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The present study was designed to explore the relationship between self-reported dissociative experiences and performance in tasks eliciting right-hemisphere processing load. Thirty-four participants (10 men and 24 women) performed a vigilance task in two conditions: with task-irrelevant negative-arousing pictures and task-irrelevant neutral pictures. Dissociation was assessed with the Dissociative Experience Scale. Consistent with theories positing right-hemisphere deregulation in high non-clinical dissociators, dissociative experiences correlated with greater vigilance decrement only in the negative picture condition. As both the vigilance task and negative picture processing are right lateralized, this result provides support for a right-hemisphere dysfunction in high dissociators, at least in negative conditions. 相似文献
123.
Megan Watkins 《Emotion, Space and Society》2011,4(3):137-143
In recent years there has been a growing interest in the study of emotion within geography; the ways in which particular sites can evoke different feelings and how social relations are mediated by the affectivity of specific spatialities. Through an examination of what provoked a number of teachers to shed tears as they were being interviewed about their practice, this article contributes to this field of enquiry. Rather than viewing the tears as simply a sign of emotion, a reaction to the demands of the profession and the work teachers do – in this case teaching children in the early years of school – they are explored as an indication of the intensity of the teacher–student relation and the ethics of care these teachers embodied as a result of the interaffectivity of the spaces in which they taught. The article, therefore, makes a distinction between emotion and affect, exploring the corporeality of affective engagement in space as opposed to the more mindful experience of emotion. In doing this it also considers what a study of affect and space might offer current perspectives on pedagogic practice and the role of the teacher in contemporary classrooms. 相似文献
124.
125.
Jennifer R. Overbeck Margaret A. Neale Cassandra L. Govan 《Organizational behavior and human decision processes》2010
We examine how emotion (anger and happiness) affects value claiming and creation in a dyadic negotiation between parties with unequal power. Using a new statistical technique that analyzes individual data while controlling for dyad-level dependence, we demonstrate that anger is helpful for powerful negotiators. They feel more focused and assertive, and claim more value; the effects are intrapersonal, insofar as the powerful negotiator responds to his or her own emotional state and not to the emotional state of the counterpart. On the other hand, effects of emotion are generally not intrapersonal for low-power negotiators: these negotiators do not respond to their own emotions but can be affected by those of a powerful counterpart. They lose focus and yield value. Somewhat surprisingly, the presence of anger in the dyad appears to foster greater value creation, particularly when the powerful party is angry. Implications for the negotiation and power literatures are discussed. 相似文献
126.
Joseph C. Rode Christine H. Mooney Marne L. Arthaud-day Janet P. Near Robert S. Rubin Timothy T. Baldwin William H. Bommer 《Intelligence》2008,36(4):350-366
We examined the structural, discriminant, nomological, and incremental predictive validity of a behavioral measure of emotional intelligence, using data from two undergraduate student samples. Covariance structure modeling indicated that the eight subscales of the MSCEIT© V2.0 were best modeled with a solution consisting of three first-order factors, and supported the existence of one higher-order factor of overall emotional intelligence. Multi-group confirmatory factor analyses indicated that the higher-order factor had discriminant validity from personality and conformity. Contrary to prediction, the higher-order factor was more highly correlated to social desirability than to general mental ability or long term affect. Finally, hierarchical regression results indicated that overall emotional intelligence did not predict incremental variance in either GPA or life satisfaction. 相似文献
127.
Sander Begeer Hans M. Koot Carolien Rieffe Mark Meerum Terwogt Hedy Stegge 《Developmental Review》2008
The diagnostic criteria of autism spectrum disorders (ASD) include emotional impairments. However, scientific evidence for these impairments is varied and subtle. In this contribution, recent empirical studies that examined the emotional competence in children and adolescents with ASD are reviewed. Four aspects of emotional competence that are important to children’s daily social functioning (expression, perception, responding, and understanding) are discussed, differentiating between mentally retarded and normally intelligent children and adolescents with and without ASD in natural and structured contexts. On various accounts, the emotional impairments of children with ASD that are found in scientific studies provide a more differentiated view on the impairments suggested by the diagnostic literature. Consistent empirical findings and gaps in the field are discussed. Theoretical and clinical recommendations for assessment procedures are suggested. 相似文献
128.
Children’s perceptions of the emotional reactions of same- and different-sex characters in stories containing ambiguous and
unambiguous emotional contexts were examined. According to the Parallel-Constraint-Satisfaction Theory (Kunda and Thagard.
Psychological Review, 103, 284–308, 1996), stereotypes are more likely to be utilized in ambiguous contexts, defined here as those likely to elicit
multiple emotional responses. Seventy suburban U.S. preschoolers were read vignettes describing boys or girls in ambiguous
or unambiguous emotion-inducing events and reported how the vignette characters were feeling. Results suggest that the perceptions
of participants were more likely to reflect gender–emotion stereotypes (e.g. perceiving males as angry and females as sad)
in ambiguous contexts than in unambiguous contexts. Results are discussed in terms of children’s emerging understanding of
gender–emotion stereotypes. 相似文献
129.
Aaron Ben-Ze’ev 《Philosophia》2008,36(3):277-283
Many testimonies, as well as fictional works, describe situations in which people find themselves hating the person that they love. This might initially appear to be contradiction, as how can one love and hate the same person at the same time? A discussion of this problem requires making a distinction between logical consistency and psychologically compatibility. Hating the one you love may be a consistent experience, but it raises difficulties concerning its psychological compatibility. 相似文献
130.
Alan E. Craddock 《Journal of Contemporary Psychotherapy》2008,38(3):119-127
A sample of 520 Australian heterosexual couples participating in the PREPARE premarital program completed the multidimensional
PREPARE relationship assessment inventory (Olson D. H. Prepare-Enrich Counsellor’s Manual. Brisbane, Australia: Prepare-Enrich, 1996) providing measures of couple relationship satisfaction and individual levels of
self-confidence, assertiveness, avoidance, and partner dominance. Multiple regression analyses indicated that, after controlling
for idealistic distortion and couple relationship status, high individual male and female self-confidence and assertiveness,
and low individual male and female avoidance and partner dominance, were all significant independent predictors of couple
satisfaction. Couples in which both partners were high on self-confidence were significantly more satisfied than couples in
which one or both of the partners were low on self-confidence. A similar result was evident for couple patterns involving
mutually high assertiveness, low avoidance or low partner dominance, relative to couple patterns in which one or both partners
were unassertive, highly avoidant or high in partner dominance. These aspects of self-view point to a salient evidence-based
intrapersonal and interpersonal context in which to conduct couple therapy. 相似文献