全文获取类型
收费全文 | 262篇 |
免费 | 18篇 |
出版年
2020年 | 7篇 |
2019年 | 10篇 |
2018年 | 9篇 |
2017年 | 5篇 |
2016年 | 8篇 |
2015年 | 6篇 |
2014年 | 8篇 |
2013年 | 32篇 |
2012年 | 12篇 |
2011年 | 13篇 |
2010年 | 7篇 |
2009年 | 2篇 |
2008年 | 11篇 |
2007年 | 8篇 |
2006年 | 9篇 |
2005年 | 8篇 |
2004年 | 6篇 |
2003年 | 10篇 |
2002年 | 4篇 |
2001年 | 2篇 |
2000年 | 9篇 |
1999年 | 5篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1996年 | 5篇 |
1995年 | 4篇 |
1994年 | 4篇 |
1992年 | 8篇 |
1991年 | 4篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 10篇 |
1984年 | 4篇 |
1983年 | 3篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 3篇 |
1973年 | 1篇 |
1972年 | 2篇 |
1971年 | 5篇 |
1970年 | 2篇 |
1969年 | 2篇 |
1968年 | 1篇 |
1966年 | 1篇 |
1960年 | 1篇 |
1958年 | 1篇 |
1957年 | 1篇 |
排序方式: 共有280条查询结果,搜索用时 15 毫秒
121.
Ruth T. Zajdel Jill Myerow Bloom Gary Fireman Jeff T. Larsen 《The Journal of genetic psychology》2013,174(5):582-603
ABSTRACT. The present study examined the development of children's ability report understanding and experiencing allocentric mixed emotions, and explored the relation of gender and empathic ability to these skills. Participants (128 elementary school-aged children [63 boys, 65 girls]) were shown a movie clip with bittersweet themes to elicit mixed emotions. Findings from this study are consistent with prior research (Larsen, To, & Fireman, 2007), supporting a developmental progression in children's ability to both understand and report experiencing mixed emotions, with the two as distinct skills and children reporting understanding earlier than experiencing of emotions. Consistent with previous research, girls performed significantly better on the emotion experience task. Finally, results provided evidence that empathy partially mediates the relationship between age and reports of mixed emotion experience, but no evidence that empathy plays a role in mixed emotional understanding. 相似文献
122.
123.
Sadie E. Larsen Christopher D. Nye Alayne J. Ormerod Monique Ziebro Julia E. Siebert 《Military psychology》2013,25(6):602-614
We assessed the effectiveness of three commonly suggested organizational practices for reducing racial/ethnic harassment and discrimination (REHD): training; resources for reporting REHD; and implementation actions taken by leadership to reduce REHD. In a sample of 39,475 U.S. military personnel, we conducted dominance analyses to examine the relative contributions of these practices to REHD. Implementation contributed more to the prediction of REHD than did training or resources. Moreover, implementation moderated the effect of resources and training. This suggests that active leadership effort to address REHD can be 1 of the most effective means of reducing such behavior. 相似文献
124.
Can we control the content of our memory and forget what we do not want to think about by an act of will? If so, is forgetting temporary or permanent, and is it independent of the nature of what we wish to forget? Using Anderson and Green’s (2001) “think/no-think” paradigm with neutral and emotional nouns, we found in agreement with other studies that memory for neutral words was reduced instantly upon repeated attempts at suppression. However, the effect was temporary and vanished after a period of one week, which strongly suggests that intended memory suppression interferes with immediate retrieval but does not lead to long-term forgetting. Furthermore, the amount of training that clearly reduced immediate recall of neutral items did not at all reduce recall of emotional items. This finding is in accordance with the notion that emotional items have a higher degree of salience and tend to attract more attention than neutral items. 相似文献
125.
Irem Kurtsal Steen 《Philosophical Studies》2010,150(1):79-96
A standard response to the problem of diachronic vagueness is ‘the semantic solution’, which demands an abundant ontology.
Although it is known that the abundant ontology does not logically preclude endurantism, their combination is rejected because
it necessitates massive coincidence between countless objects. In this paper, I establish that the semantic solution is available
not only to perdurantists but also to endurantists by showing that there is no problem with such ubiquitous and principled
coincidence. 相似文献
126.
Using longitudinal and experience sampling designs, the consistency and composition, and personality and motivational predictors,
of the desired affective state are explored. Findings indicate that, while the desired affect is relatively malleable throughout
one semester, it is relatively stable throughout 1 week. Personality and motivations/goals were related to the content of
the desired affective state. Extraversion, neuroticism, agreeableness, and conscientiousness were related to the content of
the desired affective state. In addition, higher-order goals predicted the content of the desired affective state. Our results
suggest that the content of the desired affective state may be largely dependent on personality, motivation, and, potentially,
an interaction between personality and motivation. 相似文献
127.
Denise J. Larsen Rachel L. King Rachel Stege Natasha A. Egeli 《Counselling psychology quarterly》2015,28(2):175-199
While hope has been described as the ability to imagine a future in which one wishes to participate, individuals with chronic pain can have difficulty maintaining hope due to the pervasive impact of pain on multiple facets of their lives. This research examines client experiences of hope during a hope and strengths activity offered as part of a group treatment plan for individuals experiencing chronic pain. Entitled Being Hopeful in the Face of Chronic Pain, the group was developed in order to focus on hope and generative emotional experiences, experiences often lacking for individuals with chronic pain. The group activity being studied specifically addressed participants’ current strengths and strengths they hope-to-have-more-of. The study employed basic qualitative inquiry and utilized interpersonal process recall individual interviews to stimulate participant recall. Twelve participants (spanning three separate group offerings) individually discussed their personal experiences as they unfolded during a specific hope and strengths-focused activity. Participants described experiences during the group activity that fostered personal hope via perspective shifts, communion, comparison and connection with other group members. Findings are discussed in the context of current literature on hope, chronic pain, positive psychology and group interventions. 相似文献
128.
Marc Steen 《Science and engineering ethics》2013,19(3):945-962
In this essay several virtues are discussed that are needed in people who work in participatory design (PD). The term PD is used here to refer specifically to an approach in designing information systems with its roots in Scandinavia in the 1970s and 1980s. Through the lens of virtue ethics and based on key texts in PD, the virtues of cooperation, curiosity, creativity, empowerment and reflexivity are discussed. Cooperation helps people in PD projects to engage in cooperative curiosity and cooperative creativity. Curiosity helps them to empathize with others and their experiences, and to engage in joint learning. Creativity helps them to envision, try out and materialize ideas, and to jointly create new products and services. Empowerment helps them to share power and to enable other people to flourish. Moreover, reflexivity helps them to perceive and to modify their own thoughts, feelings and actions. In the spirit of virtue ethics—which focuses on specific people in concrete situations—several examples from one PD project are provided. Virtue ethics is likely to appeal to people in PD projects because it is practice-oriented, provides room for exploration and experimentation, and promotes professional and personal development. In closing, some ideas for practical application, for education and for further research are discussed. 相似文献
129.
130.
Multiple schedules using continuous discriminative stimuli have been used to minimize children's disruptive requesting for teacher attention (e.g., colored floral leis; Tiger & Hanley, 2004; Tiger, Hanley, & Heal, 2006). The present study evaluated the effectiveness of, and children's preferences for, two multiple-schedule arrangements in which brief experimenter vocalizations served as discriminative stimuli. Results showed that brief signals were highly effective discriminative stimuli for 3 of the 4 children, and that all children preferred one or both variations of the multiple schedule to a control arrangement. For 1 child, highly discriminated responding was achieved only when continuous signals were introduced. 相似文献