全文获取类型
收费全文 | 774篇 |
免费 | 310篇 |
国内免费 | 27篇 |
出版年
2024年 | 1篇 |
2023年 | 6篇 |
2022年 | 6篇 |
2021年 | 36篇 |
2020年 | 6篇 |
2019年 | 93篇 |
2018年 | 106篇 |
2017年 | 114篇 |
2016年 | 63篇 |
2015年 | 57篇 |
2014年 | 38篇 |
2013年 | 55篇 |
2012年 | 20篇 |
2011年 | 27篇 |
2010年 | 12篇 |
2009年 | 26篇 |
2008年 | 15篇 |
2007年 | 18篇 |
2006年 | 9篇 |
2005年 | 13篇 |
2004年 | 8篇 |
2003年 | 6篇 |
2002年 | 4篇 |
2001年 | 9篇 |
2000年 | 6篇 |
1999年 | 3篇 |
1998年 | 5篇 |
1997年 | 3篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1985年 | 39篇 |
1984年 | 33篇 |
1983年 | 29篇 |
1982年 | 32篇 |
1981年 | 28篇 |
1980年 | 37篇 |
1979年 | 43篇 |
1978年 | 30篇 |
1977年 | 23篇 |
1976年 | 21篇 |
1975年 | 10篇 |
1974年 | 11篇 |
1973年 | 4篇 |
排序方式: 共有1111条查询结果,搜索用时 31 毫秒
131.
Kenneth L. Dion 《Journal of research in personality》1975,9(4):294-306
The effects upon women's self-evaluations of experiencing varying severity of failure in interpersonal competition against male vs. female opponents were explored. The results supported the hypothesis that self-esteem in women is more vulnerable to interpersonal rejection from men as opposed to other women. Specifically, subjects reported lower self-esteem when severe failure was due to the actions of alleged, male opponents rather than female ones. Also, severe failure elicited less favorable self-evaluations than mild failure only when the female subjects confronted male opponents. Finally, contrary to a defensive self-presentation hypothesis, subjects did not respond to discrimination from men by presenting themselves as being discrepant from the stereotype of women. Instead, subjects who interpreted their failure as reflecting prejudice on the part of men evaluated themselves more favorably on positive traits underlying the female stereotype. 相似文献
132.
133.
An Evolutionary Perspective on Family Studies: Differential Susceptibility to Environmental Influences
下载免费PDF全文
![点击此处可从《Family process》网站下载免费的PDF全文](/ch/ext_images/free.gif)
An evolutionary perspective of human development provides the basis for the differential‐susceptibility hypothesis which stipulates that individuals should differ in their susceptibility to environmental influences, with some being more affected than others by both positive and negative developmental experiences and environmental exposures. This paper reviews evidence consistent with this claim while revealing that temperamental and genetic characteristics play a role in distinguishing more and less susceptible individuals. The differential‐susceptibility framework under consideration is contrasted to the traditional diathesis‐stress view that “vulnerability” traits predispose some to being disproportionately affected by (only) adverse experiences. We raise several issues stimulated by the literature that need to be clarified in further research. Lastly, we suggest that therapy may differ in its effects depending on an individual's susceptibility. 相似文献
134.
Vladimir Tsivinsky 《The Journal of analytical psychology》2016,61(4):450-464
In this paper, a Jungian understanding of cultural factors influencing individual analysis is illustrated with the case of a patient suffering from panic attacks. The analysis revealed that, in addition to the patient's personal background, the collectivistic attitudes of the Soviet culture, which had a moulding effect on the patient in his childhood and obstructed his individuation, should be taken into account. The concepts of the totalitarian object and the Russian cultural complex encompassing a grandiosity pole and an inferiority pole are used to explore the patient's condition, and the crucial role of creating mutual language with the patient is outlined. 相似文献
135.
Jung in education: a review of historical and contemporary contributions from analytical psychology to the field of education
下载免费PDF全文
![点击此处可从《The Journal of analytical psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Thomas Gitz‐Johansen 《The Journal of analytical psychology》2016,61(3):365-384
The available literature on the influence of Jungian thought on the theory and practice of education leaves the impression that although the work of Carl Jung and analytical psychology have much to offer the field of education, the Jungian influence has so far been slight. While this has certainly been true, the last decade or so has nevertheless witnessed an increased scholarly interest in exploring how analytical psychology may inform and inspire the field of education. As an explanation for this burgeoning interest in Jung, several of the contemporary contributors mention that analytical psychology has the potential of functioning as a counterbalance to the tendencies in Western societies to focus on measurable learning targets and increasingly standardized measures of teaching and assessment. It seems pertinent then to gain an overview of how analytical psychology has so far inspired the field of education and how it may fruitfully continue do so in the future. To this end this paper is structured chronologically, starting with the different phases of Jung's own engagement with the field of education and ending with later post‐Jungian applications of his concepts and ideas to education. 相似文献
136.
137.
138.
MATERNAL SELF‐REPORTED DEPRESSIVE SYMPTOMS AND MATERNAL CORTISOL LEVELS INTERACT TO PREDICT INFANT CORTISOL LEVELS
下载免费PDF全文
![点击此处可从《Infant mental health journal》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Jennifer E. Khoury Andrea Gonzalez Robert Levitan Mario Masellis Vincenzo Basile Leslie Atkinson 《Infant mental health journal》2016,37(2):125-139
Three basic findings have emerged from research on maternal depressive symptoms and offspring hypothalamic–pituitary–adrenal functioning: (a) Mothers’ depressive symptoms are positively associated with their offsprings’ cortisol stress response, (b) numerous individual and interpersonal maternal characteristics moderate this association, and (c) maternal and infant cortisol levels are highly correlated. In combination, these findings have suggested that maternal cortisol levels may moderate the relation between maternal depressive symptoms and infant cortisol responsivity; the current study assessed this hypothesis. Participants were 297 mother–infant dyads who were recruited from the community. Maternal depressive symptoms were assessed via self‐report. Dyads participated in two differentially stressful infant challenges when infants were 16 and 17 months old. Mother and infant salivary cortisol was collected before and after challenges. Results indicate that maternal cortisol levels moderated associations between maternal depressive symptoms and infant cortisol levels across both challenges. Infants showed higher cortisol levels if their mothers had both higher depressive symptoms and higher cortisol levels, as compared to infants of mothers with higher depressive symptoms and lower cortisol, and to infants of mothers with lower depressive symptoms and either higher or lower cortisol levels. We discuss findings in relation to environmental and biological factors that may contribute to the intergenerational transmission of depressive symptoms. 相似文献
139.
140.