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121.
Mary Wilkinson 《Journal of Family Therapy》1992,14(2):193-205
This paper considers what a systemic understanding of empathy might be in the context of recent developments in systemic approaches. Clinical work is the basis for an exploration of which systemic ideas might be useful in thinking about 'systemic empathy'. The question of whether empathy is inherent in the systemic approach is considered. 相似文献
122.
123.
Meredith R. Wilkinson Linden J. Ball David Alford 《Advances in cognitive psychology / University of Finance and Management in Warsaw》2015,11(1):22-30
We report a study that examined the modulating impact of
contingent self-esteem on regret intensity for regretted
outcomes associated with controllable versus uncontrollable events. The
Contingent Self-Esteem Scale (e.g., Kernis &
Goldman, 2006) was used to assess the extent to which a person’s
sense of self-worth is based on self and others’ expectations. We found that
there was an influence of self-esteem contingency for controllable but not for
uncontrollable regret types. For controllable regret types individuals with a
high contingent (i.e., unstable) self-esteem reported greater regret intensity
than those with a low contingent (i.e., stable) self-esteem. We interpret this
finding as reflecting a functional and adaptive role of high contingent
self-esteem in terms of mobilizing the application of counterfactual reasoning
and planning mechanisms that can enable personal expectations to be achieved in
the future. 相似文献
124.
ABSTRACTThe testing effect refers to improved memory after retrieval practice and has been researched primarily with visual stimuli. In two experiments, we investigated whether the testing effect can be replicated when the to-be-learned information is presented auditorily, or visually?+?auditorily. Participants learned Swahili-English word pairs in one of three presentation modalities – visual, auditory, or visual?+?auditory. This was manipulated between-participants in Experiment 1 and within-participants in Experiment2. All participants studied the word pairs during three study trials. Half of participants practiced recalling the English translations in response to the Swahili cue word twice before the final test whereas the other half simply studied the word pairs twice more. Results indicated an improvement in final test performance in the repeated test condition, but only in the visual presentation modality (Experiments 1 and 2) and in the visual?+?auditory presentation modality (Experiment 2). This suggests that the benefits of practiced retrieval may be limited to information presented in a visual modality. 相似文献
125.
Measuring the fracture properties of single grain boundaries has until now required macroscopic bi-crystals which are expensive and not always available. We describe a method for fracture testing using micro-cantilevers, manufactured using focussed ion beam machining and tested using a nanoindenter. We have used the method to measure the fracture toughness of selected grain boundaries in bismuth-embrittled copper. This technique is applicable to grain boundaries in other brittle polycrystalline samples for which large bi-crystals cannot be produced for conventional testing. 相似文献
126.
Anna V. Wilkinson Charles J. Holahan Elizabeth W. Drane-Edmundson 《Psychology & health》2013,28(6):697-709
This study integrates aspects of cognitive and social contextual approaches to understanding the practice of safer sex. Study participants were 398 unmarried college students attending one of two institutions of higher education in Texas. As predicted, individuals who perceived more cooperation from their sexual partner to practice safer sex were significantly more likely to do so than those who saw their partners as uncooperative. Especially important, as predicted, partner cooperation also moderated the relationship between cognitive and behavioral predictors and safer sex. These moderation findings demonstrate that partner cooperation limits the range of operation of psychological factors that have been shown in previous research to play a significant role in deciding to practice safer sex. 相似文献
127.
Heterospecific cues, such as gaze direction and body position, may be an important source of information that an animal can
use to infer the location of resources like food. The use of heterospecific cues has been largely investigated using primates,
dogs, and other mammals; less is known about whether birds can also use heterospecific gestures. We tested six Clark’s nutcrackers
in a two-way object-choice task using touch, point, and gaze cues to investigate whether these birds can use human gestures
to find food. Most of the birds were able to use a touch gesture during the first trial of testing and were able to learn
to use point and gaze (eyes and head alternation) cues after a limited number of trials. This study is the first to test a
non-social corvid on the object-choice task. The performance of non-social nutcrackers is similar to that of more social and
related corvids, suggesting that species with different evolutionary histories can utilize gestural information. 相似文献
128.
Social power affects the manner in which people view themselves and act toward others, a finding that has attracted broad
interest from the social and political sciences. However, there has been little interest from those within cognitive neuroscience.
Here, we demonstrate that the effects of power extend beyond social interaction and invoke elementary spatial biases in behavior
consistent with preferential hemispheric activation. In particular, participants who felt relatively powerless, compared with
those who felt more powerful, were more likely to bisect horizontal lines to the left of center, and bump into the right-hand
(as opposed to the left-hand) side when walking through a narrow passage. These results suggest that power induces hemispheric
differences in visuomotor behavior, indicating that this ubiquitous phenomenon affects not only how we interact with one another,
but also how we interact with the physical world. 相似文献
129.
Margaret Semrud-Clikeman Jenifer Walkowiak Alison Wilkinson Elizabeth Portman Minne 《Journal of abnormal child psychology》2010,38(4):509-519
Understanding social interactions is crucial for development of social competence. The present study was one of the first
to utilize direct and indirect measures of social perception to explore possible differences among children with nonverbal
learning disability (NLD), Asperger’s Syndrome (AS), Attention Deficit Hyperactivity Disorder-Combined (ADHD-C), Attention
Deficit Hyperactivity Disorder-Predominately Inattentive (ADHD-PI), and controls (N = 342). Multiple informants provided ratings of the child’s behavioral and social functioning. Results indicated that the
NLD and AS groups experienced the most difficulty understanding emotional and nonverbal cues on the direct measure. In addition,
children with AS or NLD showed significant signs of sadness and social withdrawal compared to the other groups. Attentional
skills, while related to social perception, did not predict social perception difficulties to the same degree as number of
AS symptoms. 相似文献
130.
Fast mapping of multiple words: Insights into when “the information provided” does and does not equal “the information perceived” 总被引:1,自引:0,他引:1
Krista M. Wilkinson Erin Ross Adele Diamond 《Journal of applied developmental psychology》2003,24(6):739-762
A candidate process for explaining the rapid vocabulary acquisition during the preschool years is “fast mapping,” children's ability to sketch partial maps of a word's meaning after brief exposure. The present study examines this process for learning multiple words, testing the hypothesis that children's attention to the information critical for quickly mapping multiple words onto their referents depends on the alternatives available when the words are introduced. Fifty-eight 40-month-old children participated in one of two conditions. In both conditions, each trial for novel Word #1 presented a novel object and three familiar ones. The conditions differed in the object choices presented when novel Word #2 was introduced. Although the same information was available to children in both conditions, younger children showed significantly better learning of the new words in the successive condition than in the concurrent condition. Implications of this for age-related differences and for teaching strategies are discussed. 相似文献