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201.
Marton I Wiener J Rogers M Moore C Tannock R 《Journal of abnormal child psychology》2009,37(1):107-118
This study explored empathy and social perspective taking in 8 to 12 year old children with and without Attention-Deficit/Hyperactivity
Disorder (ADHD). The sample comprised 92 children, 50 with a diagnosis of ADHD and 42 typically developing comparison children.
Although children with ADHD were rated by their parents as less empathic than children without ADHD, this difference was accounted
for by co-occurring oppositional and conduct problems among children in the ADHD sample. Children with ADHD used lower levels
of social perspective taking coordination in their definition of problems, identification of feelings, and evaluation of outcomes
than children without ADHD, and these differences persisted after the role of language abilities, intelligence and oppositional
and conduct problems were taken into account. Girls were more empathic and had higher overall social perspective taking scores
than boys. Implications for research and practice are discussed.
This research was funded by the Social Sciences and Humanities Research Council (SSHRC). 相似文献
202.
203.
The aim of the study was to examine the impact of anxiety in the postnatal year on maternal contribution to mother-infant interaction. Participants were 32 mothers with high anxiety and 32 mothers with low anxiety, when their infants were aged 10-14 months. Mother-infant interaction was videotaped during a standardized play situation and coded blind to group status. High trait anxiety mothers showed less sensitive responsivity (p<.05) and reduced emotional tone (p<.05) during interaction. When participants scoring high in depressive symptomatology were removed for a subgroup analysis, the same pattern of results was obtained, suggesting that the observed differences in mother-infant interaction were due to group differences in anxiety. 相似文献
204.
Rosemary Rizq 《British Journal of Guidance & Counselling》2007,35(3):283-297
Despite the continuing expansion of psychotherapeutic training programmes within universities in the UK, very little has been written about the psychological strains which may be experienced by teams working within the context of higher education. This theoretical paper offers a psychoanalytic perspective on the location of such teams, drawing on Kleinian conceptualisations of anxiety and projective identification, as well as Menzies-Lyth's concept of social defence systems. The paper explores the way in which psychotherapeutic teams in general and counselling psychology teams in particular may be at risk of becoming the locus of unconsciously split-off emotional aspects of the institution. The role of such teaching teams within universities is discussed and brief suggestions for future practice outlined. 相似文献
205.
Mothering is generally considered women’s major source of identity and satisfaction. But mothering can also bring misery when
children develop anti-social behaviors. The rather limited literature on this topic refers to by the term “parent abuse,”
with mothers reportedly the usual victims. The present study analyzed the types of abuse by adolescent and adult children
reported by women in a community sample. The data come from in-depth life review interviews with 60 women aged between 40
and 65 when initially interviewed, and re-interviewed 5 years later. All women lived in the lower-income western suburbs of
Sydney, Australia. Two major categories of abuse were identified: acting-out (including physical attacks and threats) and
psychological. Seventy percent of perpetrators were male. Mothers’ explanations for the behavior included family dysfunction,
child’s personality, child’s mental illness, social and cultural influences, and gender power imbalance. Strategies used to
handle the behaviors were related to these explanations. Compared to older mothers, those aged in their 40s were likely to
see the problem as belonging to the child rather than themselves, and were more proficient in accessing community services. 相似文献
206.
This research examines how initial conceptualizations of objects and space exert an influence on predictions about the physical world but simultaneously lead the naïve to misconstrue a dynamic event. In four investigations, children (kindergartners, third graders, and sixth graders) and adults predicted where an oscillating screen would contact an object occluded by the screen's motion, a task adapted from the infant literature which is used to assess early knowledge of the solidity constraint on object motion. Participants demonstrated remarkable proficiency in anticipating the point of contact despite the formal geometric complexity of the event. However, although predictions were close approximations of the parameters objectively determinable for the event, responses were universally biased; participants systematically underestimated the distance the screen would travel to contact the object. Participants' responses were never in violation of the principle: One object cannot pass into the space occupied by another. Children and adults used different strategies to achieve their predictions, so the pattern of misconstruals across task parameters were developmentally related; however, the direction of the misconstrual was developmentally invariant. The findings are evaluated in terms of how initial knowledge of objects constrains intuition about physical events. 相似文献
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208.
Empirical evidence supporting the inclusion of mandatory training therapy for therapists is sparse. We present results from a mixed methods study designed to interrogate how counselling psychologists' attachment status and levels of reflective function (RF) intersect with how they experience, recall and describe using personal therapy in clinical practice. Results suggest that securely-attached, or earned secure participants with ordinary or marked levels of RF used their therapy to manage feelings evoked by difficult or challenging clients. Insecurely-attached participants with lower levels of RF found therapy valuable in terms of behavioural modelling, but not in managing complex process issues. Negative case analysis found that high levels of RF may not be uniformly advantageous for therapists. The study concludes with a brief discussion of issues relating to epistemology, validity and reflexivity. 相似文献
209.
210.
Bruce W. Geddes Rosemary J. Stevenson 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1997,50(4):742-765
We examine the hypothesis that a specific goal leads to implicit learning, whereas a nonspecific goal leads to explicit learning, even though the pattern to be learnt is non-salient. Subjects learned a dynamic control task (Berry & Broadbent, 1984). One group of subjects had a specific control goal, the second group had a non-specific pattern-search goal, and the third group had both goals. On measures of learning (control performance, prediction, and general questions), the non-specific group learnt explicitly, outperforming the other two groups on all learning measures. The specific group performed next best on control performance and prediction questions but performed very poorly on general questions. The dual-goal group performed poorly on all measures. Non-specific subjects predicted well on both familiar and unfamiliar situations. Specific-goal subjects predicted well on familiar situations, regardless of whether their previous response had been correct or incorrect. Dual-goal subjects predicted well only on familiar correct situations. We conclude that the non-specific group learned through explicit hypothesis testing, the specific group learned through a mixture of explicit problem solving and implicit instance learning, and the dual-goal group learned instances. Results are discussed in terms of dual-space models of problem solving and hypothesis testing and in terms of implicit instance learning. We consider how the choice of learning goal affects the cognitive processes used during learning and suggest that having subjects learn the same information implicitly or explicitly is potentially useful for drawing clearer distinctions between implicit and explicit modes of learning. 相似文献