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141.
SPEECH EVENTS, LANGUAGE DEVELOPMENT, AND THE CLINICAL SITUATION 总被引:1,自引:1,他引:0
ANA-MARÍA RIZZUTO 《The International journal of psycho-analysis》2002,83(6):1325-1343
Psychoanalysis brings about psychic change by the mediation of speech. This paper reflects upon the significance of the structure and developmental organisation of the speech event as a verbal and non-verbal unit composed of semantically and prosodically encoded messages, interactions and emotional contact between partners. Spoken words communicate semantic meanings and the affects of a given speech event. Words carry personal emotional meanings which are inseparable from their referential significance. Such emotional meanings are very hard to articulate in words. They are conveyed by the ineffable but essential feelings present in their sound and pronunciation. Speech is an intentionally object-related and emotionally engaging social activity resulting from a child having been spoken to early in life by an adult wanting to establish affective verbal contact. The early organisation and later transformation of the structure of the speech event carries private meanings for each person's listening and speaking stance. A refined understanding of the structural and emotional complexities of verbal communicative exchanges during analysis may enhance the analyst's ability to understand the patient'smanner of participation in the analytic process. 相似文献
142.
Darwish A. Yousef 《International journal of stress management》2002,9(2):99-112
This article investigates the potential mediating role of job satisfaction between job stressors—namely, role overload-quantitative, role overload-qualitative, and lack of career development—as sources of stress on the one hand, and various facets of organizational commitment—namely, affective, continuance, and normative—on the other hand. A sample of 361 employees in a number of organizations in the United Arab Emirates (UAE) was used. Path analysis revealed that role overload-quantitative directly and negatively influences both job satisfaction and affective commitment and that lack of career development as a source of stress directly and negatively influences job satisfaction. Findings also suggest that job satisfaction mediates the influences of role overload-quantitative on various facets of organizational commitment. Implications, future lines of research, and limitations are discussed. 相似文献
143.
Scott Hill 《Journal of Happiness Studies》2009,10(2):215-228
Daniel Haybron has made an original contribution to philosophical discussions of happiness. He has put forward a theory that
identifies happiness with moods and the propensity to experience moods. Haybron’s contribution deserves a critical examination.
The first section of my paper is interpretive. I show how Haybron uses the concepts of ‘central affective states’ and ‘mood
propensity’ to define happiness. The second and third sections of the paper are critical. They focus on the inclusion of mood
propensity in Haybron’s theory. In the second section I argue that his theory fails because there is an example that shows
a subject can be happy even when that subject does not have a positive mood propensity. In the third section of the paper,
I consider Haybron’s objection that the case in question is ‘object-specific’ and that it is not ‘emotionally-based’. I discuss
both of these technical terms in detail. Moreover, I argue that a modified version of the counter example accommodates these
technical terms while retaining the persuasiveness of the original example.
相似文献
Scott HillEmail: |
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We examined the effect of interpersonal affect on fairness judgment. In Experiment 1, participants were asked to write down fair and unfair behaviors that positive and negative persons performed, giving as many examples as possible within 5 minutes. Participants wrote more fair behaviors for the positive person than for the negative, and wrote more unfair behaviors for the negative person than for the positive. In Experiments 2 and 3, subjects rated the perceived frequency of 60 behaviors (30 fair and 30 unfair). In both experiments, they evaluated fair behaviors by the positive person to be more frequent than those of the negative, and unfair behaviors by the negative person to be more frequent than those of the positive. The results indicate that fairness judgment is influenced by the participant's positive and negative affect toward the judged object. The effects of positive and negative interpersonal affect on fairness judgment are discussed. 相似文献
147.
De Raedt R 《Scandinavian journal of psychology》2006,47(3):225-236
Over the last few years, the integration of biological and psychological models has become increasingly important in clinical psychology. This paper presents a neurobiological framework for exploring how neuroscience research may be valuable in the context of new developments in behavior therapy. The importance of the cortical-subcortical circuitry of emotion processing for investigating the working mechanisms of exposure therapy is illustrated by current neuroimaging research. The implication is that during exposure therapy the focus of attention must be fully directed towards the emotional content of the threatening situation to facilitate prefrontal control over the amygdala and that new contextual information, of emotional salience, must be added to create inhibitory projections from the hippocampus. In addition, some possible mechanisms of action for different therapeutic approaches to both anxiety and depression and the role of neuroimaging techniques in predicting treatment outcome are discussed. 相似文献
148.
This exploration of the extra-analytic moment focuses on the analyst’s affective experience of encountering her patient outside the boundaries of the consulting room. Two complex interactions are presented in which the analyst is challenged to confront known and unknown aspects of herself and negotiate her next move. The authors discuss the value of examining oneself beyond the traditional boundaries, and highlight the potential for personal and professional growth in moments when the analyst’s fallibility and humanity are unwittingly revealed. In allowing the unpredictable to become less of an unwanted event and more of an opportunity to express that which makes us human, our analytic work is enriched.Janet Rivkin Zuckerman, Ph.D., is Visiting Instructor at the Westchester Center for the Study of Psychoanalysis and Psychotherapy, Adjunct Clinical Supervisor at the Derner Institute, Adelphi University, and Ferkauf Graduate School, Yeshiva University, and Faculty Member and Supervisor at The Center for Preventive Psychiatry, White Plains, New York.Lisa Horelick, Psy.D., is Faculty Member and Supervisor at the Suffolk Institute for Psychotherapy and Psychoanalysis, Adjunct Clinical Supervisor at the Ferkauf Graduate School, Yeshiva University, and Supervisor at the Postdoctoral Program in Psychoanalysis and Psychotherapy, Derner Institute, Adelphi University, New York. 相似文献
149.
Lisa Shapiro 《Metaphilosophy》2023,54(2-3):254-267
This paper engages with the curriculum at Madame de Maintenon's school for girls at Saint-Cyr to raise and address a set of questions: What is it to teach someone to reason? The curricular materials of Saint-Cyr suggest that learning to reason is a matter of practice. How is one to distinguish autonomous reason giving from habituation or automatic trained responses? How can practices in reason giving informed by social mores have objective validity? Moreover, if we think of the role of a philosopher as the cultivation of rational faculties and recognize that how this role is played is bound up with social norms, by what standards ought we to evaluate whether a philosophical educator is good or bad? Intertwined with the discussion is also a question about the limits of philosophy for the question. 相似文献
150.
Angeliki Gena Patricia J. Krantz Lynn E. McClannahan Claire L. Poulson 《Journal of applied behavior analysis》1996,29(3):291-304
The purpose of this study was to teach contextually appropriate affective behavior to 4 youths with autism. Treatment consisted of modeling, prompting, and reinforcement introduced in a multiple baseline design across response categories of affective behavior. During treatment, verbal praise and tokens were delivered contingent on appropriate affective responding during training trials. Modeling and verbal prompting were used as correction procedures. Each youth received treatment in either three or four response categories. Treatment systematically increased responding within the response categories for all 4 participants, with effects being specific to the affective response categories under treatment. Treatment effects occurred across untrained scenarios, therapists, time, and settings, suggesting that generalization had occurred. 相似文献