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151.
Rosemary E. Phelps Sarah Tranakos‐Howe John C. Dagley Michelle King Lyn 《Journal of counseling and development : JCD》2001,79(1):90-97
Encouragement and ethnicity were examined in 112 African American college students attending 2 historically Black colleges and universities (HBCUs) and a predominantly White institution (PWI). Results indicated a positive relationship between Ethnic Pride and View of Others for the HBCU group and positive relationships between Ethnic Pride and the Encouragement Scale for the PWI group. Ethnic Worry was negatively correlated with the Encouragement Scale for both groups. In addition, Ethnic Discrimination was negatively correlated with Openness to Experience for the PWI group. The usefulness of conceptualizing encouragement and ethnicity together for African American college students and practice implications are discussed. 相似文献
152.
Rosemary R. P. Lerner 《Human Studies》2007,30(2):115-130
In the context of the fairly recent Truth and Reconciliation Commissions (TRC), I examine phenomenologically the nature of
truth as the essential condition for overcoming social and political conflicts, and as an instrument for enforcing so-called
“transitional justice” periods and promoting reconciliation. I also briefly approach the limits of this truth’s possibility
of being recognized, if its evaluative and practical dimensions and its appeal to an “intelligence of emotions” do not prevail
over its merely theoretical claims. Though not expounding Schutz’s and Husserl’s contributions, and meditating on phenomena
they did not deal with, I carry out this reflection inspired by their work and methodological approach. The case study used
as an intuitive illustration is the recent Peruvian Truth and Reconciliation Commission.
相似文献
Rosemary R. P. LernerEmail: |
153.
This study examined women’s recall of physician recommendations as well as patient satisfaction following participation in
a breast/ovarian cancer risk and prevention program. Participants were 41 high risk women who attended a cancer risk program
4–6 months earlier. Two-thirds of women who received recommendations for tamoxifen treatment and genetic testing did not recall
these recommendations upon follow-up. A number of women misunderstood recommendations and a quarter of the sample recalled
recommendations that were not made during the consultation. Although these high risk women were generally satisfied with their
counseling visit, those individuals who received particularly complex sets of recommendations reported feeling less understood
and were less satisfied with the counseling. Findings underline the importance of examining recommendation recall, in addition
to perceptions of cancer risk, when evaluating the clinical implications of cancer risk assessment. 相似文献
154.
Rosemary S. L. Mills Wendy S. Freeman Ian P. Clara Frank J. Elgar Bobbi R. Walling Leanne Mak 《Journal of child and family studies》2007,16(3):359-374
We examined the link between parent proneness to shame and two forms of psychological control, overprotection and critical/rejecting
behavior, in parents of preschoolers. Because shame is self-condemning, proneness to shame affects intrapersonal and interpersonal
functioning. We hypothesized that parents’ emotion-regulatory responses to shame would increase the likelihood of psychological
control: anxiety by leading to overprotection mediated by a worrisome approach to the child, and anger/hostility by leading
to critical/rejecting parenting mediated by negative reactivity to the child. Participants were 198 mother-father pairs with
a child 3.6 to 4.5 years of age. Overprotective and critical/rejecting parenting were assessed using both self and spouse
reports of parenting practices. In addition, parents completed measures of proneness to shame, worrisome overconcern about
the child, and negative reactivity to the child. Structural equation modeling yielded results that supported mediation by
negative approach to the child for mothers’ and fathers’ critical/rejecting behavior. For fathers but not mothers, shame was
indirectly associated with overprotective parenting through worrisome approach to the child. Parents’ proneness to shame may
be an important factor leading to the use of psychological control. 相似文献
155.
Perirhinal cortex resolves feature ambiguity in configural object recognition and perceptual oddity tasks
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Bartko SJ Winters BD Cowell RA Saksida LM Bussey TJ 《Learning & memory (Cold Spring Harbor, N.Y.)》2007,14(12):821-832
The perirhinal cortex (PRh) has a well-established role in object recognition memory. More recent studies suggest that PRh is also important for two-choice visual discrimination tasks. Specifically, it has been suggested that PRh contains conjunctive representations that help resolve feature ambiguity, which occurs when a task cannot easily be solved on the basis of features alone. However, no study has examined whether the ability of PRh to resolve configural feature ambiguity is related to its role in object recognition. Therefore, we examined whether bilateral excitotoxic lesions of PRh or PPRh (perirhinal plus post-rhinal cortices) in the rat would cause deficits in a configural spontaneous object recognition task, and a configural simultaneous oddity discrimination task, in which the task could not be solved on the basis of features, but could only be solved using conjunctive representations. As predicted by simulations using a computational model, rats with PPRh lesions were impaired during a minimal-delay configural object recognition task. These same rats were impaired during a zero-delay configural object recognition task. Furthermore, rats with localized PRh lesions were impaired in a configural simultaneous oddity discrimination task. These findings support the idea that PRh contains conjunctive representations for the resolution of feature ambiguity and that these representations underlie a dual role for PRh in memory and perception. 相似文献
156.
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158.
This study investigated the contribution of indices of experiential avoidance to prediction of frequency and lethality of self-injurious behaviour (SIB) in a female BPD sample (N = 71) with high levels of SIB and histories of poor treatment outcomes. The experiential avoidance model (EAM) tested included motivations for SIB, coping style and DSM-IV Avoidant PD criteria. Distinct findings for suicidal and non-suicidal SIB were noted. In partial support of the model, motivations related to relief from negative emotions positively predicted frequency of non-suicidal, but not suicidal, SIB. Avoidant PD traits predicted a pattern of more frequent, less risky non-suicidal SIB. However, reliance on avoidant coping strategies predicted lethality but not frequency of SIB, while self-blaming coping and SIB motivations related to a desire to influence others predicted frequency of non-suicidal SIB. Results suggest the need for investigation of a more complex model of the antecedents and functions of SIB that includes the contribution of Avoidant PD traits. 相似文献
159.
The quest to understand what it means to ‘become’ a teacher and the conditions in which such aspirations can be translated
into lived experience, continues to exercise teacher educators and researchers alike. Whilst the literature points towards
the importance of developing teacher identity, little attention has been given to understanding the transitional processes
of individuals coming into teaching at a later point in their working lives. The research reported here was part of a wider
project investigating the experiences of early career science teachers. In this study we follow one mature, highly qualified
science graduate as she moved through initial teacher education and beyond into her first teaching post. Drawing on theories
of identity and self-verification, the analysis reveals how disparity between strongly-held archetypal teacher images and
socially constructed teacher identity played out and led this teacher to step away from her new career. Fostering a strong
sense of self-efficacy is suggested as critical in supporting mid-career changers in making durable adjustments to new working
roles and contexts of teaching. 相似文献
160.