全文获取类型
收费全文 | 116篇 |
免费 | 5篇 |
专业分类
121篇 |
出版年
2023年 | 4篇 |
2022年 | 2篇 |
2021年 | 4篇 |
2020年 | 2篇 |
2019年 | 6篇 |
2018年 | 7篇 |
2017年 | 10篇 |
2016年 | 2篇 |
2015年 | 5篇 |
2014年 | 1篇 |
2013年 | 13篇 |
2012年 | 11篇 |
2011年 | 5篇 |
2010年 | 6篇 |
2009年 | 5篇 |
2008年 | 5篇 |
2007年 | 5篇 |
2006年 | 8篇 |
2005年 | 1篇 |
2004年 | 4篇 |
2003年 | 2篇 |
2002年 | 1篇 |
2001年 | 2篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1987年 | 1篇 |
1983年 | 1篇 |
排序方式: 共有121条查询结果,搜索用时 0 毫秒
111.
Attributing responsibility for a romantic breakup to the self can have dual effects on psychological adjustment, exacerbating disruptive thoughts and feelings, yet also increasing the likelihood of positive changes. Three studies (N = 441) examined whether these dual effects associated with attributing responsibility for a romantic breakup to the self are moderated by self-compassion. Supporting this assertion, trait self-compassion predicted better romantic outlook (Studies 1 & 2), and induced self-compassion predicted greater intended future romantic partner appreciation (Study 3), among people who attributed greater responsibility of a breakup to themselves. In addition, higher trait (Study 2) and induced self-compassion (Study 3) boosted self-improvement motivation with regard to future relationships among participants who attributed responsibility of a romantic breakup to themselves. These adjustment-promoting tendencies associated with self-compassion held controlling for a range of variables known to impact romantic breakup adjustment (e.g., self-esteem, attachment styles, and prior relationship characteristics). We discuss possible mechanisms for these effects and broader implications for future self-compassion research. 相似文献
112.
Mastroberardino S Santangelo V Botta F Marucci FS Olivetti Belardinelli M 《Cognitive processing》2008,9(1):69-76
The best format in which information that has to be recalled is presented has been investigated in several studies, which
focused on the impact of bimodal stimulation on working memory performance. An enhancement of participant’s performance in
terms of correct recall has been repeatedly found, when bimodal formats of presentation (i.e., audiovisual) were compared
to unimodal formats (i.e, either visual or auditory), in providing implications for multimedial learning. Several theoretical
frameworks have been suggested in order to account for the bimodal advantage, ranging from those emphasizing early stages
of processing (such as automatic alerting effects or multisensory integration processes) to those centred on late stages of
processing (as postulated by the dual coding theory). The aim of this paper is to review previous contributions to this topic,
providing a comprehensive theoretical framework, which is updated by the latest empirical studies. 相似文献
113.
The extralist cued recall task simulates everyday reminding because a memory is encoded on the fly and retrieved later by an unexpected cue. Target words are studied individually, and recall is cued by associatively related words having preexisting forward links to them. In Experiments 1 and 2, forward cue-to-target and backward target-to-cue strengths were varied over an extended range in order to determine how these two sources of strength are related and which source has a greater effect. Forward and backward strengths had additive effects on recall, with forward strength having a consistently larger effect. The PIER2 model accurately predicted these findings, but a plausible generation-recognition version of the model, called PIER.GR, could not. In Experiment 3, forward and backward strengths, level of processing, and study time were varied in order to determine how preexisting lexical knowledge is related to knowledge acquired during the study episode. The main finding indicates that preexisting knowledge and episodic knowledge have additive effects on extralist cued recall. PIER2 can explain these findings because it assumes that these sources of strength contribute independently to recall, whereas the eSAM model cannot explain the findings because it assumes that the sources of strength are multiplicatively related. 相似文献
114.
In the present experiments, predictions of common path and recursive-reminding models of recognition (RG) and judgments of frequency (JOFs) were contrasted. The results indicated that each task is affected by study frequency, printed frequency, and associative connectivity. However, effect size analyses indicated that study frequency and item attributes show a double dissociation over tasks. Study frequency has a greater effect on JOFs than on RG, whereas printed frequency and associative connectivity have greater effects on RG than on JOFs. The recursive-reminding model predicts differential effects of study frequency, because it assumes that although both tasks are influenced by familiarity, JOF is more likely to be affected by recollective reminding as a procedure for encoding event frequency. Associative set size effects were absent in each task, suggesting that competitors play no role in either task. 相似文献
115.
The proposition that achievement goals are applicable to the social domain was examined in four studies. Study 1 established that different orientations toward developing or demonstrating social competence can be seen in individuals' responses to open-ended questions about their social goals and social competence. Studies 2 through 4 evaluated a new survey measure of social achievement goals. Exploratory and confirmatory factor analyses confirmed the hypothesized model of social achievement goals. Convergent and discriminant validity for the new measure of social achievement goals was established. In line with hypotheses, a social development goal was associated with adjustment and a social demonstration-avoid goal was associated with maladjustment both concurrently and longitudinally. A social development goal also was positively related to instructor ratings of students' social adjustment in small classroom settings. A social demonstration-approach goal was most often unrelated to adjustment. The importance of social achievement goals for a comprehensive understanding of social motivation and adjustment is discussed. 相似文献
116.
Serena Heller 《Psychodynamic Practice》2013,19(3):236-250
Through a literature review and clinical examples of session material and dreams, this paper explores aspects of the origin and development of the capacity to symbolise. The literature review considers Freud’s thinking on symbols in dreams, hysteria and obsessional neurosis, Klein’s discovery of the importance of unconscious phantasy, Bion’s ideas on the psychotic part of the mind and Bick’s seminal ideas on skin as an important symbolic boundary between psyche and soma. The clinical material in this paper is used to demonstrate the capacity to symbolise, reasons for the impairment of this capacity, and how the translation of symbols through interpretation in a therapeutic setting can enable the symbols to acquire meaning. It includes examples both of the author’s work with adults and of other clinicians’ work with a child and an adolescent in a psychotic state of mind. The paper’s aim is to consolidate the idea that the capacity to symbolise grows out of an optimal early parent/child relationship and that the awareness of the significance of the symbols when they have been interpreted is of crucial importance. 相似文献
117.
Chiera Alessandra Adornetti Ines Altavilla Daniela Acciai Alessandro Cosentino Erica Deriu Valentina McCarroll Christopher Nicchiarelli Serena Preziotti Viviana Ferretti Francesco 《Cognitive processing》2022,23(2):255-267
Cognitive Processing - This event-related potentials (ERPs) study investigated online processes of integration of information relating to characters in narrative comprehension. The final sample... 相似文献
118.
Serena Bezdjian Laura A. Baker Dora Isabel Lozano Adrian Raine 《The British journal of developmental psychology》2009,27(2):365-383
Behavioural performance in the Go/NoGo task was compared with caregiver and teacher reports of inattention and hyperactivity‐impulsivity in 1,151 children (N=557 boys; N=594 girls) age 9–10 years old. Errors of commission (NoGo errors) were significantly correlated with symptom counts of hyperactivity‐impulsivity, while errors of omission (Go errors) were significantly correlated with symptom counts for inattention in both caregiver and teacher reports. Cross‐correlations were also evident, however, such that errors of commission were related to inattention symptoms, and errors of omission were related to hyperactivity‐impulsivity. Moreover, hyperactivity‐impulsivity and inattention symptoms were highly intercorrelated in both caregiver (r=.52) and teacher reports (r=.70), while errors of commission and omission were virtually uncorrelated in the Go/NoGo task (r=.06). The results highlight the difficulty in disentangling hyperactivity‐impulsivity and inattention in questionnaires, and suggest that these constructs may be more clearly distinguished in laboratory measures such as the Go/NoGo task. 相似文献
119.
Giuseppe Mannino Serena Giunta Veronica Montefiori Giancarlo Tamanza Calogero Iacolino Cinzia Novara 《World Futures: Journal of General Evolution》2019,75(7):462-479
The physical activity and sport are key elements for a healthy lifestyle. However, a little-investigated element is the presence of a possible relationship between school or academic performance and the participation in physical activity and sport in groups of preadolescents and adolescents. In order to clarify the complex relationship between mind and body in preadolescence and adolescence, the present discussion investigates the causal and direct relationship between sport activity and performance; and describes how this relationship can be mediated by the sense of self-esteem and self-efficacy; and investigates the relationship between group sports practice and school or academic performance. 相似文献
120.