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Zoe Leviston Alison L. Browne Murni Greenhill 《Journal of applied social psychology》2013,43(6):1159-1176
Despite growing water scarcity, communities in many parts of the developed world often reject technically and economically sound options for water augmentation. This paper reports findings from a study investigating risk perceptions associated with a proposed managed aquifer recharge scheme in Australia. Q Methodology was used to compare decision‐making frameworks of lay community and “technical expert” participants. Technical expert participants were also asked to approximate the decision‐making framework of a “typical” community member. The emerging contrasts between lay community frameworks and those approximated by technical experts suggest that there are prevailing yet errant assumptions about lay community attitudes toward new technologies. The findings challenge the characterization of the lay community and technical experts as being in entrenched opposition with one another. 相似文献
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Miguel Farias Anna-Kaisa Newheiser Guy Kahane Zoe de Toledo 《Journal of experimental social psychology》2013,49(6):1210-1213
Growing evidence indicates that religious belief helps individuals to cope with stress and anxiety. But is this effect specific to supernatural beliefs, or is it a more general function of belief — including belief in science? We developed a measure of belief in science and conducted two experiments in which we manipulated stress and existential anxiety. In Experiment 1, we assessed rowers about to compete (high-stress condition) and rowers at a training session (low-stress condition). As predicted, rowers in the high-stress group reported greater belief in science. In Experiment 2, participants primed with mortality (vs. participants in a control condition) reported greater belief in science. In both experiments, belief in science was negatively correlated with religiosity. Thus, some secular individuals may use science as a form of “faith” that helps them to deal with stressful and anxiety-provoking situations. 相似文献
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Veronica Quinn Bettina Meiser Alex Wilde Zoe Cousins Kristine Barlow-Stewart Philip B. Mitchell Peter R. Schofield 《Journal of genetic counseling》2014,23(5):785-795
Genetic testing for susceptibility to major depressive disorder (MDD) is not available for clinical use at present. Given this, family history remains the best predictor for development of MDD, and family-history-based risk assessment and information about familial aspects of MDD may be useful to clients at increased risk for MDD attending for genetic counseling. This study uses a mixed-methods design to assess the information needs and preferences of people at increased familial risk for MDD. Telephone interviews were conducted with 23 individuals, who had at least one first-degree relative with MDD and were recruited through advertisements placed on depression education websites. The most preferred way to access depression information was via the internet (87 % of participants), although this preference may have been due to the internet-based recruitment method. The second most preferred dissemination strategy (56 %) was face-to-face delivery through a health professional, including genetic counselors. Individuals reported a need for information about etiology and development of MDD, reproductive decision-making, early detection of symptoms and risk-reducing strategies. Nearly all participants expressed an interest in risk assessment. The present study found evidence of a high level of interest for information targeted to people at increased familial risk for MDD. Genetic counselors are likely to be called upon increasingly to provide supportive counseling to assist clients at increased familial risk in interpreting and contextualizing such information once it becomes available. 相似文献
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Richard A. Pruitt 《Teaching Theology & Religion》2011,14(3):226-246
This research article explores the active use of cognitive‐developmental or mediated cognitive learning strategies in undergraduate online courses. Examples and applications are drawn from two online sessions integrating online interaction, essay and discussion assignments, as well as a variety of multimedia components conducted during the spring of 2008. While focus on the interaction among students remains an important aspect of the online discussion environment, particular attention is given to the interaction between the student and the instructor. This paper argues that while online learning environments are ultimately student‐controlled, they should be teacher‐centered. The findings of this research suggest that students are more directly influenced by an instructor's intentional effort to mediate the learning process than by the course objectives, material, or subject matter. Successful use of online technologies requires deliberate action on the part of the instructor to integrate various mediated cognitive learning strategies: (a) student participation and response is significantly increased, and (b) student motivation and morale is dramatically influenced. 相似文献
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Distinguishing Between Sex and Gender: History, Current Conceptualizations, and Implications 总被引:1,自引:0,他引:1
Many psychologists, particularly feminist psychologists, have drawn a distinction between the term sex and the term gender. The purposes of this paper were to review the history of this distinction and to illustrate the varied and inconsistent ways in which these terms are used. Historically, this distinction began with John Money and his colleagues in the 1950s (Money et al. 1955a, b, 1957); they used the term sex to refer to individuals?? physical characteristics and the term gender to refer to individuals?? psychological characteristics and behavior. Two decades later, Rhoda Unger (1979) argued that the widespread use of the term sex implies biological causes and promotes the idea that differences between women and men are natural and immutable. She proposed the use of the term gender to refer to traits that are culturally assumed to be appropriate for women and men. Her work was influential in prompting a widespread shift from the use of the term sex to the use of the term gender in psychological texts. Nevertheless, current definitions of sex and gender vary widely. Some authors use the terms interchangeably. Of those who distinguish between the terms, most construe gender as more related to cultural influences and sex as more related to biology. There are numerous inconsistencies in authors?? definitions, however. Additionally, in some cases, there appears to be a mismatch between how researchers define sex or gender and how they measure it. It seems likely that the distinction between the term sex and the term gender may become less meaningful and important over time. 相似文献
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Geranmayeh F Brownsett SL Leech R Beckmann CF Woodhead Z Wise RJ 《Brain and language》2012,121(1):47-57
This functional MRI study investigated the involvement of the left inferior parietal cortex (IPC) in spoken language production (Speech). Its role has been apparent in some studies but not others, and is not convincingly supported by clinical studies as they rarely include cases with lesions confined to the parietal lobe. We compared Speech with non-communicative repetitive tongue movements (Tongue). The data were analyzed with both univariate contrasts between conditions and probabilistic independent component analysis (ICA). The former indicated decreased activity of left IPC during Speech relative to Tongue. However, the ICA revealed a Speech component in which there was correlated activity between left IPC, frontal and temporal cortices known to be involved in language. Therefore, although net synaptic activity throughout the left IPC may not increase above baseline conditions during Speech, one or more local systems within this region are involved, evidenced by the correlated activity with other language regions. 相似文献
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