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21.
With the component selection measure developed by Hale and Morgan (1973), children's use of selective attention was assessed at six levels of learning, ranging from undertraining to overtraining, and this function was examined at each of ages 4, 8, and 12. It was found that, as the children learned the task, they maintained a relatively wide focus of attention, acquiring information about both features of the stimuli, color and shape. Thus, contrary to the model under investigation, the children did not exercise a high degree of selectivity as they approached mastery of the task; nor did overtraining produce the expected “broadening” of attention, as the children acquired little stimulus information beyond the point at which criterion had been reached. The data were interpreted to be more consistent with a model that assumes the bulk of stimulus learning to occur prior to task mastery. 相似文献
22.
哲学是什么?胡塞尔认为哲学是反思,俄罗斯宗教哲学家舍斯托夫却认为哲学是一种斗争。实际上,这是理性哲学思维和圣经思维的对立。理性哲学思维基于人是“理性的人”的认识,通过“逻辑”的手段来寻找事物背后的根据,哲学是“爱智慧”。圣经思维却从人是“神性的人”出发,把“雷霆和闪电”作为自己的“逻辑”,把哲学当作“生死事业”,因而哲学是斗争。舍斯托夫对理性哲学思维进行了抨击,他对哲学定义的理解是基于俄罗斯宗教存在哲学的立场。 相似文献
23.
Among the many images and symbols of the Church which the church Fathers used, biblical mothers had an important role. Some of these images, such as Mary as an image of the Church, became widespread and have influenced later Christian theology and iconography. In this article, both the development and different applications of these images will be explored. How and to what purpose these images were used in the Early Church will also be studied. Among the topics dealt with by using these images were the origin, age, character and purpose of the Church, as well as its relation to several ‘others’ (the Jews, the schismatics and the heretics). In modern ecclesiological discussions, especially of Eve and Mary as images of the Church, the role of the Church in salvation, as well as the communal interpretation of biblical mothers, are relevant. 相似文献
24.
Andrew Bennett 《Political psychology》2008,29(4):489-507
This article assesses Alexander L. George's seminal contributions in six areas of political psychology and qualitative case study methods. These include George's work on psychological inputs in political processes, the intersection of history and political science, methods of within-case analysis such as process tracing, the use of structured, focused case comparisons (SFCC), the development of typological theories, and the connections among theory, empirical research, teaching, and policy. The article concludes with an analysis of four ongoing dimensions of George's research agenda: the need to integrate theories on purposive, cognitive, social, and motivational dynamics of decision making; the importance of methodological safeguards against our own cognitive biases as researchers; ways of integrating qualitative, quantitative, formal, and experimental research methods; and ways of modeling and testing theories on causal complexity. 相似文献
25.
Erik M. Heen 《Dialog》2006,45(1):9-20
Abstract: This article describes the biblical hermeneutics that inform the Evangelical Lutheran Church in America by comparing the ELCA's tradition of biblical interpretation with that of the Lutheran Church‐Missouri Synod. It sets both against the great social and intellectual challenges of the early twentieth century, including the modernist/fundamentalist controversy. One commonality that surfaces is that both church bodies appropriated pre‐modern hermeneutical impulses for “counter modern” biblical apologetics. In this process the LC‐MS privileged the period of Lutheran Orthodoxy (17th century) while the ELCA constructed its hermeneutical paradigm through a recovery of the early Reformation (Luther). This observation suggests that both interpretive trajectories need further historical as well as theological review and revision. 相似文献
26.
Kerr DC Washburn JJ Feingold A Kramer AC Ivey AZ King CA 《Journal of abnormal child psychology》2007,35(5):817-830
The consequences of aggression on problem course and suicide risk were examined in 270 acutely suicidal adolescents (ages 12-17 years; 184 girls). Participants were assessed during psychiatric hospitalization (T1), 6-months post-hospitalization (T2), and 15 or more months post-hospitalization (T3). Study variables included self- and parent-reported aggression; self-reported internalizing symptoms, suicidal ideation, suicide attempt, and adverse events; and clinician-rated suicidal behavior. Aggression was not directly related to suicide attempt concurrently or prospectively. However, among more aggressive youth, internalizing symptoms were more predictive of T3 suicide attempt than among less aggressive youth. T1 aggression predicted aggressive incidents and the likelihood of incarceration prior to T3. Two-level hierarchical linear modeling indicated that self-reported aggression and internalizing problems were linked in terms of severity and rates of decline over time. Overall, parent-reported aggression was negatively associated with suicidal ideation. Findings highlight (a) the continuity and consequences of aggression, (b) a possible role of aggression in worsening suicide risk factors and potentiating suicide attempt, and (c) the importance of ongoing research on subtypes of suicidal adolescents. 相似文献
27.
James D Wiggins Doris A Lederer Andrea Salkowe Gail S Rys 《Journal of Vocational Behavior》1983,23(1):112-121
Tested personality-environment congruence and differentiation, singly and in combination, as measured by the Vocational Preference Inventory (J. L. Holland, Palo Alto, California, Consulting Psychologists Press, 1977b), were predictive of reported job satisfaction for teachers employed in five subject matter areas. Time-related variables and sex were not significantly related to the job satisfaction measure used in the study. 相似文献
28.
S.James Zafirau 《Journal of Vocational Behavior》1974,5(3):293-305
Prior research suggested that psychological, sociological and economic variables, measuring both differential and developmental dimensions, must be considered for an exhaustive analysis of adult vocational status. From the resulting estimated predictive model, occupational socioeconomic status was examined through 16 selected family, ecological, educational, ethnoreligious, and political predictor variables. The data were obtained from a national sample of 1355 American men. Factor analysis supported the hypothesized existence of an educational-socioeconomic factor and a political identification factor, plus a less discrete religiousity factor. Path analysis confirmed that a respondent's education, adult social class, and father's occupational socioeconomic status were principle predictors of the respondent's occupational socioeconomic status. 相似文献
29.
A new method is introduced for assessing children's component selection—i.e., the disposition to attend to a single feature of multifaceted stimuli. Eight-year-old children were found to exercise component selection to a lesser degree than 4-year-olds; while children at both age levels attended primarily to one stimulus component (shape), the older children showed a moderate amount of attention to a secondary redundant feature (color) as well. However, a comparable age difference in attention deployment was not observed when a single stimulus dimension (shape) was “relevant” in two variant tasks. These results imply a developmentally increasing ability to distinguish between conditions in which attending to redundant stimulus information can and cannot be useful. That this ability undergoes little further development beyond age 8 was suggested in a second experiment with 8- and 12-year-olds in which the three tasks produced relatively similar developmental trends in performance. 相似文献
30.
Leann Lipps Birch 《Journal of experimental child psychology》1976,22(2):331-345
To investigate developmental differences in time-sharing performance, 60 boys, 20 in each of three age groups (7-, 10-, and 13-year-olds) performed an auditory matching task and a tracking task alone and concurrently, the latter under two sets of instructions. Decrements produced by concurrent performance were compared for the three age groups. When the time-shared tasks were presented as equally important, time-sharing produced significantly greater proportional decrements in the tracking performance of the younger children and for all age groups tracking task decrements were directly related to matching task difficulty. Subsequently, the children were instructed that one or the other of the tasks was more important and that they were to improve their performance on that task. All three age groups showed a significant improvement on the task emphasized by instructions. The relationship of the results to two models of information processing is discussed. 相似文献