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Tyrosine hydroxylase (TH) activity was measured in brains from Norway rats and silver foxes showing wild type aggressiveness and from their counterparts selected over 20-25 generations for reduced aggressiveness towards humans (tameness). TH activity in the brain stem and cortex was increased in tame animals of both species compared with aggressive counterparts. Selection increased hypothalamic TH activity in foxes, but decreased it in rats. There was no difference in TH activity in corpus striatum between the tame and aggressive animals. Fetal TH activity in the posterior part of the brain was higher in tame than aggressive rats at day 20 of embryogensis. Increased TH activity in the brain stem and cortex of adult aggressive rats was observed after treatment of their mothers with hydrocortisone on the days 16 and 18 of pregnancy. This elevation in TH activity was associated with attenuation of the defense behavior of aggressive rats. The data suggested that alterations in neural TH activity in tame rats and foxes may be part of the neurochemical basis of their behavioral phenotype which is developed by selection. © 1994 Wiley-Liss, Inc. 相似文献
113.
Gorkan Ahmetoglu Valeriya Nefyodova Tomas Chamorro-Premuzic Sonia-Cristina Codreanu 《Psychologie appliquee》2021,70(2):738-758
Past turnover research has posited personality traits as important antecedents to quit intentions. Nevertheless, previous literature has not investigated the relationship between employees’ entrepreneurial tendencies—a constellation of domain specific traits—and turnover. Drawing on dispositional trait theory and attraction-selection-attrition theory, we propose engagement and intentions to start a business as mediators of the relationship between entrepreneurial tendencies and quit intentions. We test our predictions in a sample of full-time employees from the United Kingdom (N = 224). In line with our hypotheses, an inconsistent mediation is found, where both positive and negative links between entrepreneurial tendencies and turnover intentions were mediated by engagement and intentions to start a business respectively. Thus, entrepreneurial employees were more likely to be engaged, but at the same time also more likely to be considering starting their own business, leading to a conflicting relationship to turnover intentions. The current study informs the human resource management literature concerning the motivational mechanisms explaining turnover intentions among entrepreneurial employees. It also provides practical insights with regards to the effective management of this workforce. 相似文献
114.
Recent research shows that the quality of a baseline (i.e., the analysis of one's behavior in normal conditions) decreases when the second narrative is expected and deceitful. However, a first step would be to investigate whether the writing of a first narrative might influence the second, independently of its expectancy. In this study, we hypothesized that second narratives would be less detailed, especially if these narratives are deceptive. Participants (N = 71) were asked to narrate two consecutive truthful and deceptive narratives. The second narrative was unexpected, and the order of the narratives was counterbalanced. Results suggest a detrimental effect of deceptiveness and order on the frequency of details. Moreover, an interaction was observed, suggesting when narratives are written after a first one, the frequency of details decreases, all the more if they were deceptive. The results of this experiment are discussed from both a theoretical and an applied perspective. 相似文献
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Tomas Böhm 《Scandinavian Psychoanalytic Review》2013,36(2):132-149
Some analysands experience a restricted space in the analytic situation with special counter-transferential consequences. The author discusses how shame is involved in these situations, and projected on to the analyst. This leads to an important choice of direction for the analyst regarding counter-transference acting out or conditions for a real analytic situation. Shame plays a special rôle in these choices of direction. The author illustrates the problem with a clinical vignette and shows how integration of shame is accomplished clinically, and continues with a discussion of the connections between the analyst's analytic style, his own communicative style as a defense against shame and the analytic styles of different analytic “schools”. A discussion of Liberman's concept, of “asymmetrical dialogue” and its connection with countertransference acting out and analytic styles, forms a conclusion to the paper. 相似文献
117.
Jordan Zlatev Elainie Alenkær Madsen Sara Lenninger Tomas Persson Susan Sayehli Göran Sonesson Joost van de Weijer 《Cognitive development》2013
Developmental and comparative studies of the ability to understand communicative intentions using object-choice tasks raise questions concerning the semiotic properties of the communicative signals, and the roles of rearing histories, language and familiarity. We adapted a study by Tomasello, Call, and Gluckman (1997), in which a “helper” indicated the location of a hidden reward to children of three ages (18, 24, and 30 months) and to four chimpanzees, by means of one of four cues: Pointing, Marker, Picture and Replica. For the chimpanzees, we controlled for familiarity by using two helpers, one unfamiliar and one highly familiar. Even 18-months performed well on Pointing and Marker, while only the oldest group clearly succeeded with Picture and Replica. Performance did not correlate with scores for the Swedish Early Communicative Development Inventory (SECDI). While there were no positive results for the chimpanzees on the group level, and no effect of familiarity, two chimpanzees succeeded on Pointing and Marker. Results support proposals of a species difference in understanding communicative intentions, but also highlight the need to distinguish these from the complexity of semiotic vehicles and to consider both factors. 相似文献
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119.
Phillip L. Ackerman Tomas Chamorro‐Premuzic Adrian Furnham 《The British journal of educational psychology》2011,81(1):27-40
Background . Although recent research has provided evidence for the predictive validity of personality traits in academic settings, the path to an improved understanding of the nature of personality influences on academic achievement involves a reconceptualization of both criterion and predictor construct spaces. Aims . For the criterion space, one needs to consider student behaviours beyond grades and level of educational attainment, and include what the student does among other things outside of the classroom. For the predictor space, it is possible to bring some order to the myriad personality constructs that have been developed over the last century, by focusing on common variance among personality and other non‐ability traits. Methods . We review these conceptual issues and several empirical studies. Conclusions . We demonstrate the possible increments in understanding non‐ability determinants of academic achievement that may be obtained by focusing on areas where there is a theoretical convergence between predictor and criterion spaces. 相似文献
120.
Tomas Kroksmark 《Studies in Philosophy and Education》1995,14(4):365-382
In this article I outline some principal features of phenomenography as a foundation of research on teachers' teaching competence. This article discusses the relations between autoteaching and teachers' teaching, between teachers' teaching and the notion of phenomenographic conceptions, and between phenomenography and philosophy.The discussion aims toward a preliminary articulation of the concepts of the domain and to outlines of a general theory of educational research on teaching. The focus is primarily on teachers' didaktik (teachers' teaching competence) as a concrete content-related field expressed as qualitative and complex ideas and their meanings.The concepts illustrating the content of teachers' didaktik are treated in eight categories: pedagogic planning, didaktik intentionality, differentiation of methods, stepping out of the natural attitude, didaktik oneness, didaktik themes and didaktik patience, the invisible dimension of didaktik. 相似文献