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941.
The potential role of social support for the adolescent offspring of psychiatric patients has hitherto not been examined.
We examined whether the adolescent's level of psychiatric symptoms is dependent on the content and the function of social
support (whether direct or moderating), controlling for perceived stress. In a cross-sectional design, 40 adolescents (11–18
yrs) with a parent exhibiting an affective or personality disorder were given several questionnaires, including the Youth
Self Report (Achenbach), a Social Support Inventory, and the MUSIC, an inventory assessing perceived emotional and physiological
stress reactions. The social support inventory consisted of three subscales to assess the positive and negative perception
of social support, and the discrepancy between demand and supply of social support. The mentally-ill parents were given the
General Health Questionnaire (GHQ). Data were then analyzed using multiple linear regression analyses. Analyses showed that
perceived stress and negative social support predicted the adolescent's level of psychiatric symptoms, and that social support
served as a direct effect, and was independent of parental GHQ score. Results are discussed and the presently under-utilized
potential of social support for this population at risk is highlighted as something warranting increased attention both in
terms of research and practical preventative steps. 相似文献
942.
We tested the efficacy of a social skills training program for the parents of school-aged children experiencing socio-emotional
problems. Participating families (N = 42) were randomly assigned to one of three conditions: parent social skills training; parent plus parallel child social
skills training; or no-treatment control. The two treatment groups did not differ on any of the outcome measures. Treatment
was associated with improvements in parent and child social skills knowledge, parent social problem solving, and child emotional
functioning. In follow-up analyses examining mechanisms of change, parental attendance and change in child social skills knowledge
predicted response to treatment. Overall, our results highlight the utility of engaging parents as primary participants in
the treatment of children’s socio-emotional problems and suggest methods for maximizing the impact of such an intervention. 相似文献
943.
Michael Macht Marcia Smith Pasqualini Pille Taba 《Journal of clinical psychology in medical settings》2007,14(2):165-176
Three patients diagnosed with idiopathic Parkinson’s disease (PD) were treated with cognitive-behavioral therapy (CBT): a
43-year-old woman suffering from depression and social anxiety, a 45-year-old man with sexual problems and maladaptive coping
strategies, and a 78-year-old man with freezing of gait. On the basis of functional analyses, interventions were selected,
including cognitive methods, social skills training, paradoxical instructions and strategies to improve management of freezing.
The interventions were related to improved adaptation to motor impairments and better ability to cope with the disease. These
case presentations suggest that CBT can improve quality of life in PD by modifying maladaptive cognitive, emotional and behavioral
reactions to the disease and its symptoms. 相似文献
944.
Recent work on the distinctive features of emotions appraised as either negative or positive has links to the investigation
of differences in levels of emotional intelligence. In a study with experienced teachers as participants, it was found that
emotional reactions to positive or negative situations was moderated by level of emotional intelligence. The reactions to
positively charged emotional situations involving students and peers were similar for teachers with high and low levels of
emotional intelligence, although the low level group showed somewhat lower likelihood of making an “emotionally intelligent”
response compared to the high level group. A much sharper contrast in response likelihood was found for negatively charged
emotional situations involving students and peers. Teachers with high levels of emotional intelligence responded quite differently
to those with low levels of emotional intelligence. The results indicate the prospect of clarifying a neglected area of exploration
of differences in the likely behaviour of teachers differing in levels of emotional intelligence. 相似文献
945.
Line LeBlanc Raymond Swisher Frank Vitaro Richard E. Tremblay 《Social Psychology of Education》2007,10(4):429-442
Using longitudinal and cross-sectional data, the present research sought to identify school social climate predictors of teachers’
perceptions of classroom behavior problems. The social climate and classroom behavior in 107 public and private French speaking
Canadian high schools was evaluated by 1399 teachers. The present analysis is unique in its ability to control for school
differences in the enrollment of students with a history of problem behavior. As hypothesized, between-school variation in
the proportion of students with histories of disruptive problems predicted high school classroom behavior problems. Moreover,
when controlling for these between-school differences, concurrently measured school-level variables (type of school, location
of school, and academic emphasis) are found to be significant predictors of classroom behavior problems. The theoretical and
practical implications of the present findings are examined and recommendations are made for future research. 相似文献
946.
The present study asked whether capuchin monkeys recognize human attentional states. The monkeys requested food from the experimenter
by extending an arm (pointing) toward the baited one of two transparent cups. On regular trials the experimenter gave the
food immediately to the monkeys upon pointing but on randomly inserted test trials she ignored the pointing for 5 s during
which she displayed different attentional states. The monkeys looked at the experimenter's face longer when she looked at
the monkeys than when she looked at the ceiling in Experiment 1, and longer when she oriented her head midway between the
two cups with eyes open than when she did so with eyes closed in Experiment 2. However, the monkeys showed no differential
pointing in these conditions. These results suggest that capuchins are sensitive to eye direction but this sensitivity does
not lead to differential pointing trained in laboratory experiments. Furthermore, to our knowledge, this is the first firm
behavioral evidence that non-human primates attend to the subtle states of eyes in a food requesting task. 相似文献
947.
Ward A 《Theoretical medicine and bioethics》2007,28(6):465-485
The goal of research in social epidemiology is not simply conceptual clarification or theoretical understanding, but more
importantly it is to contribute to, and enhance the health of populations (and so, too, the people who constitute those populations).
Undoubtedly, understanding how various individual risk factors such as smoking and obesity affect the health of people does
contribute to this goal. However, what is distinctive of much on-going work in social epidemiology is the view that analyses
making use of individual-level variables is not enough. In the spirit of Durkheim and Weber, S. Leonard Syme makes this point
by writing that just “as bad water and food may be harmful to our health, unhealthful forces in our society may be detrimental
to our capacity to make choices and to form opinions” conducive to health and well-being. Advocates of upstream (distal) causes
of adverse health outcomes propose to identify the most important of these “unhealthful forces” as the fundamental causes
of adverse health outcomes. However, without a clear, theoretically precise and well-grounded understanding of the characteristics
of fundamental causes, there is little hope in applying the statistical tools of the health sciences to hypotheses about fundamental
causes, their outcomes, and policies intended to enhance the health of populations. This paper begins the process of characterizing
the social epidemiological concept of fundamental cause in a theoretically respectable and robust way.
相似文献
Andrew WardEmail: |
948.
This article explores the importance attached to social class by experienced practitioners taking part in a co‐operative inquiry group. A review of the literature from the last thirty years indicates that there is very little research on class in relation to counselling and psychotherapy reported in the UK. Both authors position themselves as coming from working class origins. Nine co‐researchers from both middle and working class origins joined the group. Eight meetings took place over a period of nine months. Extracts from the group's discussions are represented and integrated with ‘presentational knowing’ drawn from contemporary culture, including poetry and popular music. This study suggests that social class is a neglected aspect of diversity in the counselling field. Implications of the study have relevance for the language of counselling and psychotherapy and class based values; social class and its impact on initial education; and ongoing counselling practice and access to therapy for working class people. 相似文献
949.
Michael Gonin 《Journal of Academic Ethics》2007,5(1):33-58
Business research and teaching institutions play an important role in shaping the way businesses perceive their relations
to the broader society and its moral expectations. Hence, as ethical scandals recently arose in the business world, questions
related to the civic responsibilities of business scholars and to the role business schools play in society have gained wider
interest. In this article, I argue that these ethical shortcomings are at least partly resulting from the mainstream business
model with its taken-for granted basic assumptions such as specialization or the value-neutrality of business research. Redefining
the roles and civic responsibilities of business scholars for business practice implies therefore a thorough analysis of these
assumptions if not their redefinition. The taken-for-grantedness of the mainstream business model is questioned by the transformation
of the societal context in which business activities are embedded. Its value-neutrality in turn is challenged by self-fulfilling
prophecy effects, which highlight the normative influence of business schools. In order to critically discuss some basic assumptions
of mainstream business theory, I propose to draw parallels with the corporate citizenship concept and the stakeholder theory.
Their integrated approach of the relation between business practice and the broader society provides interesting insights
for the social reembedding of business research and teaching. 相似文献
950.
We propose that cognition is more than a collection of independent processes operating in a modular cognitive system. Instead,
we propose that cognition emerges from dependencies between all of the basic systems in the brain, including goal management,
perception, action, memory, reward, affect, and learning. Furthermore, human cognition reflects its social evolution and context,
as well as contributions from a developmental process. After presenting these themes, we illustrate their application to the
process of anticipation. Specifically, we propose that anticipations occur extensively across domains (i.e., goal management,
perception, action, reward, affect, and learning) in coordinated manners. We also propose that anticipation is central to
situated action and to social interaction, and that many of its key features reflect the process of development. 相似文献