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This paper introduces a theoretical framework for research on the dynamics of self- and other-focused emotional intelligence (EI). The EI-framework focuses specifically on the interplay between different EI dimensions when individuals are processing their own emotions and the emotions of others. The framework captures different phases of processing self- and other-emotions. The first phase consists of situational cues (e.g., an argument) that elicit interdependent emotions in the self and others. The next phase specifies differential and interacting effects of EI dimensions when processing these emotions, and the third phase describes what proximal and distal consequences this processing may have. In addition, the framework includes candidate dispositional and contextual factors (e.g., emotion type, motivation) that may qualify the process. 相似文献
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In an attempt to increase the reliability of the demonstrator-consistent responding effect produced in the bidirectional
control procedure, experiments 1–4 sought conditions that would magnify the matching effect. The aim was to produce a robust
demonstrator-consistent responding effect in order that future analytic experiments could investigate the psychological processes
responsible for this effect. The joystick responses of observer rats trained using the standard bidirectional control procedure
parameters were compared with those of observers subject to conditions identified in the social learning literature as favourable
for imitation. Unlike mice, observer rats in experiments 1 a and 1 b tended to push a joystick in the same direction as their
demonstrators when the demonstrators were either familiar or unfamiliar males and females. Comparable demonstrator-consistent
responding occurred following observation of a standard and a salient joystick response (experiment 2). Experiment 3 showed
that the discriminative accuracy of a demonstrator’s responding was important for matching behaviour, and suggested that matching
might be enhanced with more than the conventional single observation session. Experiment 4 confirmed that the bidirectional
control effect is sensitive to the amount of observational experience; after six observation sessions, demonstrator-inconsistent
responding occurs. The results of experiments 1–3 are, and those of experiment 4 are not, compatible with the hypothesis that
demonstrator-consistent responding in the bidirectional control is caused by olfactory cues deposited by demonstrators on
the joystick.
Received: 29 May 2000 / Accepted after revision: 28 August 2000 相似文献
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Health care interventions in the area of body image disturbance and eating disorders largely involve individual treatment approaches, while prevention and health promotion are relatively underexplored. A review of health promotion activities in the area of body image in Australia revealed three programmes, the most extensive and longest standing having been established in 1992. The aims of this programme are to reduce body image dissatisfaction and inappropriate eating behaviour, especially among women. Because health promotion is concerned with the social aspects of health, it was hypothesized by the authors that a social understanding of body image and eating disorders might be advanced in a health promotion setting and reflected in the approach to practice. In order to examine approaches to body image in health promotion, 10 health professionals responsible for the design and management of this programme participated in a series of semi‐structured interviews between 1997 and 2000. Three discursive themes were evident in health workers' explanations of body image problems: (1) cognitive‐behavioural themes; (2) gender themes; and (3) socio‐cultural themes. While body image problems were constructed as psychological problems that are particularly experienced by women, their origins were largely conceived to be socio‐cultural. The implications of these constructions are critically discussed in terms of the approach to health promotion used in this programme. Copyright © 2001 John Wiley & Sons, Ltd. 相似文献
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This study investigated the effects of written text and pictorial cuing with supplemental video feedback on the social communication of 5 students with autism and social deficits. Two peers without disabilities participated as social partners with each child with autism to form five triads. Treatment was implemented twice per week and consisted of 10 min of systematic instruction using visual stimuli, 10 min of social interaction, and 10 min of self‐evaluation using video feedback. Results showed increases in targeted social communication skills when the treatment was implemented. Some generalized treatment effects were observed across untrained social behaviors, and 1 participant generalized improvements within the classroom. In addition, naive judges reported perceived improvements in the quality of reciprocal interactions. These findings support recommendations for using visually cued instruction to guide the social language development of young children with autism as they interact with peers without disabilities. 相似文献
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Ellingson SA Miltenberger RG Stricker JM Garlinghouse MA Roberts J Galensky TL Rapp JT 《Journal of applied behavior analysis》2000,33(1):41-52
We analyzed and treated the finger sucking of 2 developmentally typical children aged 7 and 10 years. The functional analysis revealed that the finger sucking of both children was exhibited primarily during alone conditions, suggesting that the behavior was maintained by automatic reinforcement. An extended analysis provided support for this hypothesis and demonstrated that attenuation of stimulation produced by the finger sucking resulted in behavior reductions for both children. Treatment consisted of having each child wear a glove on the relevant hand during periods when he or she was alone. Use of the glove produced zero levels of finger sucking for 1 participant, whereas only moderate reductions were obtained for the other. Subsequently, an awareness enhancement device was used that produced an immediate reduction in finger sucking. 相似文献