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41.
Antony Luby 《Journal of Beliefs & Values》2020,41(1):72-87
ABSTRACTThe interim report of the Commission on Religious Education drew attention to the use of ‘safe space’ within schools to encourage the exchange of differing world-views. The doctoral research discussed herein builds upon previous action research that analysed the development of dialogic skills within a school’s safe space. This new research examines two types of talk – cumulative (building consensus) and exploratory (constructive criticism) – that are held to be at the heart of human reasoning. Sixty-five students from 10 different secondary schools in the UK undertook paired conversations that were analysed both qualitatively and quantitatively. Additionally, the students completed questionnaire surveys with respect to deep learning and these were analysed by means of a Chi-Square Test for statistical significance. The positive findings indicate that dialogic RE within a school’s safe space is an appropriate pedagogy for the creation of a procedurally secular society, such as the three realms model, that envisages a renewed public sphere in which citizens are encouraged to exchange world-views through reasoning. 相似文献
42.
Yoshihisa Kashima 《Asian Journal of Social Psychology》2020,23(2):135-142
Culture is a critical concept for social psychology in Asia. The sociocultural models approach, as exemplified in this special issue, is a significant synthesis of the past work and a generative platform for future research. From the perspective of cultural dynamics, this commentary provides what I hope to be constructively critical reflections on this approach and attempts to point to potential directions for future investigation. 相似文献
43.
44.
Jason D. Rights Kristopher J. Preacher David A. Cole 《The British journal of mathematical and statistical psychology》2020,73(Z1):194-211
In the multilevel modelling literature, methodologists widely acknowledge that a level-1 variable can have distinct within-cluster and between-cluster effects, and that failing to disaggregate these can yield a slope estimate that is an uninterpretable, conflated blend of the two. Methodologists have stated, however, that including conflated slopes of level-1 variables in a model is not problematic if substantive interest lies only in effects of level-2 predictors. Researchers commonly follow this advice and use methods that do not disaggregate effects of level-1 control variables (e.g., grand mean centering) when examining effects of level-2 predictors. The primary purpose of this paper is to show that this is a dangerous practice. When level-specific effects of level-1 variables differ, failing to disaggregate them can severely bias estimation of level-2 predictor slopes. We show mathematically why this is the case and highlight factors that can exacerbate such bias. We corroborate these findings with simulations and present an empirical example, showing how such distortions can severely alter substantive conclusions. We ultimately recommend that simply including the cluster mean of the level-1 variable as a control will alleviate the problem. 相似文献
45.
Ozge Sensoy Bahar William Byansi Apollo Kivumbi Phionah Namatovu Joshua Kiyingi Fred M. Ssewamala Mary M. McKay Thabani Nyoni 《Family process》2020,59(4):1928-1945
In Uganda, one in five children presents mental health challenges, including disruptive behavior disorders (DBDs). DBDs can persist through adulthood and result in negative outcomes. Effective interventions for DBDs have been developed and tested in high-poverty communities in developed countries. Yet, most African countries, such as Uganda, lack such interventions. This paper describes the adaptation process of an evidence-based intervention of U.S. origin to optimize fit to context with intervention fidelity, as part of a randomized trial conducted with youth that exhibit behavioral challenges and their caregivers in 30 schools in Uganda. The process involved: initial meetings with headteachers and teachers to introduce the study and the main concepts of the intervention; initial manual review focusing on 4Rs and 2Ss content by the Uganda team; engagement of community stakeholders for additional feedback on content and cultural relevance; final revision of the manual; and collection of children’s drawings for the illustration of the manual. This paper describes both similarities and differences between the original and adapted intervention content and methods of delivery. The findings also highlight the importance of involving community stakeholders in the adaptation process. 相似文献
46.
Parent–adolescent conflict has been studied both as a precursor of long-term macrolevel developmental risks and as an outcome of microlevel, moment-to-moment interaction patterns. However, the family-level processes underlying the maintenance or regulation of conflict in daily life are largely overlooked. A meso-level understanding of parent–adolescent conflict offers important practical insights that have direct implications for interventions. The present study explores day-to-day reciprocal processes and carryover in parents’ and adolescents’ experiences of anger and conflict. Daily diary data provided by parent–adolescent dyads (N = 151) from two-caregiver households (adolescents: 61.59% female, mean age = 14.60 years) over 21 days were examined using a multivariate Poisson multilevel model to evaluate the circular causality principle in parents’ and adolescents’ daily conflict and anger. Findings offer empirical support for the theory, suggesting that parents’ and adolescents’ anger and conflict exist together in a feedback loop wherein conflict is both a consequence of past anger and also an antecedent of future anger, both within and across persons. Increased understanding of the daily interaction patterns and maintenance of parent–adolescent conflict can guide more informed, targeted, and well-timed interventions intended to ameliorate the consequences of problematic parent–adolescent conflict sequences. 相似文献
47.
Amanda Dowd 《The Journal of analytical psychology》2020,65(2):300-324
Originally presented at the Journal’s one day conference entitled ‘Displacement: Contemporary Traumatic Experience’ held in London in November 2019, this paper expands on the author’s theory of the implicit psychological organizing gestalt, an associated pattern of psychic functions which operate in an integrated way to simultaneously structure and organize our experience of self-cohesion and self-continuity. The gestalt, which implicitly links the formation of psychic skin, body image, cultural skin and both personal and cultural identity with place, functions as an emergent non-conscious permanent presence or background ‘constant’. It develops over time and emerges out of embodied emotional experiencing with the total environment – both human and non-human. The author argues that it is the rupture of this gestalt and the disorganizing consequences of its loss which underlies the experience of displacement trauma. If disruptions in the formation of the gestalt and/or its later rupture remain unrecognized and unrepresented then the absence creates a void which can be intergenerationally transmitted. Case material is presented which describes this and which highlights the ways in which the gestalt can contribute to our understanding of collective displacement anxiety, cultural trauma and cultural complexes. 相似文献
48.
Giedre Bulotiene 《The Journal of analytical psychology》2020,65(2):408-422
The goal of this paper is to show through clinical examples how archetypal images connected with nature emerged in Lithuanian cancer patients, to analyze how these images helped them to get in touch with their emotions and meaningful personal experiences, and to discuss how these archetypal images are related to the Lithuanian cultural unconscious, and may also assist the psychological treatment of cancer. The analyzed examples permit the preliminary conclusion that when ill with cancer, a person's psyche generates universal archetypal images that constitute an important part of the process of coping psychologically with the disease. 相似文献
49.
Christine A. Caldwell Mark Atkinson Kirsten H. Blakey Juliet Dunstone Donna Kean Gemma Mackintosh Elizabeth Renner Charlotte E. H. Wilks 《Wiley Interdisciplinary Reviews: Cognitive Science》2020,11(1)
In the current literature, there are few experimental tests of capacities for cumulative cultural evolution in nonhuman species. There are even fewer examples of such tests in young children. This limited evidence is noteworthy given widespread interest in the apparent distinctiveness of human cumulative culture, and the potentially significant theoretical implications of identifying related capacities in nonhumans or very young children. We evaluate experimental methods upon which claims of capacities for cumulative culture, or lack thereof, have been based. Although some of the established methods (those simulating generational succession) have the potential to identify positive evidence that fulfills widely accepted definitions of cumulative culture, the implementation of these methods entails significant logistical challenges. This is particularly true for testing populations that are difficult to access in large numbers, or those not amenable to experimental control. This presents problems for generating evidence that would be sufficient to support claims of capacities for cumulative culture, and these problems are magnified for establishing convincing negative evidence. We discuss alternative approaches to assessing capacities for cumulative culture, which circumvent logistical problems associated with experimental designs involving chains of learners. By inferring the outcome of repeated transmission from the input–output response patterns of individual subjects, sample size requirements can be massively reduced. Such methods could facilitate comparisons between populations, for example, different species, or children of a range of ages. We also detail limitations and challenges of this alternative approach, and discuss potential avenues for future research. This article is categorized under:
- Cognitive Biology > Evolutionary Roots of Cognition
- Cognitive Biology > Cognitive Development
- Psychology > Comparative Psychology
50.
The extreme acoustic variability of speech is well established, which makes the proficiency of human speech perception all the more impressive. Speech perception, like perception in any modality, is relative to context, and this provides a means to normalize the acoustic variability in the speech signal. Acoustic context effects in speech perception have been widely documented, but a clear understanding of how these effects relate to each other across stimuli, timescales, and acoustic domains is lacking. Here we review the influences that spectral context, temporal context, and spectrotemporal context have on speech perception. Studies are organized in terms of whether the context precedes the target (forward effects) or follows it (backward effects), and whether the context is adjacent to the target (proximal) or temporally removed from it (distal). Special cases where proximal and distal contexts have competing influences on perception are also considered. Across studies, a common theme emerges: acoustic differences between contexts and targets are perceptually magnified, producing contrast effects that facilitate perception of target sounds and words. This indicates enhanced sensitivity to changes in the acoustic environment, which maximizes the amount of potential information that can be transmitted to the perceiver. This article is categorized under:
- Linguistics > Language in Mind and Brain
- Psychology > Perception and Psychophysics