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121.
Diana Ribeiro da Silva Daniel Rijo Randall T. Salekin 《Aggression and violent behavior》2013,18(1):71-78
The identification of psychopathic traits in childhood and adolescence is a topic of growing interest for scientific research. The development of models to predict violent behavior, together with efficient preventive and therapeutic programs, is a major goal when assessing youths with psychopathic traits. This paper focuses on the construct of child and adolescent psychopathy, while approaching historical and conceptual issues. By discussing the “state of the art” of the construct, we will analyze different instruments to assess psychopathy in children and adolescents, as well as the available treatment modalities. Finally, we will present possible lines for research and clinical intervention according to an evolutionary approach to anger and antisocial behavior. 相似文献
122.
This study analyses the psychosocial risk profiles that better discriminate between three levels of risk: low, middle and high. We also examine to what extent the assessments of the level of risk made by professionals of social services are consistent with their decision of initiate a "risk declaration" expedient. For this purpose, 468 cases of families (245 two-parents and 223 one-parent) were examined through the Psychosocial Risk Profile of the Family. Discriminant analysis showed that social exclusion and family violence profiles discriminate between high and middle-low levels of risk in two-parent families. Negligence and family violence plus maternal inadequacy and children maladjustment discriminate between high and middle-low levels of risk in one-parent families. There is a high consistence between the assessment of psychosocial risk and the decision to initate a procedure of a "risk declaration" in both families, with a tendency to overestimate the middle risk in one-parent families. 相似文献
123.
Factor structure of a Spanish version of the Revised Children's Manifest Anxiety Scale in Uruguay 总被引:1,自引:0,他引:1
The Revised Children's Manifest Anxiety Scale (RCMAS) was translated into Spanish and administered to 1,423 pupils in Grades 1 thru 12 in Uruguay. An orthogonal varimax rotation was performed, which revealed three factors of anxiety. These factors are quite similar to those found through factor analyses in the RCMAS for American children. A discussion of the factor structure and possible use of this instrument in Latin American countries is presented. 相似文献
124.
R L Ribeiro R Andreatini C Wolfman H Viola J H Medina C Da Cunha 《Neurobiology of learning and memory》1999,72(2):78-94
Rats selected as "anxious", "nonanxious," or normal according to their behavior in an elevated plus maze were submitted to memory tasks and the densities of central benzodiazepine receptors in the amygdala and the hippocampus were studied. Anxious rats exibited better retention scores in the inhibitory avoidance task while nonanxious rats exibited worse retention scores in inhibitory and two-way active avoidance tasks compared to normal rats. No significant differences were detected in the retention scores for habituation to an open field. Nonanxious rats presented a lower benzodiazepine receptor density in the hippocampus but not in the amygdala compared to the other groups. These data suggest that the benzodiazepine receptors are involved in the effect of "anxiety" or emotional states on memory storage processes. 相似文献
125.
Jane A. Goldman David A. Corsini Rodrigo DeUrioste 《Journal of applied developmental psychology》1980,1(3):209-220
Positive and negative sociometric status were examined with reference to observed classroom behavior and performance on two laboratory measures of social skills: decoding emotion from facial expression and referential communication. Based on a sample of 38 preschool children, results indicated different patterns of correlations for liked (positive nomination) and disliked (negative nomination) scores. High-liked children were observed to spend more time in positive interaction with peers and less time in solitary play or alone with an adult. High-disliked children scored less well on both laboratory measures. Using median splits on the liked and disliked dimensions, results indicated that children who were rated by their peers as Low-Liked/High-Disliked were the most deviant with respect to both classroom behaviors and task scores. The importance of obtaining both positive and negative nominations in investigations of social competence is stressed. Implications of the results for the identification of preschool children with social problems and the planning of intervention strategies for these children are discussed. 相似文献
126.
Rodrigo Borges 《The Southern journal of philosophy》2016,54(4):463-479
Anti‐luck epistemologists tell us that knowledge is incompatible with epistemic luck and that epistemic luck is just a special case of luck in general. Much work has been done on the intricacies of the first claim. In this paper, I scrutinize the second claim. I argue that it does not survive scrutiny. I then offer an analysis of luck that explains the relevant data and avoids the problems from which the current views of luck suffer. However, this analysis of luck is of no help to the anti‐luck epistemologist for it uses knowledge to explain luck, making this account of knowledge circular. The main lesson is that the only viable analysis of luck is not suited for the anti‐luck epistemologist's coveted noncircular analysis of knowledge. 相似文献
127.
Irene Cadime Sara Lima Alexandra Marques Pinto Iolanda Ribeiro 《European Journal of Developmental Psychology》2016,13(2):254-263
School engagement is a multidimensional construct characterized by vigour, dedication, and absorption towards academic work that is related to school achievement. This study aimed to examine the measurement invariance of a school engagement measure – the Utrecht Work Engagement Scale-Students (UWES-S) – across secondary school pupils and university students. Two samples of secondary school pupils (n = 251) and university students (n = 229) were used. The results supported the original three-factor structure (vigour, dedication and absorption) of the UWES-S instead of a two- or a one-factor structure in both samples. Evidence for the metric and scalar invariance of the measure across secondary school pupils and university students was also found. The university sample had higher scores in vigour and absorption but not in dedication. These findings demonstrate that the UWES-S can be used for developmental studies where school engagement and its relation with other variables needs to be compared across distinct educational levels. 相似文献
128.
Iván Padrón María Jose Rodrigo Manuel de Vega 《Advances in cognitive psychology / University of Finance and Management in Warsaw》2016,12(1):10-19
We report a study that examined the existence of a cognitive developmental
paradox in the counterfactual evaluation of decision-making outcomes. According
to this paradox adolescents and young adults could be able to apply
counterfactual reasoning and, yet, their counterfactual evaluation of outcomes
could be biased in a salient socio-emotional context. To this aim, we analyzed
the impact of health and social feedback on the counterfactual evaluation of
outcomes in a laboratory decision-making task involving short narratives with
the presence of peers. Forty risky (e.g., taking or refusing a drug), forty
neutral decisions (e.g., eating a hamburger or a hotdog), and emotions felt
following positive or negative outcomes were examined in 256 early, mid- and
late adolescents, and young adults, evenly distributed. Results showed that
emotional ratings to negative outcomes (regret and disappointment) but not to
positive outcomes (relief and elation) were attenuated when feedback was
provided. Evidence of development of cognitive decision-making capacities did
also exist, as the capacity to perform faster emotional ratings and to
differentially allocate more resources to the elaboration of emotional ratings
when no feedback information was available increased with age. Overall, we
interpret these findings as challenging the traditional cognitive developmental
assumption that development necessarily proceeds from lesser to greater
capacities, reflecting the impact of socio-emotional processes that could bias
the counterfactual evaluation of social decision-making outcomes. 相似文献
129.
130.
This paper focuses on methodological aspects of group polarization research and has two well‐defined parts. The first part presents a methodological overview of group polarization research together with an examination of the inadequacy, under certain circumstances, of the traditional parametric approach usually used to test this phenomenon based on pre‐test/post‐test means comparison across groups. It is shown that this approach will produce masks effects when groups are heterogeneous with regard to the observed change from pre‐test to post‐test. The second part suggests an alternative methodological approach based on logit models for the analysis of contingency tables from a categorization of the variable ‘kind of shift’. This approach is illustrated and compared with the parametric approach with a simulated data set. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献