全文获取类型
收费全文 | 400篇 |
免费 | 14篇 |
国内免费 | 1篇 |
专业分类
415篇 |
出版年
2023年 | 2篇 |
2021年 | 6篇 |
2020年 | 7篇 |
2019年 | 16篇 |
2018年 | 14篇 |
2017年 | 12篇 |
2016年 | 13篇 |
2015年 | 13篇 |
2014年 | 8篇 |
2013年 | 51篇 |
2012年 | 19篇 |
2011年 | 12篇 |
2010年 | 19篇 |
2009年 | 7篇 |
2008年 | 12篇 |
2007年 | 19篇 |
2006年 | 14篇 |
2005年 | 11篇 |
2004年 | 9篇 |
2003年 | 13篇 |
2002年 | 8篇 |
2001年 | 7篇 |
2000年 | 5篇 |
1999年 | 7篇 |
1998年 | 7篇 |
1997年 | 3篇 |
1996年 | 4篇 |
1994年 | 6篇 |
1993年 | 7篇 |
1991年 | 4篇 |
1990年 | 8篇 |
1989年 | 2篇 |
1988年 | 5篇 |
1987年 | 6篇 |
1986年 | 5篇 |
1985年 | 4篇 |
1984年 | 8篇 |
1983年 | 2篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 5篇 |
1979年 | 4篇 |
1976年 | 2篇 |
1975年 | 3篇 |
1974年 | 4篇 |
1968年 | 2篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1964年 | 2篇 |
1951年 | 2篇 |
排序方式: 共有415条查询结果,搜索用时 0 毫秒
11.
Stanley Kaye PhD 《Journal of Contemporary Psychotherapy》1982,13(2):175-181
Adoption of a child is an event in which a number of crises have converged. Both the biologic and adoptive families have contributed their failures and crises, and the subsequent interpretations of these by the adopted child can lead to polarized themes of goodness and badness. The absence of the biologic parents and of a coherent history reinforces the tendency to splitting. This paper explores these operations and raises questions about prevailing adoption practices.Paper presented at Spence-Chapin Symposium on Identity Problems of Children in Non-Nuclear Families, April 11, 1981. 相似文献
12.
The attitudes of 521 teachers in the Tuscaloosa, Alabama City School (82% of the teacher population) toward stuttering were assessed using the Teachers' Perceptions of Stuttering Inventory (TPSI). The TPSI consists of five teacher identification questions and 10 attitudinal statements about which teachers are asked to indicate their strength of agreement. Results indicated that a significant number of teachers hold unsubstantiated beliefs concerning the etiology of stuttering and the personality characteristics of stutterers. Teachers having experience with stutterers or having had course work in speech disorders indicated more realistic attitudes toward stutterers and expressed more demanding attitudes toward stutterers in the classroom situation. In view of the potential positive role teachers can play in assisting stutterers, the results were interpreted as suggesting a need for teachers to receive either preservice or inservice instruction with respect to the problem of stuttering. 相似文献
13.
14.
Elena Spiridon Linda K. Kaye Rod I. Nicolson Heather J. Ransom Angel J. Y. Tan Bryan W. X. Tang 《Journal of applied social psychology》2020,50(7):394-405
Peer Mentoring schemes tend to be developed as retention strategies, however, they can also serve other purposes (psychosocial or career-related). However, evidence of the effectiveness of these presents mixed results and less is known about the horizontal peer support schemes which may help students capitalize on existing peer relationships. We developed an integrated learning communities (ILC) peer support scheme, building on the theoretical principles of social identity theory, which we embedded within our existing teaching framework and designed functional activities. Collective activities were undertaken to promote the processes of social identity with the intention that these may foster social and academic integration experiences. This intervention was undertaken with an entire cohort of first year undergraduate psychology students. We conducted semi-structured interviews with a self-selected sample of these students (N = 17). Thematic analysis revealed two main themes, each with two sub-themes. These were: “Divergent Experiences” with the sub-themes of “dependent on people” and “types of support”, and “Good idea in principle” with the sub-themes of “Theory ≠ Practice” and “Dependent on student engagement”. Although identifying with a peer group was not transparent in the interviews, the existence of a peer support scheme was perceived positively by students which might explain the success of the newly developed student-led Psychology Society. Indeed, this Psychology Society can provide a lasting framework for further amplification of the student voice. We conclude that our embedded ILC was both feasible and potentially valuable, but it is crucial for the peer support approach to have transactional significance. 相似文献
15.
Anneliese A. Singh Sylvia C. Nassar Patricia Arredondo Rebecca Toporek 《Journal of counseling and development : JCD》2020,98(3):238-252
The authors describe the ways in which the Multicultural and Social Justice Counseling Competencies (MSJCC; Ratts, Singh, Nassar-McMillan, Butler, & McCullough, 2015) can be viewed from a human rights framework and as the latest iteration in the long history of the multicultural and social justice counseling competency movement. MSJCC implementation and integration are explored, and recommendations for innovating the MSJCC are described. 相似文献
16.
Embodying the Multicultural and Social Justice Counseling Competency Movement: Voices From the Field
This article illustrates counselors’ embodiment, over time, of the multicultural and social justice counseling competency movement leading to the Multicultural and Social Justice Counseling Competencies (Ratts, Singh, Nassar-McMillan, Butler, & McCullough, 2015). The authors discuss the multicultural and social justice counseling competency movement in the context of relationships as appropriate to the counseling field. Aligned with contemporary research perspectives, the authors focus on the lived experiences of 2 pioneering social justice and multicultural competency advocates, Drs. Patricia Arredondo and Derald Wing Sue. The authors integrate scholarship with these historical and personal perspectives, as well as their own, to demonstrate the ways in which people and movements drive counseling leadership and advocacy. 相似文献
17.
Fonseca Wald Eric L. A. Hendriksen Jos G. M. Drenthen Gerald S. Kuijk Sander M. J. V. Aldenkamp Albert P. Vles Johan S. H. Vermeulen R. Jeroen Debeij van Hall Mariette H. J. A. Klinkenberg Sylvia 《Neuropsychology review》2020,30(1):164-165
Neuropsychology Review - Due to an error during the editorial phase, a correction regarding Fig. 2 is added to the original article: “Towards a Better Understanding of Cognitive... 相似文献
18.
Bilingual infants from 6‐ to 24‐months of age are more likely to generalize, flexibly reproducing actions on novel objects significantly more often than age‐matched monolingual infants are. In the current study, we examine whether the addition of novel verbal labels enhances memory generalization in a perceptually complex imitation task. We hypothesized that labels would provide an additional retrieval cue and aid memory generalization for bilingual infants. Specifically, we hypothesized that bilinguals might be more likely than monolinguals to map multiple perceptual features onto a novel label and therefore show enhanced generalization. Eighty‐seven 18‐month‐old monolingual and bilingual infants were randomly assigned to one of two experimental conditions or a baseline control condition. In the experimental conditions, either no label or a novel label was added during demonstration and again at the beginning of the test session. After a 24‐hr delay, infants were tested with the same stimulus set to test cued recall and with a perceptually different but functionally equivalent stimulus set to test memory generalization. Bilinguals performed significantly above baseline on both cued recall and memory generalization in both experimental conditions, whereas monolinguals performed significantly above baseline only on cued recall in both experimental conditions. These findings show a difference between monolinguals and bilinguals in memory generalization and suggest that generalization differences between groups may arise from visual perceptual processing rather than linguistic processing. A video abstract of this article can be viewed at https://youtu.be/yXB4pM3fF2k 相似文献
19.
20.
Background: Cognitive models propose that attentional biases to threat contribute to the maintenance of social anxiety disorder (SAD). However, the specific characteristics of such biases are still object to debate.Objectives: The current study aimed to disentangle effects of trait and state social anxiety on attention allocation towards social stimuli.Methods: Participants with SAD (n?=?67) and healthy controls (n?=?62) completed three visual search tasks while their eye movements were recorded. Half of the participants in each group were randomly assigned to a state anxiety induction.Results: Contrary to our predictions, neither trait nor state social anxiety was associated with a facilitated attention to or a delayed disengagement from threat. However, participants with SAD did show reduced fixation durations for threatening stimuli, indicating an avoidance of threat. Induction of state anxiety led to an increased distractibility by threat.Conclusions: We suggest that attention allocation in SAD is characterized by an avoidant rather than a vigilant attentional bias. Accordingly, our results contradict previous results that associate SAD with facilitated attention to threat and existing approaches to modify attentional biases, that aim to decrease attention towards threatening stimuli. 相似文献