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161.
Laura J. Burton Jaci L. VanHeest Sharon F. Rallis Sally M. Reis 《Journal of Adult Development》2006,13(3-4):124-136
Using qualitative methods design, this research examined the talent development process of US female Olympians. In addition,
models of talent development in gifted women in other domains assisted in understanding the development of talent in elite
female athletes. Interpretation of the experiences of the participants indicated that the models of talent development for
gifted women contribute to an understanding of female athletic talent development. Yet, models presented in both sport and
other professional domains do not capture all aspects of talent development as lived by the participants in this project.
Within current models of talent development for athletes there is no discussion regarding what occurs after an athlete reaches
the elite level of participation. A more fully integrated model of talent development must also include the contributions
of athletic talent development toward development as fully actualized human beings. The participants in this research acknowledged
significant development that occurred following their elite level of participation. 相似文献
162.
Large gaps in cognition and language on the Bayley‐III between the top and bottom household wealth quartiles in 1,330 children aged 6–42 months in a representative sample of low‐ and middle‐income families in Bogota were previously shown. Maternal education and the home environment mediated these wealth effects, whereas height‐for‐age mediated a small amount of the language deficit only. At ages 6–8 years, we relocated 72% of the children and assessed their IQ on the WISC‐V, school achievement, and behavior to investigate the evolution of the wealth gaps and potential mediators. The wealth gap in IQ at 6–8 years was significantly larger than that in a factor combining Bayley‐III language and cognition at 6–42 months; whereas the gap in achievement was larger but not significantly. Moreover, in cross‐sectional analysis, the IQ gap increased from 6 to 8 years reaching over 1 SD. In contrast, the gap in behavior was not significant in either childhood stage. Parental education and early home environment remained major mediators of the wealth gap in IQ and achievement at 6–8 years; later home environment and attending private education also had an effect; and early height‐for‐age was no longer significant. The home environment partly mediated the effect of parental education on wealth. All mediators combined explained most of the variance in the wealth gap; the remaining gaps being not significant. Results highlight the importance of the early home environment and suggest that interventions focusing on that should have long‐term benefits. Also, continued intervention through to 8 years may be desirable. A video abstract of this article can be viewed at https://youtu.be/_U53iXNww3I . 相似文献
163.
Harvey K Brown B Crawford P Candlin S 《The journal of pastoral care & counseling : JPCC》2008,62(1-2):43-61
The article considers the communicative role of the hospital chaplain and maps some of the language strategies deployed to facilitate disclosure of the patients' concerns and achieve enhanced spiritual care. These include: i) involvement, ii) politeness and iii) encouraging disclosure or exploring emotion. 相似文献
164.
Does Psychological Empowerment Mediate the Relationship Between Psychological Climate and Job Satisfaction? 总被引:5,自引:0,他引:5
Sally A. Carless 《Journal of business and psychology》2004,18(4):405-425
This study tested a model in which empowerment was hypothesised to mediate the relationship between psychological climate and job satisfaction. Individual levels of negative affectivity were controlled for. The sample consisted of 174 customer service employees (59% female and 39% male). Support was found for a model in which empowerment mediated the relationship between climate and job satisfaction, the dimensions of meaning and competence were largely responsible for the mediating effects of empowerment. Theoretical and practical implications of the findings were explored. 相似文献
165.
Sally Weintrobe 《The International journal of psycho-analysis》2004,85(1):83-96
The author argues that different kinds of object relationships underlie the phenomena of grievance and complaint. Grievance is addressed to an object held responsible for a failure of idealisation, and the object is scolded or punished for this failure. Nursing grievance can restore the ideal object in phantasy and block mourning the ideal. With pathological grievance the self is seen as ideal and awareness of dependence on the libidinal other is denied, as are the passage of time and the transience of experience. An attitude of narcissistic entitlement to be special and exempt from ordinary reality is seen as intrinsic to the more persistent and pathological forms of grievance, and this narcissistic entitlement fuels grievance. Turning to complaint, the author argues that complaint is addressed to an object that is less idealised; there is more open acknowledgement of the need for and dependence on the other to realise liveliness. Complaint is the voice of the authentic lively self and intrinsic to complaint is a sense of lively entitlement. The author presents clinical material to illustrate these themes, and to show movement between complaint and grievance. Some technical difficulties in working with grievance are discussed. 相似文献
166.
Sally Elton-Chalcraft 《International Journal of Children's Spirituality》2002,7(3):309-328
This paper presents ten teachers' perceptions of spirituality and considers how these can be categorized. A small research project, recently undertaken, is described. Teachers' stories are contextualised with biographical details, and are presented within a framework of four dimensions of Spirituality (the inner, the social and moral, the environmental and the transcendental) and Spirituality is defined metaphorically as a hologram with four dimensions. I argue that by viewing spirituality in four broad dimensions the bland consensus definition can be avoided resulting in rich fulfilling opportunities for developing children's own unique and varied spiritualities. 相似文献
167.
Stress in close relationships can have significant negative consequences for mental health, physical health, and long-term relationship functioning. Dysregulated physiological responses to stress are potential pathways through which relationship stress may lead to these kinds of outcomes, and the ways in which individuals attempt to cope with relationship stress are likely to impact their physiological responses. However, our understanding of the specific coping strategies that predict physiological reactivity and recovery in these contexts is rather limited. This study explored relations between young adult college students' self-reported methods of coping with stress in their romantic relationships and their physiological reactivity to and recovery from negotiating conflict with their romantic partners. Partners' coping styles were also examined as predictors of physiological stress responses. One hundred and ninety opposite-sex couples (N = 380; modal length of relationship = 1-2 years) participated in an experimental conflict discussion task. Physiological stress reactivity to the task was assessed using salivary cortisol, a primary hormonal product of the hypothalamic-pituitary-adrenocortical (HPA) axis. Growth modeling of the cortisol levels before, during, and after the conflict task indicated that men who typically coped with relationship stress by seeking social support showed greater physiological reactivity to the conflict task. Partners' need for social support predicted stronger stress responses for both men and women, as well. While seeking social support is generally thought to be an adaptive coping strategy for couples, the results suggest that within the context of conflict negotiation in which receiving and providing support may be more difficult, seeking support from a partner is associated with greater phyisological stress. 相似文献
168.
169.
Dominic Abrams Adam Rutland Sally B. Palmer Joseph Pelletier Jennifer Ferrell Samantha Lee 《The British journal of developmental psychology》2014,32(3):233-247
Children aged 6–7 years judged a loyal and a partially disloyal member of a school in terms of how typical they are within the school group and their likely acceptance by peers from the same school and a different school. Second‐order mental‐state understanding (SOMSU) predicted whether children thought atypical members would be included differently in the two groups. Counterfactual reasoning ability, multiple classification ability, and working memory ability did not predict children's judgements of group members. Moreover, as predicted by the developmental subjective group dynamics model, only children with higher levels of SOMSU and who discerned differences in the typicality of normative and deviant ingroup members inferred that peers would differently include atypical individuals from the same and different groups. 相似文献
170.
Dominic Abrams Adam Rutland Sally B. Palmer Kiran Purewal 《The British journal of developmental psychology》2014,32(3):257-261
Abrams, Rutland, Palmer, Ferrell, and Pelletier (2014) showed that better second‐order mental state understanding facilitates 6–7‐year‐olds' ability to link a partially disloyal child's atypicality to inclusive or exclusive reactions by in‐group or outgroup members. This finding is interpreted in terms of predictions from the developmental subjective group dynamics model. We respond to thoughtful commentaries by Rhodes and Chalik, Patterson, and Rakoczy. Children face a significant developmental challenge in becoming able to recognize and interpret social atypicality in intergroup contexts. Researching that ability to contextualize judgements raises new questions about the nature of peer inclusion and exclusion, about children's social cognition, and about the way that social cognitive development and social experience combine. Rather than individual‐focused cognition taking priority over category‐based cognition, we argue the two become more systematically integrated during development. We note that loyalty is but one example of typicality, and we also consider the role of more advanced perspective taking among older children, and the role of multiple classification skill among younger children, as well as potential implications for intervention to reduce peer victimization and prejudice. 相似文献