篇 |
1989年 | 8篇 |
1988年 | 4篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1984年 | 5篇 |
1983年 | 6篇 |
1982年 | 6篇 |
1981年 | 3篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1975年 | 4篇 |
1972年 | 2篇 |
1967年 | 1篇 |
1966年 | 1篇 |
排序方式: 共有613条查询结果,搜索用时 15 毫秒
551.
P. Philippot V. Dethier C. Baeyens M. Bouvard 《Revue Européene de Psychologie Appliquée》2018,68(2):69-77
Introduction
Self-discrepancies (the distances between the perceived self and the ideal or the socially prescribed selves) are a hallmark in psychological distress. However, a clinical tool evaluating these discrepancies is lacking.Objective
To investigate the validity, the psychometric characteristics and the clinical relevance of the Self-Discrepancy Scale, an instrument designed to assess with multiple indices discrepancies between mental representations of the self: the actual self, on the one hand and ideal or socially-prescribed selves, on the other hand.Method
The Self-Discrepancy Scale has been administered to a large community sample, together with measures of depression, anxiety, self-esteem, and self-efficacy. It was also proposed to an additional clinical sample composed of clients with a diagnosis of mood or anxiety disorders seeking psychotherapeutic help.Results
A factor analysis evidenced three underlying dimensions to self-discrepancies: the size of the discrepancies, the resulting distress and the presence to unwanted traits. Test-retest consistency is in the acceptable range. Different profiles of self-discrepancies distinguished clinical groups suffering from different disorders.Conclusions
The data suggest that the Self-Discrepancy Scale is a valid measure of self-discrepancies and a valuable predictor of emotional vulnerability, especially with regards to abstract global judgments of discrepancies and of discrepancy induced distress. It is concluded that the Self-Discrepancy Scale offers a valuable help in clinical settings. 相似文献552.
553.
Martha C. Tompson Claudette B. Pierre Kathryn Dingman Boger James W. McKowen Priscilla T. Chan Rachel D. Freed 《Journal of abnormal child psychology》2010,38(1):105-117
Across development, maternal depression has been found to be a risk factor for youth psychopathology generally and youth depression
specifically. Maternal Expressed Emotion (EE) has been examined as a predictor of outcome among youth with depression. The
present study explored the associations between youth psychopathology and two predictors–maternal depression within the child’s
lifetime and maternal EE–in a study of children at risk for depression. One hundred and seventy-one youth, ages 8–12, and
their mothers participated. To assess maternal and youth psychopathology, dyads were administered structured diagnostic assessments,
and mothers and children completed self-report measures of their own depressive symptoms. In addition, mothers completed the
Achenbach Child Behavior Checklist–Parent Report Version (CBCL) for their children. Maternal EE was assessed based on the
Five Minute Speech Sample. History of maternal depression was associated with high maternal EE, and the combination of maternal
depression history and maternal EE was associated with children’s own reports of higher depressive symptoms. Current maternal
depressive symptoms were associated with mothers’ reports of children’s Internalizing scores on the CBCL, and maternal depression
history, current maternal depressive symptoms, and maternal EE were strongly associated with mothers’ reports of children’s
Externalizing and Total Problem scores on the CBCL. History of maternal depression and a rating of high or borderline Critical
EE (characterized by maternal critical comments and/or reports of a negative relationship) were independently associated with
children’s depression diagnoses. 相似文献
554.
This paper tackles the problem of the nature of the space of perception. Based both on philosophical arguments and on results obtained from original experimental situations, it attempts to show how space is constituted concretely, before any distinction between the “inner” and the “outer” can be made. It thus sheds light on the presuppositions of the well-known debate between internalism and externalism in the philosophy of mind; it argues in favor of the latter position, but with arguments that are foundationally antecedent to this debate. We call the position we defend enactive externalism. It is based on experimental settings which, in virtue of their minimalism, make it possible both to defend a sensori-motor/enactive theory of perception; and, especially, to inquire into the origin of the space of perception, showing how it is concretely enacted before the controversy between internalism and externalism can even take place. 相似文献
555.
556.
Pierre Vermersch 《Continental Philosophy Review》2004,37(1):45-81
It is possible to consider attention as the modulating dimension of consciousness. Understood in this sense, attention can be a privileged theme for relating the first person point of view (conceived as a psycho-phenomenology inspired by the work of Husserl) to the experimental sciences (e.g. psychology, neuropsychology, etc.), which have done a great deal of work on attention. This article will take up in succession some different points of view regarding the status of attention and its structure (e.g. static aspects). It will also consider the dynamic of attention from a micro-genetic point of view as well as a functional point of view. The final section will seek to show not only the unique and original contributions of each perspective, but also each perspective's limitations and biases. 相似文献
557.
Chris Oriet Biljana Stevanovski Pierre Jolicoeur William B Cowan 《Revue canadienne de psychologie expérimentale》2003,57(1):11-22
Action-compatible blindness refers to the finding that target stimuli are perceived less frequently if they are presented during the planning or execution of a compatible action (e.g., a left arrow presented during a left manual key press) than during an incompatible action (Müsseler & Hommel, 1997 a, b). We investigated the effect of lengthening the response execution phase in the action-compatible blindness paradigm by requiring subjects to tap a response key once or three times on the assumption that tapping three times would increase the duration of the execution phase of the response. Prior research (e.g., Stevanovski, Oriet, & Jolicoeur, 2002; Wühr & Müsseler, 2001) has shown that larger blindness effects are observed for targets presented during the execution phase of a response than after the response has been made. We investigated whether a larger blindness effect would be observed in the three-tap condition than in the one-tap condition, or whether lengthening the duration of the response would extend the time course of the blindness effect. Neither of these possibilities was supported by the data irrespective of whether the number of taps to be made was blocked or mixed within a block of trials. The results are discussed in terms of current accounts of action-compatible blindness and the possible cognitive differences between making a single response and repeating a response. 相似文献
558.
559.
560.
Pierre Perruchet Rolf Reber 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》2003,56(1):125-130
Dienes and Altmann argue that an untrained control group provides a reliable baseline to measure artificial grammar learning. In this reply, we first provide a fictitious example to demonstrate that this assessment is faulty. We then analyse why this assessment is wrong, and we reiterate the solution proposed in Reber and Perruchet (this issue) for a proper control. Finally, we point out the importance of these methodological principles in the context of implicit learning studies. 相似文献