全文获取类型
收费全文 | 747篇 |
免费 | 123篇 |
国内免费 | 24篇 |
出版年
2024年 | 5篇 |
2023年 | 12篇 |
2022年 | 6篇 |
2021年 | 23篇 |
2020年 | 38篇 |
2019年 | 40篇 |
2018年 | 48篇 |
2017年 | 52篇 |
2016年 | 51篇 |
2015年 | 25篇 |
2014年 | 35篇 |
2013年 | 105篇 |
2012年 | 20篇 |
2011年 | 28篇 |
2010年 | 26篇 |
2009年 | 29篇 |
2008年 | 40篇 |
2007年 | 45篇 |
2006年 | 38篇 |
2005年 | 34篇 |
2004年 | 29篇 |
2003年 | 29篇 |
2002年 | 18篇 |
2001年 | 18篇 |
2000年 | 14篇 |
1999年 | 6篇 |
1998年 | 12篇 |
1997年 | 6篇 |
1996年 | 7篇 |
1995年 | 4篇 |
1994年 | 4篇 |
1993年 | 2篇 |
1992年 | 9篇 |
1991年 | 8篇 |
1990年 | 7篇 |
1989年 | 3篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1975年 | 2篇 |
排序方式: 共有894条查询结果,搜索用时 31 毫秒
211.
Susan Nolen-Hoeksema 《Applied and Preventive Psychology》1992,1(4):183-189
Many of the negative events in children's lives cannot be controlled by them. Three strategies that children can be taught for coping adaptively with many uncontrollable events are presented: (a) reconstruing the event in more positive ways, (b) using positive imagery to dampen fear and frustration, and (c) developing reasonable proximal goals. How these strategies may be used in working with children living in poverty is discussed. 相似文献
212.
Wing Chi Mok Isabella Vainieri Jenna Jacob 《Counselling and Psychotherapy Research》2024,24(2):472-490
Formulating goals in therapy may facilitate young people and parents/carers' engagement in mental health support settings. A number of goal taxonomies have been developed, which involve organising goals set at the outset of therapy into themes. Goal taxonomies are considered useful for service planning and outcome purposes. In order to build on the knowledge about what young people choose as goals, and to best support good practice, it is important to explore the links and differences between the existing goal taxonomies. A systematic review was conducted to identify goal taxonomies based on goals set using the goal-based outcome (GBO) tool. Framework analysis was conducted to investigate the extracted goal taxonomies. Overall, four core concepts were identified: “Goals targeting specific issues, symptoms, emotions, and behaviours,” “Return and engage in activities,” “Personal growth goals” and “Interpersonal goals.” Goals regarding specific issues, personal growth and interpersonal relationships were present in most studies. Using these overarching core concepts could be useful for practitioner-level, or service-level organisation of goal data, for activities such as service planning and delivery. 相似文献
213.
Stephanie A Goodwin Susan T FiskeLee D Rosen Alisa M Rosenthal 《Journal of experimental social psychology》2002,38(3):232-241
Four experiments investigated the effects of romantic goals on task and social impression formation. The clouded judgment hypothesis holds that romantic goals encourage positive biases on less relationship-relevant dimensions (e.g., task competence). The default positivity hypothesis holds that romantic goals encourage positivity biases on relationship-relevant dimensions in the absence of relevant information. The selective accuracy hypothesis posits that romantic goals encourage accuracy regarding relationship-relevant attributes (e.g., social competence) when relevant information is available. In four studies, male and female perceivers evaluated opposite-sex targets whom they expected to date (romantic goals) or to meet for nonromantic interaction (baseline). Videotaped targets displayed competence or incompetence on task (Experiments 1 and 2) or social (Experiments 3 and 4) dimensions. All three hypotheses were supported. 相似文献
214.
In a computer-managed version of Keller's personalized system of instruction, students received frequent feedback from more advanced students within the course. Overall accuracy of student-provided feedback was 87%, and students complied with 61% of the feedback. 相似文献
215.
Bernhard Hommel 《Cognitive processing》2005,6(1):3-14
Perceptual processes play a central role in the planning and control of human voluntary action. Indeed, planning an action is a sensorimotor process operating on sensorimotor units, a process that is based on anticipations of perceptual action effects. I discuss how the underlying sensorimotor units emerge, and how they can be employed to tailor action plans to the goals at hand. I also discuss how even a single action can induce sensorimotor binding, how intentionally implemented short-term associations between stimuli and responses become autonomous, how feature overlap between stimulus events and actions makes them compatible, and why action plans are necessarily incomplete.
相似文献
Bernhard HommelEmail: |
216.
发掘情感策略的实验研究 总被引:7,自引:0,他引:7
将对内含隐性情感因素的教材内容实施情感性处理的一种策略——发掘情感策略运用于语文教学,进行现场的教学实验研究。研究结果表明:在内含隐性情感因素的文科教材内容中,可以运用发掘情感策略来对其进行情感性处理;这对促进学生的认知学习和情感发展、提高课堂教学质量是有效的。 相似文献
217.
20世纪全球卫生发展的回顾与展望 总被引:3,自引:0,他引:3
20世纪人类的健康状况发生了革命性的转变,同时也面临着前所未有的挑战。疾病谱的改变及人口寿命的延长以及医疗费用的上涨仍然是困扰各国决策者的难题,卫生发展与改革任重道远。完善健康保障体系最理想的选择方案是政府为居民“购买”基本卫生服务,由国家财政和居民共同承担保险基金,普及初级卫生保健,鼓励多种形式办医,WHO确定的卫生工作目标是各成员国卫生系统改革与发展的指导方针。 相似文献
218.
219.
The point of departure in this article is the Danish debate about democracyin schools. This article presents a first step in a study of how the relationshipbetween democracy and education can be understood. A juxtaposition of thetwo concepts requires, first of all, an analysis of how the concept of democracyis used in the educational debate. In this article three models of democracy areapplied as an analytical framework: a liberal model (Hobbes, Locke, Kant, Rawls,Dworkin), a communitarian model (MacIntyre, Sandel, Nussbaum) and a communicative/deliberativemodel (Walzer, Benhabib, Taylor, Habermas). Numerous contradictions and tensionsbetween concepts of democracy and education can be found in such a juxtaposition,depending on which conception of democracy one chooses to apply. In this articleI discuss which conception affords us the most meaningful concept of democraticteaching. As an introduction, a brief historical overview of the interplay betweendemocracy and education in Danish school is provided. 相似文献
220.
We examined the effect of a teaching method on skill fluency and on‐task endurance of a 9‐year‐old boy who had been diagnosed with attention deficit hyperactivity disorder. An academic task that occurred at low fluency during 10‐min baseline sessions was taught to fluency. When responding was not yet fluent, brief reversals to baseline showed that the learner's rate of responding decreased and that he did not spend entire sessions on task. However, once a fluency goal had been reached, responding remained fluent and he remained on task in the third reversal condition. 相似文献