全文获取类型
收费全文 | 389篇 |
免费 | 11篇 |
专业分类
400篇 |
出版年
2017年 | 3篇 |
2016年 | 3篇 |
2015年 | 4篇 |
2013年 | 5篇 |
2012年 | 5篇 |
2011年 | 10篇 |
2010年 | 8篇 |
2009年 | 8篇 |
2008年 | 8篇 |
2007年 | 9篇 |
2006年 | 4篇 |
2005年 | 8篇 |
2004年 | 5篇 |
2000年 | 4篇 |
1998年 | 8篇 |
1997年 | 10篇 |
1996年 | 6篇 |
1995年 | 9篇 |
1994年 | 5篇 |
1993年 | 5篇 |
1992年 | 10篇 |
1991年 | 8篇 |
1990年 | 7篇 |
1989年 | 11篇 |
1988年 | 8篇 |
1987年 | 13篇 |
1986年 | 13篇 |
1985年 | 12篇 |
1984年 | 8篇 |
1983年 | 5篇 |
1982年 | 17篇 |
1981年 | 14篇 |
1980年 | 8篇 |
1979年 | 14篇 |
1978年 | 6篇 |
1977年 | 6篇 |
1976年 | 8篇 |
1975年 | 4篇 |
1974年 | 12篇 |
1973年 | 11篇 |
1972年 | 5篇 |
1971年 | 10篇 |
1970年 | 6篇 |
1969年 | 8篇 |
1968年 | 3篇 |
1967年 | 5篇 |
1966年 | 6篇 |
1958年 | 6篇 |
1957年 | 4篇 |
1955年 | 4篇 |
排序方式: 共有400条查询结果,搜索用时 15 毫秒
91.
92.
93.
94.
95.
96.
97.
98.
THOMAS J. SAINE 《人类交流研究》1976,2(3):281-288
Two experiments were conducted to test hypotheses derived from complexity theory regarding the interactive effect of situational variables and cognitive complexity of a communicator on the informational value of written communications. Complexity theory suggests that cognitively complex encoders, utilizing more dimensions of judgment in recognizing differences, are better able than cognitively simple encoders to distinguish the intended meaning of a communication from all competing, but inaccurate interpretations. Further, evidence exists which indicates that affective bias toward the referent of communication may lessen differences due to cognitive complexity. Much controversy has developed over the specific form of the interaction effect. Results of the experiments indicate that the superiority of cognitively complex encoders over cognitively simple ones is not limited by affective stimulus valence. 相似文献
99.
The purpose was to evaluate methods for selecting respondents who would respond accurately to items on a job-analysis questionnaire. One general method involved obtaining from employees measures that assessed background, performance, and organizational information. This information could be used to identify respondents who were knowledgeable about the job and, therefore, able to rate the job accurately. A second general method involved collecting job-analysis data from all potential job-analysis respondents and, on the basis of indices computed on these data, selecting a subsample from them. Two indices were investigated: (1) the D index, which assessed similarity between an individual's ratings and the population's mean ratings, and (2) the carelessness index, which measured an individual's tendency to rate tasks known to be unrelated to the focal job as important. Both methods were applied to a sample of 343 mental-health workers. Four general postulates for job analysts were proposed on the basis of the results: (1) Different selection measures yield somewhat different job-analysis respondents. (2) Respondents are not equally accurate and, with the use of the carelessness index, may be screened for the tendency to make errors. (3) In some applications, the number of sampled respondents needs to be greater than three in order to obtain reliable results. (4) To the degree that the job is ill-defined and unstable, the selection of job-analysis respondents assumes greater importance and is riskier. 相似文献
100.
THOMAS H. OGDEN 《The International journal of psycho-analysis》2006,87(4):1069-1085
Teaching psychoanalysis is no less an art than is the practice of psychoanalysis. As is true of the analytic experience, teaching psychoanalysis involves an effort to create clearances in which fresh forms of thinking and dreaming may emerge, with regard to both psychoanalytic theory and clinical practice. Drawing on his experience of leading two ongoing psychoanalytic seminars, each in its 25th year, the author offers observations concerning (1) teaching analytic texts by reading them aloud, line by line, in the seminar setting, with a focus on how the writer is thinking/writing and on how the reader is altered by the experience of reading; (2) treating clinical case presentations as experiences in collective dreaming in which the seminar members make use of their own waking dreaming to assist the presenter in dreaming aspects of his experience with the patient that the analytic pair has not previously been able to dream; (3) reading poetry and fi ction as a way of enhancing the capacity of the seminar members to be aware of and alive to the effects created by the patient's and the analyst's use of language; and (4) learning to overcome what one thought one knew about conducting analytic work, i.e. learning to forget what one has learned. 相似文献