全文获取类型
收费全文 | 1079篇 |
免费 | 91篇 |
出版年
2024年 | 5篇 |
2023年 | 23篇 |
2022年 | 13篇 |
2021年 | 20篇 |
2020年 | 41篇 |
2019年 | 45篇 |
2018年 | 52篇 |
2017年 | 66篇 |
2016年 | 69篇 |
2015年 | 46篇 |
2014年 | 45篇 |
2013年 | 159篇 |
2012年 | 65篇 |
2011年 | 92篇 |
2010年 | 44篇 |
2009年 | 55篇 |
2008年 | 55篇 |
2007年 | 45篇 |
2006年 | 38篇 |
2005年 | 31篇 |
2004年 | 26篇 |
2003年 | 25篇 |
2002年 | 28篇 |
2001年 | 9篇 |
2000年 | 6篇 |
1999年 | 6篇 |
1998年 | 8篇 |
1997年 | 2篇 |
1996年 | 8篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1992年 | 5篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 1篇 |
1985年 | 5篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1978年 | 1篇 |
1972年 | 1篇 |
1969年 | 1篇 |
排序方式: 共有1170条查询结果,搜索用时 15 毫秒
201.
Shannon D. Smith Cynthia A. Reynolds Amanda Rovnak 《Journal of counseling and development : JCD》2009,87(4):483-491
The authors present (a) an overview of the recent literature on social advocacy, (b) results of a deconstructive analysis of the philosophical and theoretical underpinnings of this movement, (c) a critical analysis of its role and function in the profession, and (d) a call to the profession. The deconstructive analysis revealed 2 major driving forces and 5 related trends; the critical analysis revealed 9 key areas of consideration. Implications and recommendations are presented. 相似文献
202.
Children and adults commonly produce more generic noun phrases (e.g., birds fly) about animals than artifacts. This may reflect differences in participants’ generic knowledge about specific animals/artifacts (e.g., dogs/chairs), or it may reflect a more general distinction. To test this, the current experiments asked adults and preschoolers to generate properties about novel animals and artifacts (Experiment 1: real animals/artifacts; Experiments 2 and 3: matched pairs of maximally similar, novel animals/artifacts). Data demonstrate that even without prior knowledge about these items, the likelihood of producing a generic is significantly greater for animals than artifacts. These results leave open the question of whether this pattern is the product of experience and learned associations or instead a set of early-developing theories about animals and artifacts. 相似文献
203.
The recommendation to reserve the most potent reinforcers for unprompted responses during acquisition programming has little published empirical support for its purported benefits (e.g., rapid acquisition, decreased errors, and decreased prompt dependence). The purpose of the current investigation was to compare the delivery of high‐quality reinforcers exclusively following unprompted responses (differential reinforcement) with the delivery of high‐quality reinforcers following both prompted and unprompted responses (nondifferential reinforcement) on the skill acquisition of 2 children with autism. Results indicated that both were effective teaching procedures, although the differential reinforcement procedure was more reliable in producing skill acquisition. These preliminary findings suggest that the differential reinforcement of unprompted responses may be the most appropriate default approach to teaching children with autism. 相似文献
204.
Recent studies have shown associations between maternal psychopathology and inhibited behaviors in infants. Moreover, physiological factors have been identified as affecting the continuity of behavioral inhibition across childhood. The purpose of the present study was to examine electroencephalogram (EEG) activity and inhibited behavior in 12-month-old infants of depressed versus non-depressed and mothers. Repeated measures MANOVAs indicated that the infants of mothers with stable psychopathology had greater relative right frontal EEG asymmetry, a pattern that typically accompanies greater negative affect and greater withdrawal behaviors. Infants of affectively ill mothers also showed more proximal behaviors toward a stranger and a novel toy than infants of well mothers, but fewer non-proximal behaviors toward their mothers. These results are discussed within a framework of behavioral inhibition for infants exposed to early psychopathologies in their mothers. 相似文献
205.
The aim of this investigation was to examine the time course and the relative contributions of perceptual and post-perceptual processes to categorical perception (CP) of color. A visual oddball task was used with standard and deviant stimuli from same (within-category) or different (between-category) categories, with chromatic separations for within- and between-category stimuli equated in Munsell Hue. CP was found on a behavioral version of the task, with faster RTs and greater accuracy for between- compared to within-category stimuli. On a neurophysiological version of the task, event-related potentials (ERPs) showed earlier latencies for P1 and N1 components at posterior locations to between- relative to within-category deviants, providing novel evidence for early perceptual processes on color CP. Enhanced P2 and P3 waves were also found for between- compared to within-category stimuli, indicating a role for later post-perceptual processes. 相似文献
206.
Performance Indicators in Math: Implications for Brief Experimental Analysis of Academic Performance
Brief experimental analysis (BEA) can be used to specify intervention characteristics that produce positive learning gains
for individual students. A key challenge to the use of BEA for intervention planning is the identification of performance
indicators (including topography of the skill, measurement characteristics, and decision criteria) that meaningfully relate
to longer term success in the learning environment. This study investigates the utility of various curriculum-based assessment
and measurement estimates of mathematics performance for predicting functional outcomes (i.e., retention of learned skills
over time and faster learning of related content in the future). All children in grades 2–5 at the participating school participated
in protocol-based computational fluency-building intervention 4 days per week for an entire school year. Specific criteria
were applied each week to systematically increase intervention difficulty classwide according to a pre-established sequence
of computational skill objectives. Three measurements were routinely obtained. Each week children completed a timed probe
of the skill for which intervention was currently occurring and a timed probe of previously mastered skills from the sequence
of computational skill objectives. Each month, all children completed a timed probe of mathematics skills representing computational
skills that students were expected to master by year’s end at each grade level. At all grade levels, learning a skill that
appeared early in the hierarchy or sequence of skills related positively to learning of future related and more complex computational
skills. Fluency criteria were specified that predicted retention of the skill over several months. 相似文献
207.
Ann Kathleen Burlew Candace S. Johnson Amanda M. Flowers Bridgette J. Peteet Kyna D. Griffith-Henry Natasha D. Buchanan 《Journal of child and family studies》2009,18(6):680-689
The consequences of the early onset of substance use on later outcomes are a public health concern. In the present study,
we examined neighborhood risk factors as a possible predictor of the onset of substance use in adolescents. In addition, we
assessed the potential buffering effects of parental supervision on the relationship between neighborhood risk and the onset
of substance use. The participants included 95, abstinent, African American 6th graders (mean age = 11.5 years) who enrolled
in one site of a national, multi-site study of high-risk youth participating in a federally sponsored program. In the 6th
and 8th grades, the participants completed self-report measures regarding substance use, perceived negative neighborhood activities
and parental supervision. Logistic regression analyses demonstrated that both exposure to negative neighborhood activities
and low parental supervision increase the onset of substance use by the 8th grade among African American adolescents. However,
the results suggested that parents can protect their adolescents from the impact of exposure to adverse neighborhood factors
by providing appropriate supervision. 相似文献
208.
Amanda W. Harrell Sterett H. Mercer Melissa E. DeRosier 《Journal of child and family studies》2009,18(4):378-387
We evaluated the efficacy of a social skills training intervention designed to improve adolescents’ social, emotional and
behavioral adjustment, Social Skills Group Intervention-Adolescent (S.S.GRIN-A). Seventy-four adolescents (ages 13–16 years)
and their parents were randomly assigned to either the treatment group (N = 40) or a wait-list control group (N = 34). Adolescents in the treatment and control groups were compared on global self-concept, social self-efficacy, internalizing
problems, and externalizing problems pre- and post-intervention. Youth in the treatment group demonstrated enhanced global
self-concept, increased social self-efficacy, and decreased internalizing problems as compared to youth in the control group.
No differences in externalizing behavior were found. We discuss the effectiveness of S.S.GRIN-A as a general program designed
for addressing a range of adjustment issues and social skill deficits in adolescents. 相似文献
209.
In six experiments with English‐learning infants, we examined the effects of variability in voice and foreign accent on word recognition. We found that 9‐month‐old infants successfully recognized words when two native English talkers with dissimilar voices produced test and familiarization items ( Experiment 1 ). When the domain of variability was shifted to include variability in voice as well as in accent, 13‐, but not 9‐month‐olds, recognized a word produced across talkers when only one had a Spanish accent ( Experiments 2 and 3 ). Nine‐month‐olds accommodated some variability in accent by recognizing words when the same Spanish‐accented talker produced familiarization and test items ( Experiment 4 ). However, 13‐, but not 9‐month‐olds, could do so when test and familiarization items were produced by two distinct Spanish‐accented talkers ( Experiments 5 and 6 ). These findings suggest that, although monolingual 9‐month‐olds have abstract phonological representations, these representations may not be flexible enough to accommodate the modifications found in foreign‐accented speech. 相似文献
210.