全文获取类型
收费全文 | 1283篇 |
免费 | 148篇 |
国内免费 | 179篇 |
出版年
2024年 | 9篇 |
2023年 | 36篇 |
2022年 | 27篇 |
2021年 | 56篇 |
2020年 | 139篇 |
2019年 | 119篇 |
2018年 | 90篇 |
2017年 | 115篇 |
2016年 | 73篇 |
2015年 | 78篇 |
2014年 | 61篇 |
2013年 | 193篇 |
2012年 | 39篇 |
2011年 | 38篇 |
2010年 | 35篇 |
2009年 | 33篇 |
2008年 | 31篇 |
2007年 | 51篇 |
2006年 | 40篇 |
2005年 | 51篇 |
2004年 | 37篇 |
2003年 | 29篇 |
2002年 | 24篇 |
2001年 | 16篇 |
2000年 | 18篇 |
1999年 | 10篇 |
1998年 | 14篇 |
1997年 | 16篇 |
1996年 | 15篇 |
1995年 | 6篇 |
1994年 | 9篇 |
1993年 | 5篇 |
1992年 | 5篇 |
1991年 | 7篇 |
1990年 | 6篇 |
1989年 | 3篇 |
1988年 | 6篇 |
1987年 | 9篇 |
1986年 | 4篇 |
1985年 | 6篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1980年 | 6篇 |
1979年 | 5篇 |
1978年 | 8篇 |
1977年 | 11篇 |
1976年 | 10篇 |
1975年 | 1篇 |
排序方式: 共有1610条查询结果,搜索用时 15 毫秒
91.
Are Teachers' Implicit Theories of Creativity Related to the Recognition of Their Students' Creativity?
下载免费PDF全文
![点击此处可从《创造性行为杂志》网站下载免费的PDF全文](/ch/ext_images/free.gif)
We examine the structure of implicit theories of creativity among Polish high schools teachers and the role those theories play for the accuracy of teachers' assessment of their students' creativity. Latent class analysis revealed the existence of four classes of teachers, whose perception of a creative student differed: two of these classes defined a creative student incoherently with the existing theories of creativity, and the other two classes did that in accordance with Kirton's (1976) theory of creativity styles, that is, as adaptors or innovators. Teachers who perceived a creative student as an adaptor tended to more accurately assess the creativity of females, whereas teachers perceiving a creative student as an innovator more accurately assessed the creativity of males. We discuss the theoretical and practical consequences of these findings. 相似文献
92.
To assess the dynamical effects of creative interaction networks on team creativity evolution, this paper elaborates a theoretical framework that links the key elements of creative interaction networks, including node, edge and network structure, to creativity in teams. The process of team creativity evolution is divided into four phases, including formation, growth, maturity and decline/restart. The importance of domain‐relevant knowledge, creativity‐relevant skill, interaction frequency, interaction length, network density and closeness centrality are emphasized in specific phases of team creativity evolution in a complex creative context. To test our assumptions, a longitudinal study of creative teams in a “Challenge Cup” Creative Business Plan Competition for university students is performed and the full networks of 17 creative entrepreneur teams are mapped. Both static comparison and dynamic analysis are conducted to analyze the relationship between creative interaction networks and team creativity evolution. For specific phases of team creativity evolution, we find confirmation of our predictions. The implications of dynamic creative interaction networks for all the phases of creative teams from formation to decline/restart are discussed. 相似文献
93.
Marta Garrett 《Journal of Creativity in Mental Health》2015,10(1):77-88
Artist trading cards (ATCs) are miniature works of art that are created within the dimensions of standardized trading cards or playing cards (2.5 inches × 3.5 inches). ATCs can be made with a variety of media—everything from pen and ink to oil paints, collages, mosaics, stamping, and altered photos. Using this compact art format as an expressive arts intervention in the therapeutic environment provides the counselor with most, if not all, of the same therapeutic benefits of larger art media (e.g., expressive release, creativity, artistic communication, symbolic self-expression, self-exploration, etc.). The unique benefit of the ATC format is that ATCs allow for traditional expressive arts interventions to be “better, faster, and cheaper” in many ways. 相似文献
94.
Paige Averett Allison Crowe Christina Hall 《Journal of Creativity in Mental Health》2015,10(3):306-323
This article provides the findings of a program evaluation of the Youth Public Arts Program, a long-standing community-based art program that serves at-risk youth in eastern North Carolina. The program evaluation was undertaken to examine the art skills, social and interpersonal skills, and community involvement of the participants. The study included four focus groups and telephone surveys with a total of 38 stakeholders (program participants, parents of participants, program staff, and referral sources). Results indicated that the at-risk youth had gains in both interpersonal and intrapersonal skills, including family relationships, peer relationships, community interaction, increased art skills, confidence, and self-regulation. This article adds to the very limited literature on community-based art programs for youth. 相似文献
95.
Colton Brown 《Journal of Creativity in Mental Health》2015,10(2):258-261
This article reviews The Perks of Being a Wallflower (Halfon, Smith, Malkovich, & Chbosky, 2012), a coming-of-age film about 3 high school students attempting to survive school, find themselves, and connect with others. The authors provide a synopsis of various portions of the film and identify important aspects of relational-cultural theory (RCT) within its plot, such as growth-fostering relationships, controlling images, and relational images. Various characters’ plotlines are discussed in relation to what RCT identifies as paramount tenets of human development and mental health. The authors also briefly discuss other counseling issues touched on within the film (i.e., affectional identity, sexual assault, and relational violence). 相似文献
96.
Eric S. Davis Jennifer K. Pereira Andrea Dixon 《Journal of Creativity in Mental Health》2015,10(4):402-422
Many elementary school students lack school relationships required for positive personal, social, and academic interactions. Reality therapy and play therapy both seek to address these relationships through developmentally appropriate and effective interventions. Integrating these 2 approaches has the potential for elementary school counselors to provide students with opportunities to create positive relationships and develop problem-solving skills. In this study, 8 school counselors participated in a series of trainings introducing reality play-therapy techniques to assess this potential. A thematic analysis conducted on feedback sessions following the trainings yielded themes related to the participants’ positive perceptions to the training and possible application. 相似文献
97.
JEREMY ELKINS 《The Psychoanalytic quarterly》2015,84(4):943-973
Among the central ideas associated with the name of Winnicott, scant mention is made of motility. This is largely attributable to Winnicott himself, who never thematized motility and never wrote a paper specifically devoted to the topic. This paper suggests both that the idea of motility is nonetheless of central significance in Winnicott's thought, and that motility is of central importance in the development and constitution of the bodily I. In elaborating both these suggestions, the paper gives particular attention to the connections between motility, continuity, aggression, and creativity in Winnicott's work. 相似文献
98.
99.
Intrigued by Robinson and Southgate's 2010 work on “entering a semiotic matrix,” we expand their model to include the juxtaposition of all signs, symbols, and mental categories, and to explore the underpinnings of creativity in science, religion, and art. We rely on an interdisciplinary review of human sentience in archaeology, evolutionary biology, the cognitive science of religion, and literature, and speculate on the development of sentience in response to strong selection pressure on the hominin evolutionary line, leaving us the “lone survivors” of complex, multiple lines of physical and cultural evolution. What we call Matrix Thinking—the creative driver of human sentience—has important cognitive and intellectual features, but also equally important characteristics traced to our intense sociability and use of emotionality in vetting rational models. Scientist, theologian, and artist create new cultural knowledge within a social context even if alone. They are rewarded by emotional validation from group members, and guided by the ever present question, “Does it feel right?” 相似文献
100.