首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   739篇
  免费   6篇
  745篇
  2024年   8篇
  2022年   8篇
  2021年   8篇
  2020年   11篇
  2019年   21篇
  2018年   16篇
  2017年   20篇
  2016年   24篇
  2015年   12篇
  2014年   19篇
  2013年   68篇
  2012年   35篇
  2011年   24篇
  2010年   22篇
  2009年   21篇
  2008年   20篇
  2007年   21篇
  2006年   23篇
  2005年   29篇
  2004年   18篇
  2003年   23篇
  2002年   21篇
  2001年   20篇
  2000年   24篇
  1999年   21篇
  1998年   6篇
  1997年   9篇
  1996年   13篇
  1994年   6篇
  1992年   10篇
  1991年   6篇
  1990年   5篇
  1989年   10篇
  1988年   6篇
  1987年   11篇
  1985年   6篇
  1984年   7篇
  1983年   8篇
  1982年   7篇
  1981年   5篇
  1979年   7篇
  1978年   4篇
  1976年   7篇
  1975年   5篇
  1973年   4篇
  1972年   6篇
  1971年   6篇
  1969年   6篇
  1966年   7篇
  1920年   5篇
排序方式: 共有745条查询结果,搜索用时 0 毫秒
521.
    
Canada's 2015 Truth and Reconciliation Commission published 94 Calls to Action including direction to post‐secondary institutions “to integrate Indigenous knowledge and teaching methods into classrooms” as well as to “build student capacity for intercultural understanding, empathy, and mutual respect.” In response, Canadian universities have rushed to “Indigenize” and are now competing to hire Indigenous faculty, from a limited pool of applicants. However, it is missing the true spirit of reconciliation for non‐Indigenous faculty to continue with the status quo while assigning the sole responsibility of Indigenizing curriculum to these new hires. How can non‐Indigenous psychology professors change their teaching to ensure that all students acquire an appreciation of traditional Indigenous knowledge about holistic health and healing practices, as well as an understanding of Canada's history of racist colonization practices and its intergenerational effects? Community psychologists, particularly those who have established relationships with Indigenous communities, have an important role to play. In this article, I survey the existing literature on Indigenizing and decolonizing psychological curriculum and share ways in which I have integrated Indigenous content into my psychology courses. I also reflect upon the successes, questions, and ongoing challenges that have emerged as I worked in collaboration with first Anisinaabek First Nations and then Mi'kmaw/L'nu First Nations.  相似文献   
522.
523.
    
Jung and Freud had very different ideas about the nature of analysis. This paper begins by exploring how Jung's gnostic approach, with its goal of individuation, is deeply informed by Buddhist and Taoist principles. His pluralistic, relational model regards truth as subjective and co‐constructed with the patient. In contrast, Freud's secular methodology has objective truth as its goal. His classical psychoanalysis is a form of reality testing where the analyst claims to know the painful, singular, objective reality which the patient tries to evade. The theory of aesthetic development (see Piaget 1951, Baldwin 1975, Parsons 1980, Housen 1992, Harris Williams 2010) proposes that artistic appreciation is linked to human development. The paper looks at how the apperception of beauty, related to both truth and meaning, acts as an indicator and facilitator of individuation in the clinical encounter. This is illustrated by a clinical case study. Through empirical research, support is given to the argument (Bollas 1978, Meltzer 1988) that our early experience of the feminine/maternal plays a central role in developing an aesthetic capacity. The experience of the sublime in analysis is examined and portrayed as a means by which aesthetic development may be reignited and narcissistic isolation shattered.  相似文献   
524.
Recent findings have demonstrated that implicit theories about willpower (the belief whether willpower relies on a limited vs. nonlimited resource) moderate the ego-depletion-effect. This study examines this moderating mechanism in occupational settings where employees increasingly have to deal with the unpleasant state of emotional dissonance, which requires the exertion of volitional self-control. By integrating findings on implicit theories about willpower, arguments brought up by the strength model of self-control, and notions from the spillover literature, we propose that believing in a nonlimited resource theory of willpower buffers the effect of emotional dissonance on ego-depletion at work and diminishes the spillover of ego-depletion from the work- to the home-domain. In a diary study covering 10 working days (N = 71), we examine a moderated mediation model in which ego-depletion at work mediates the relation between emotional dissonance and ego-depletion at home and analyse whether implicit theories about willpower moderate both paths (a and b) of the proposed mediation model. Our results provide support for the mediation hypothesis and show that endorsing a nonlimited resource theory buffers the effect of emotional dissonance on ego-depletion at work, thereby disrupting the indirect effect of emotional dissonance on ego-depletion at home. Subsequently, we discuss implications of holding a nonlimited resource theory.  相似文献   
525.
526.
    
Memory for public events was compared across Chinese and U.S. participants to explore competing explanations for cultural differences in flashbulb memories. Participant recall of the canonical features of events was more detailed and more likely to include a specific time in the United States than in the Chinese reports. Vividness was positively correlated with the flashbulb memory scores only in the U.S. sample. In both cultures, emotion, national importance, and thinking about the event predicted vividness and recall of memory details. Chinese participants reported primarily disasters and social events, and their memories were more likely to include international events than U.S. participants. The U.S. participants recalled primarily political events and terrorism. These results suggest that culture has important influences on the quantity, level of detail, completeness, and vividness of autobiographical memories as well as on the types of events triggering flashbulb memories.  相似文献   
527.
528.
    
  相似文献   
529.
Based on an empirical study it is pointed out that psychosocial care of patients with glioma differs in some points from that of other cancer patients. The first essential difference is that the emotional involvement of the care staff is not as intensive as those of other cancer patients. Other differences concern some illness- and therapy related effects such as family problems or monotony problems resulting from the longterm therapy. These specific problems are described in detail.  相似文献   
530.
Book reviews     
Pseudo‐Problems. How Analytic Philosophy Gets Done, Roy Sorensen, 1993. London, Routledge xi + 291 pp., hb £37.50, ISBN: 0–415–09464X

Changing Tools: Case Studies in the History of Scientific Methodology, Marta Feher, 1995. Adademiai Kiado £23.17, ISBN: 9630567288

Evolutionary Naturalism, Michael Ruse, 1995, London, Routledge pp. 316, hb £35, ISBN 0–415–08997–2

Knowledge and the Body‐Mind Problem: in Defence of Interaction, Sir Karl Popper, 1994 London, Routledge ix+ 158 pp., hb £25; £10.99 pb, ISBN: 0–415–11504–3

Whys and Ways of Science, Peter J. Riggs, 1992 Melbourne University Press ix + 235 pp., £11.95, ISBN: 0522844715

Rethinking Objectivity, Aixan Megill, Ed., 1994 Durham and London, Duke University Press ix +342pp., £43.50, ISBN: 0822314797

Projective Probability, James Logue, 1995 Clarendon Press xiii+ 171 pp., £24.75, ISBN: 0198239599

Self‐motion: from Aristotle to Newton, M. L. Gill & J. G. Lennox (Eds), 1994 Princeton, New Jersey, Princeton University Press xxi + 367 pp., £36.50, ISBN: 0–691–03235–1  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号