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排序方式: 共有249条查询结果,搜索用时 15 毫秒
41.
Cann A Calhoun LG Tedeschi RG Triplett KN Vishnevsky T Lindstrom CM 《Anxiety, stress, and coping》2011,24(2):137-156
Cognitive processes in the aftermath of experiencing a major life stressor play an important role in the impact of the event on the person. Intrusive thoughts about the event are likely to be associated with continued distress, while deliberate rumination, aimed at understanding and problem-solving, should be predictive of posttraumatic growth (PTG). The Event Related Rumination Inventory (ERRI), designed to measure these two styles of rumination, is described and validation information is provided. Using a college student sample screened for having experienced highly stressful life events, data were obtained (N=323) to conduct an exploratory factor analysis that supported the two factors of the ERRI. Separate confirmatory factor analyses (CFA) on two additional samples (Ns=186 and 400) supported a two-factor model. The two ERRI factors were validated by comparison with related variables and by assessing their contributions to predicting distress and PTG in two samples (Ns=198 and 202) that had been combined to conduct the second CFA. Data indicate the ERRI has solid psychometric properties, captures variance not measured by stable differences in cognitive styles, and the separate factors are related to posttraumatic distress and growth as predicted by existing models of PTG. 相似文献
42.
Previous research has shown that it is possible to experimentally induce interpretive biases using ambiguous scenarios. This study extends past findings by examining the effects of cognitive bias modification for interpretation on subsequent scenario recall. Participants were trained to interpret emotionally ambiguous passages in either a positive or negative direction. Transfer of the training to novel scenarios was tested. After training, participants were also asked to recall details from these novel scenarios. The results indicate that the training was effective in inducing the intended group differences in interpretive bias. Importantly, participants exhibited memory biases that corresponded to their training condition. These results suggest that manipulating interpretive biases can result in corresponding changes in memory. Findings from this study highlight the importance of future research on the relation among cognitive biases and on the possibility of modifying cognitive biases in emotional disorders. 相似文献
43.
Tanya Maines Brown M Douglas Ris Dean Beebe Robert T Ammerman Sonya G Oppenheimer Keith Owen Yeates Benedicta G Enrile 《Child neuropsychology》2008,14(2):118-134
This study examined differences between healthy children (n = 35) and those with spina bifida myelomeningocele (SBM; n = 42) on the Behavior Rating Inventory of Executive Function (BRIEF), a measure of executive function behaviors. It also examined whether aspects of biological risk associated with SBM and reserve factors within the family could account for variability in BRIEF scores for children and adolescents with SBM. Patients in the SBM group exhibited more problems than both published norms and a local comparison group of healthy children in metacognition but not behavior regulation. Behavior regulation problems in children with SBM were predicted by parent psychological distress. More shunt-related surgeries and history of seizures predicted poorer metacognitive abilities. 相似文献
44.
Perceptual theories must explain how perceivers extract meaningful information from a continuously variable physical signal. In the case of speech, the puzzle is that little reliable acoustic invariance seems to exist. We tested the hypothesis that speech-perception processes recover invariants not about the signal, but rather about the source that produced the signal. Findings from two manipulations suggest that the system learns those properties of speech that result from idiosyncratic characteristics of the speaker; the same properties are not learned when they can be attributed to incidental factors. We also found evidence for how the system determines what is characteristic: In the absence of other information about the speaker, the system relies on episodic order, representing those properties present during early experience as characteristic of the speaker. This "first-impressions" bias can be overridden, however, when variation is an incidental consequence of a temporary state (a pen in the speaker's mouth), rather than characteristic of the speaker. 相似文献
45.
Suicidal behavior is a significant problem among adolescents in the United States. Three types of school-based suicide prevention programs have been proposed to address this problem including curriculum programs, staff in-service training, and school-wide screening. The relative acceptability of these three programs among older adolescents was examined. The sample included 662 freshmen (496 females, 161 males) enrolled in a large private university. Respondents rated the degree to which they considered adolescent suicide to be a significant problem, and the acceptability, intrusiveness, and time demands of the three suicide prevention programs. A majority (85.9%) of the sample agreed that adolescent suicide was a significant problem. Significant gender differences were observed in relation to the acceptability ratings of the school-based suicide programs. Female participants rated the curriculum-based program and staff in-service training as more acceptable than male participants. In addition, female participants rated the curriculum-based program as significantly less intrusive and less time demanding than male participants. Implications of these findings for implementation of suicide prevention programs and for future research are discussed. 相似文献
46.
We compare people’s intuitive judgments about how the self and others respond to threat. We propose that people hold a self-enhancing belief in ”threat immunity,” i.e., they see themselves as more secure than other people in the face of threat. In Study 1, people assumed that they threatened others more than others threatened them. In Study 2, people on project teams estimated that both they and their teammates provoked roughly equal levels of threat in others, although they experienced less threat than did other people. Study 3 experimentally manipulated threat perceptions in an interactive context and revealed that when people held self-enhancing threat appraisals, those with whom they interacted experienced lower satisfaction with the outcome and relationship. Finally, Study 4 demonstrated that, as compared to people who affirmed themselves and thus focused on the self, people who affirmed another person displayed lower threat immunity. The self-enhancing nature of these threat appraisals reveals how competition and envy emerge in organizations—or at least, how people imagine they emerge. 相似文献
47.
Eric A. Storch Tanya K. Murphy Rhea M. Chase Mary Keeley Wayne K. Goodman Maurice Murray Gary R. Geffken 《Journal of psychopathology and behavioral assessment》2007,29(4):211-219
The present study analyzed rates of peer victimization in children with a chronic tic disorder as compared to children with
type 1 diabetes and healthy controls. The associations among peer victimization, tic symptom severity, and psychological symptoms,
as well as the potential mediating relationship between peer victimization, tic severity, and child internalizing symptoms,
were also explored. Children with tics displayed higher rates of peer victimization than control groups, and peer victimization
in children with tics was positively correlated with tic symptom severity, loneliness, anxiety symptoms, and parent report
of child internalizing symptoms. Results also supported the hypothesis that peer victimization mediates the relationship between
tic symptom severity and loneliness. Findings highlight the importance of the assessment and treatment of psychosocial variables
in children with chronic tic disorders, including social functioning and peer relationships. 相似文献
48.
49.
Brian K. Martens Tanya L. Eckert John C. Begeny Lawrence J. Lewandowski Florence D. DiGennaro Staci A. Montarello Lauren A. Arbolino Derek D. Reed Barbara H. Fiese 《Journal of Behavioral Education》2007,16(1):38-53
This study evaluated the effects of a fluency-based reading program with 15 second and third grade students and 15 matched
controls. Gains in oral reading fluency on untrained CBM probes were evaluated using a matched-pairs group-comparison design,
whereas immediate and two-day retention gains in oral reading fluency on trained passages were evaluated using an adapted
changing criterion design. Increases in WRCM due to training and number of trainings to criterion were also evaluated as a
function of pre-training fluency levels. Results showed statistically significant gains on dependent measures for the treatment
group, mean increases of two to three grade levels in passages mastered, and an optimal pre-training fluency range of 41-60
WRCM. Implications for fluency-based reading programs are discussed. 相似文献
50.
Adult language users have an enormous amount of experience with speech in their native language. As a result, they have very well-developed processes for categorizing the sounds of speech that they hear. Despite this very high level of experience, recent research has shown that listeners are capable of redeveloping their speech categorization to bring it into alignment with new variation in their speech input. This reorganization of phonetic space is a type of perceptual learning, or recalibration, of speech processes. In this article, we review several recent lines of research on perceptual learning for speech. 相似文献