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141.
Asymmetries between victims' and transgressors' perspectives following interpersonal transgressions
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Gabrielle S. Adams 《Social and Personality Psychology Compass》2016,10(12):722-735
When interpersonal transgressions occur, the involved parties try to understand what occurred and how justice should be restored. However, research has documented that victims and transgressors often diverge in their accounts of what transpired. In this paper, I review and summarize empirical research on victims' and transgressors' asymmetric perceptions of interpersonal transgressions and the different justice‐restoring responses each party subsequently desires. By conceptualizing transgressions in terms of the social roles of victim and transgressor, I contend that justice responses can be thought of as attempts to correct inequitable distributions of material and symbolic resources. This social exchange perspective enables us to understand each party's motives and how various justice responses might satisfy them. I argue that because of these asymmetric perspectives, reconciliation is difficult, and conflict is liable to be perpetuated rather than resolved. 相似文献
142.
Our purpose was to examine the swimming biophysical responses at velocities (v) of 97.5, 100 and 102.5% of the maximal lactate steady state (MLSS). Ten elite female swimmers performed three-to-five 30-min constant tests at imposed paces to determine 97.5, 100 and 102.5%MLSS v. Gas exchange, blood lactate concentration ([La-]), stroke rate (SR) and v were determined during each test. The v values at 97.5, 100 and 102.5%MLSS were 1.21 ± 0.07, 1.24 ± 0.07 and 1.27 ± 0.07 m.s−1, respectively. Oxygen uptake (V̇O2) and Pulmonary ventilation (V̇E) increased as function of v. SR and stroke length (v/SR = SL) increased as a function of v. All measured variables were constant as a function of time at 97.5%MLSS and 100%MLSS. At 102.5%MLSS SR increased (3.5%) and stroke length (SL) decreased (3.5%) as a function of time. While V̇O2 was constant at 102.5%MLSS, [La-] and V̇E increased as a function of time, suggesting hyperventilation, at v’s of 97.5%MLSS and 100%MLSS swimmers completed the 30 min swim in spite of decreased SL and increased SR. However, the decrease in SL and increased SF were accompanied by increased [La-] and V̇E and resulted in the inability of most swimmers to complete the 30 min swim presumably due to fatigue at 102.5%MLSS. 相似文献
143.
Magnitudes of score differences produced within sessions in a cooperative exchange procedure 总被引:2,自引:2,他引:0
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Matthews BA 《Journal of the experimental analysis of behavior》1977,27(2):331-340
Interest centered on maximal score differences produced within sessions during two-party exchange. Subjects chose between earning money independently or through potentially higher-paying exchange. In the exchange option, only one person could produce points for the other on a trial. Because each exchange response (“give”) required the giver to forego earning points independently, the larger the score difference produced (i.e., the further ahead in earnings the other person was put), the greater the reduction in the giver's earnings if the other person did not reciprocate. Results showed that scores were usually equal at the end of each session, and that subjects maintained close equality of scores throughout each session. When a response-cost contingency that punished the alternation of giving was introduced, however, large within-session score differences developed. These large differences continued to be produced after the response-cost contingency was removed. Finally, when subjects were told that the session could end at any moment, score differences were sharply reduced, indicating that production of score differences remained under the control of discriminative stimuli associated with the likelihood of reciprocation. The study suggests that with appropriate procedures, an experimental analysis of behavioral phenomena associated with the concept of “trust” may be possible. 相似文献
144.
Jason LA 《Journal of applied behavior analysis》1985,18(3):269-272
A child watching an excessive amount of T.V. was provided a behavioral program featuring a token-actuated timer. Earned tokens were used to activate the T.V. for thirty-minute periods. The token-exchange system effectively reduced T.V. viewing and the reductions were maintained at two follow-up points. The principal contribution of the study is the development and evaluation of an electronically controlled device that was used to check the accuracy of parent-reported data. 相似文献
145.
In token economies, we typically consider the instructional opportunities available during the periods of token delivery, but may overlook educational opportunities available at the time of token exchange. The present studies examined the use of labelled tokens and routines in the token exchange period to teach alphabet letter recognition to economically disadvantaged preschool children. The children earned points for a variety of academic behaviors in an early morning classroom setting. At no time were alphabet letters introduced or taught during class. Later, during a midmorning token exchange period, operated according to a department store model, the children were given their points in the form of poker chips inscribed with upper-case alphabet letters. They were required to discriminate among these lettered chips before exchanging them for backup reinforcers sold in four or five stores. To assess alphabet letter knowledge, probe evaluations were periodically conducted in which questions requiring alphabet letter recognition and labelling were asked. The answers to these questions were not reinforced. Alphabet letter training during token exchange periods consisted of having a child display the lettered chips, whereupon a teacher asked a number of recognition-type questions. Wrong answers were corrected, and correct answers praised. The child was allowed to exchange the tokens when the number required for a purchase had been recognized correctly. The periodic probe evaluations revealed consistent increases in correct alphabet letter recognition and, as a byproduct, alphabet labelling was facilitated, even though not explicitly trained. Thus, once the letters were recognized, correct labelling shortly followed. The sequential training of new sets of letters was used to demonstrate experimental control within subjects for two children. A control for exposure to the letters was provided by using the labelled tokens, but requiring the counting of chips rather than letter discrimination in the exchange period for two other children. This procedure produced chance levels of letter recognition, which were subsequently improved when the discrimination procedure was added. Posttraining probes, conducted at one and three weeks after training when the labelled tokens and discrimination routines were no longer in use, revealed the same high levels of recognition and labelling performance found during training. Thus, it appears that labelled tokens may be used to teach discriminations during token exchange periods so long as responses are differentiated on the basis of relevant dimensions of the stimuli. 相似文献
146.
据估计, 60%的团队都没有达到它们的目标, 这给学术界提出了重要且具有挑战性的研究课题。情绪智力(emotional intelligence)是在人际关系基础上发展起来的重要概念。研究发现, 基于微观个体或宏观整体的团队情绪智力在团队成功达到目标过程中起到重要作用。然而, 当前尚无研究探讨基于团队局部成员间情绪智力行为交换而产生的团队情绪智力对团队的影响。为此, 本课题从配对层次(一对一关系中两个人, 即actor-target)这一新角度探讨团队情绪智力, 通过把它看做团队过程中一种产生的状态(emergent state), 在整合团队成员交换理论和社会网络方法基础上对它进行研究。具体围绕团队内配对单元存在的交换关系(指目标者感受到行动者对其实施的情绪智力行为)在团队中形成的网络所代表的团队情绪智力开展实证研究, 以期从理论上揭示团队内情绪智力行为交换的特征, 情绪智力自下而上(bottom-up)由个体发展到团队的过程, 以及配对基础的团队情绪智力的影响效应, 从而为团队管理实践提供具体的改善建议。 相似文献
147.
积极交往和消极交往分别会对老年人的心理健康产生有利和不利影响, 然而, 探讨消极交往的负面作用及其机制的研究相对较少。目前研究主要涉及消极交往的类型(社会隔离、丧偶或离婚)、来源(配偶、子女或朋友)及强度, 并探讨感知评估、自尊的中介作用及性别、婚姻、受教育水平等变量的调节作用。社会情感选择理论、优劣势整合理论、社会交换理论及镜中我理论在一定范围内对消极交往的负面作用做出了合理解释。采取“原谅”或“认知疏远”的应对策略能有效缓解消极交往的负面影响。未来研究应进一步考察不同文化背景及社会网络背景下消极交往对老年人心理健康的影响, 同时加强对消极交往的理论研究和线上研究, 并关注相关的干预研究。 相似文献
148.
Using cross-level data from 364 supervisor–subordinate dyads, we examined how relational exchange quality, perceived organizational support (POS), and organizational identification interrelate. We found subordinate POS mediates the relationship between leader-member exchange (i.e., LMX) and organizational identification. We also found the relational context matters—namely, the immediate supervisor’s relationship with his or her manager (i.e., leader–leader exchange, LLX). Our findings suggest higher quality LLX creates a spillover of resources and reduces the negative association between lower quality LMX and POS. Our study extends both social exchange and social identity theories. First, we delineate how relational exchange quality associates with one’s identity in the organization—placing POS as an integrative mechanism between exchange and identity. Second, we expand the purview of social exchange theory by including other proximal (and interpersonal) relationships as context for social exchange between the individual and organization. Limitations, future research directions, and practical implications are also discussed. 相似文献
149.
以91项实证研究(92个独立样本, 33517名员工)为对象, 综合使用元分析、相对权重分析和结构方程技术, 考察了中国组织情境下领导方式的有效性问题。研究者从导向(行为-关系)和性质(积极-消极)两个方面, 选择了变革型、领导-部属交换和破坏型3种领导方式; 从产出类型(态度-行为)方面, 选择了下属工作满意度、情感承诺、留职意愿、任务绩效和组织公民行为5种有效性指标。结果表明:(1)变革型领导和领导-部属交换与员工积极性态度和行为正相关, 破坏型领导与员工积极性态度和行为负相关。(2)三种领导方式的有效性有所不同:在对下属态度的影响上, 领导-部属交换作用最强, 变革型领导次之, 破坏型领导最弱; 在对下属行为的影响上, 破坏型领导作用最强, 领导-部属交换次之, 变革型领导最弱。(3)关系导向领导方式在行为导向领导方式与下属反应关系中起部分中介作用, 即除了直接影响, 变革型和破坏型领导还通过提高和降低领导-部属交换质量影响下属态度和行为。 相似文献
150.
Delia B. Ben Chaabane Sheila R. Alber‐Morgan Ruth M. DeBar 《Journal of applied behavior analysis》2009,42(3):671-677
The present study examined the extent to which mothers were able to train their children, 2 boys with autism, to exchange novel pictures to request items using the picture exchange communication system (PECS). Generalization probes assessing each child's ability to mand for untrained items were conducted throughout conditions. Using a multiple baseline design, results demonstrated that both children improvised by using alternative symbols when the corresponding symbol was unavailable across all symbol categories (colors, shapes, and functions) and that parents can teach their children to use novel pictorial response forms. 相似文献