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141.
哀伤研究:新的视角与理论整合 总被引:2,自引:0,他引:2
哀伤(bereavement)研究长期以来都依循“悲伤过程假设(griefworkhypothesis)”,但20世纪80年代后其强调“与逝者分离”的基本假设受到挑战,界定的模糊也使得实证研究工作难以进行。当代研究者从依恋理论、创伤研究、认知应对研究、情感的社会功能等视角多方面对哀伤领域进行深入探索并出现了一些整合性的理论模型,文中对有代表性的“依恋与哀伤双程模型”作了介绍,并对“悲伤过程假设”进行了重新检视 相似文献
142.
Recognition memory involves knowing an item was learned (familiarity) and remembering contextual details about the prior learning episode (recollection). We tested three competing hypotheses about the role of the hippocampus in recollection and familiarity. It mediates either recollection or familiarity, or serves both processes. We further tested whether the left temporal lobe mediates recollection and the right temporal lobe familiarity (modes of processing view), or whether the two temporal lobes mediate remembering material specifically (material specificity view). We investigated 24-h face recognition using the "remember-know" procedure. We studied 23 left and 24 right temporal lobe epilepsy (LTLE/RTLE) patients with and without hippocampal sclerosis (HS+/HS-) and 31 healthy participants. HS+ patients made fewer know responses than HS- patients or healthy participants. RTLE was related to fewer remember responses than LTLE. Our results suggest the hippocampus has a critical role in familiarity. Further, our findings support the material specificity hypothesis of laterality. 相似文献
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144.
鲍德里亚是否是一个典型的后现代论者,长期以来一直是国内外学界争论的核心问题。本文认为,这一问题并不是一个简单的概念之争。在鲍德里亚思想是否归属于“后现代主义”之争的背后,它反映的人们对现代消费社会、后工业社会、仿真社会或超真实社会的性质及其特征的认识。澄清并深化这一问题的研究,有助于加深对鲍德里亚思想的理解。为此,本文从现代技术的特征,即技术的仿真、仿像和超真实性等特征出发,对现代技术与现代性、后现代性的关系进行了考察,并在此基础上指出,鲍德里亚是一个以原始的“象征交换”为原则,对现代性进行激进批判的理论家和预言者,一个具有诸多后现代主义的特征,但又不仅仅局限于后现代性特征的学者,一个后现代性的超论者。当然,在这一问题的探讨中,必须对现代性、后现代性等概念加以给予必要的界定。 相似文献
145.
We test the claim that acquiring a mass-count language, like English, causes speakers to think differently about entities in the world, relative to speakers of classifier languages like Japanese. We use three tasks to assess this claim: object-substance rating, quantity judgment, and word extension. Using the first two tasks, we present evidence that learning mass-count syntax has little effect on the interpretation of familiar nouns between Japanese and English, and that speakers of these languages do not divide up referents differently along an individuation continuum, as claimed in some previous reports [Gentner, D., & Boroditsky, L. (2001). Individuation, relativity, and early word learning. In M. Bowerman, & S. Levinson (Eds.), Language acquisition and conceptual development (pp. 215-256). Cambridge University Press]. Instead, we argue that previous cross-linguistic differences [Imai, M., & Gentner, D. (1997). A cross-linguistic study of early word meaning: Universal ontology and linguistic influence. Cognition, 62, 169-200] are attributable to “lexical statistics” [Gleitman, L., & Papafragou, A. (2005). Language and thought. In K. Holyoak, & R. Morrison (Eds.), Cambridge handbook of thinking and reasoning (pp. 633-661). Cambridge University Press]. Speakers of English are more likely to think that a novel ambiguous expression like “the blicket” refers to a kind of object (relative to speakers of Japanese) because speakers of English are likely to assume that “blicket” is a count noun rather than a mass noun, based on the relative frequency of each kind of word in English. This is confirmed by testing Mandarin-English bilinguals with a word extension task. We find that bilinguals tested in English with mass-count ambiguous syntax extend novel words like English monolinguals (and assume that a word like “blicket” refers to a kind of object). In contrast, bilinguals tested in Mandarin are significantly more likely to extend novel words by material. Thus, online lexical statistics, rather than non-linguistic thought, mediate cross-linguistic differences in word extension. We suggest that speakers of Mandarin, English, and Japanese draw on a universal set of lexical meanings, and that mass-count syntax allows speakers of English to select among these meanings. 相似文献
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147.
Boris Wiseman 《欧洲心理治疗、咨询与健康杂志》2013,15(1):41-53
What follows will show that an understanding of the nature and purpose of shamanism contains a number of insights that bring to light some important, but often obfuscated, aspects of Western therapeutic practices. the point of departure of the argument is the theory of shamanism developed by the inventor of structural anthropology: Claude Lévi-Strauss. It will be argued, in particular, that his theory of shamanism provides a key to the therapeutic action of symbols upon the body as well as to the broader social function of therapy in general. 相似文献
148.
Prejudice‐reduction in Culturally Mixed Classrooms: The Development and Assessment of a Theory‐driven Intervention Among Majority and Minority Youth in Finland 下载免费PDF全文
Karmela Liebkind Tuuli Anna Mähönen Emilia Solares Erling Solheim Inga Jasinskaja‐Lahti 《Journal of community & applied social psychology》2014,24(4):325-339
The aim of this field experiment was to develop and assess an intervention promoting positive intergroup relations in culturally diverse schools. The intervention was based on extended contact and social learning and utilized behavioural journalism as its method. Intervention effects were assessed on out‐group attitudes, perceived importance of future contact, perceived peer norms and intergroup anxiety among ethnic majority (N = 583) and minority (N = 214) youth in grades 7–9 in Finnish secondary schools (total Nexperimental = 388; total Ncontrol = 409). As a result of the intervention, both groups showed a tendency to perceive future intergroup contact as more important, and this effect was most notable for younger participants and girls. Prototypicality of in‐group and out‐group peer models contributed positively to intervention effects. However, unexpectedly, the intervention also increased experiences of intergroup anxiety among the oldest participants. The results are discussed taking into account the developmental stage of the youth studied. Besides critically assessing the effectiveness of the intervention, recommendations for improving theory‐driven prejudice‐reduction and for the development of future interventions in culturally diverse contexts are given. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献
149.
Children are exposed to symbolic objects that they have to learn to use very early in life. The authors’ aim was to examine whether it is possible to intentionally teach young children the symbolic function of an object. They employed a search task in which children had to use a map to find a toy. Experiment 1 revealed that with no instruction 3-year-, 10-month-old children were quite successful; 3-year-, 6-month-olds showed a divided performance; and 3-year-, 0-month-olds failed. With this baseline, Experiment 2 compared the performance of 3-year-, 0-month-olds in three different conditions: no-instruction, complete instruction (before the task begins), and teaching (complete instruction plus corrective feedback); only children in the teaching condition succeeded. However, children 6 months younger, 2-year-, 6-month-olds, failed despite teaching that was provided (Study 3). This research shows that at some points in development instruction is not enough; intentional teaching in communicative contexts is the mechanism that boosts symbolic understanding in early childhood. 相似文献
150.
Annie Roy-Charland Melanie Perron Cheryl Young Jessica Boulard Justin A. Chamberland 《The Journal of genetic psychology》2013,174(5):281-298
The goal of the present study was to test the Perceptual-Attentional Limitation Hypothesis in children and adults by manipulating the distinctiveness between expressions and recording eye movements. Children 3–5 and 9–11 years old as well as adults were presented pairs of expressions and required to identify a target emotion. Children 3–5 years old were less accurate than those 9–11 years old and adults. All children viewed pictures longer than adults but did not spend more time attending to the relevant cues. For all participants, accuracy for the recognition of fear was lower than for surprise when the distinctive cue was in the brow only. They also took longer and spent more time in both the mouth and brow zones than when a cue was in the mouth or both areas. Adults and children 9–11 years old made more comparisons between the expressions when fear comprised a single distinctive cue in the brow than when the distinctive cue was in the mouth only or when both cues were present. Children 3–5 years old made more comparisons for brow only than both. The results of the present study extend on the Perceptual-Attentional Limitation Hypothesis showing an importance of both decoder and stimuli, and an interaction between decoder and stimuli characteristics. 相似文献