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201.
Billie M. Thompson Ph.D. Susan R. Andrews Ph.D. 《Integrative psychological & behavioral science》2000,35(3):174-188
This article provides an overview of the theoretical underpinnings of the Tomatis Method, along with a commentary on other
forms of sound/music training and the need for research. A public debate was sparked over the “Mozart Effect.” This debate
has turned out to be unfortunate because the real story is being missed.
The real story starts with Alfred Tomatis, M.D., scientist and innovator. Dr. Tomatis was the first to develop a technique
using modified music to stimulate the rich interconnections between the ear and the nervous system to integrate aspects of
human development and behavior. The originating theories behind the Tomatis Method are reviewed to describe the ear’s clear
connection to the brain and the nervous system. The “neuropsychology of sound training” describes how and what the Tomatis
Method effects.
Since Dr. Tomatis opened this field in the mid 20th century, no fewer than a dozen offshoot and related systems of training
have been developed. Though each new system of treatment makes clains of effectiveness, no research exists to substantiate
their claims. Rather, each simplified system bases its “right to exist and advertise” on the claimed relationship to Tomatis
and his complex Method. Research is desperately needed in this area.
The 50 years of clinical experience and anecdotal evidence amassed by Tomatis show that sound stimulation can provide a valuable
remediation and developmental training tool for people of all ages. Offshoot systems have watered down the Tomatis Method
without research to guide the decisions of simplifying the techniques and equipment. 相似文献
202.
Past approaches to the measurement of the perceived risk of combined hazards have failed to demonstrate awareness of synergy (S. E. Hampson et al., 1998; D. Hermand, E. Mullet, & B. Coutelle, 1995; D. Hermand, E. Mullet, & S. Lavieville, 1997). Respondents (N = 650) were provided with information about the synergistic risk of lung cancer from the combination of smoking and radon, and their risk perceptions were assessed on two occasions. At Time 1, using Likert-type scales, there was no evidence of synergistic risk perception. At Time 2, using a scale based on the appraisal of relative risk with anchors allowing for the expression of synergy, the combined hazard of radon and smoking was rated as significantly more of a health risk than the single hazards. The findings are discussed in terms of methodological issues in assessing synergistic risk. 相似文献
203.
Timothy D. Nelson Katherine M. Kidwell Jennifer Mize Nelson Cara C. Tomaso Maren Hankey Kimberly Andrews Espy 《Journal of abnormal child psychology》2018,46(7):1509-1520
Depression and anxiety are prevalent and impairing forms of psychopathology in children and adolescents. Deficits in early executive control (EC) may contribute to the development of these problems, but longitudinal studies with rigorous measurement across key developmental periods are limited. The current study examines EC in preschool as a predictor of subsequent depression and anxiety symptoms in elementary school in a community sample (N?=?280). Child participants completed a battery of nine developmentally-appropriate tasks designed to measure major aspects of EC at age 5 years, 3 months. Children later participated in an elementary school follow-up phase, during which they completed validated norm-referenced self-report questionnaires of depression and anxiety symptoms in fourth grade. Results indicate that poorer preschool EC was significantly associated with both greater depression and anxiety symptoms in elementary school, controlling for baseline depression and anxiety symptoms in preschool and other relevant variables. These findings suggest that poor EC may be an important risk factor for the development of internalizing psychopathology in childhood. Given emerging evidence for the modifiability of EC, particularly in preschool, EC promotion interventions may hold promise as a potential target in psychopathology prevention. 相似文献
204.
Abstract The purpose of this study was to discover whether late bilinguals and monolmguals respond differently to memory tasks about information patainins to naturalistic but simulated medical consultations. The sample comprised 24 Italian/English late bilinguals and 24 English speaking monolinguals. Thne medical information texts were presented to subjects in either the oral or the written modality. Type of information (diagnostic or treatment). and order of presentation (first or last) of type of information were also manipulated. Subjects performed a word stem completion (WSC) task, followed by a he mall task. Overall, bilinguals recalled less information than the monolinguals, and were less likely to respond with an old word in the WSC task Bilinguals were more adversely affected by the order of presentation of treatment information than were monolinguals, remembering less treatment information when it occurred last. Both groups remembered information presented first better than information presented last, with treatment information slightly better remembered than diagnostic. No modality of presentation effects wen found Implications for compliance behaviours are discussed. Medical information bilingual memory. 相似文献
205.
Keoma J. Thorne Jac J. W. Andrews David Nordstokke 《The Journal of general psychology》2013,140(3):204-223
The current study tests a model that depicts the relationships among coping strategies (active, distraction, avoidance, and support seeking) and anxiety symptoms. SEM is used to test if the relationship between these variables is mediated by coping efficacy. A large sample of Canadian children (N = 506) aged 8 to 11 years (boys = 249, girls = 245, unknown gender = 12) participated in the study. Results showed that coping efficacy is a partial mediator of the relations between active coping strategies and anxiety symptoms, however support was not found for it to be an effective mediator for other coping strategies. This study contributes to the understanding of childhood anxiety by highlighting the importance of the relationship between anxiety and the methods children use to cope with stress and how perceptions of their coping abilities influence this relationship. 相似文献
206.
207.
Jacqueline S. Barnes Morgan Andrews 《Journal of aggression, maltreatment & trauma》2013,22(5):601-612
For adult survivors of adverse childhood experiences, primary care is the entryway to treatment of post-traumatic stress disorder (PTSD). It is estimated 25% of adult primary care patients have PTSD, and they present to their provider more often with pain and non-specific physical symptoms rather than mental health issues. Physicians, even those somewhat knowledgeable about trauma and PTSD, are unlikely to assess for it in order to avoid issues they may not have the time and/or skills to sufficiently address. This is due to PTSD treatment not being a core training competency in graduate-level education and professional training being timely and expensive. Usual care for PTSD consists of medication to manage symptoms and a referral to a mental health clinician. However, substantial disparities and patient, provider, and delivery system-level barriers means survivors are unlikely to follow-through with referrals nor receive adequate treatment when they do. In this theoretical article, we review the trials and tribulations experienced by research teams and argue what is lacking is trauma-informed care. None of the trials reviewed mentioned trauma-informed care as a component of their intervention nor as a recommendation for future studies. We also outline a host of recommendations for best practice protocols that benefit patients and the collaborative care teams meeting them where they are. Trauma-informed care deepens the focus on relational, physiological, and physical safety. Attention to soothing physiological arousal through the physician-patient-clinician triad creates more positive associations toward moving forward in treatment for survivors and providers. 相似文献
208.
Brian J. Greco Tracey K. Brown Jeff R. M. Andrews Ronald R. Swaisgood Nancy G. Caine 《Animal cognition》2013,16(3):459-469
Social learning is a more efficient method of information acquisition and application than trial and error learning and is prevalent across a variety of animal taxa. Social learning is assumed to be important for elephants, but evidence in support of that claim is mostly anecdotal. Using a herd of six adult female African bush elephants (Loxodonta africana africana) at the San Diego Zoo’s Safari Park, we evaluated whether viewing a conspecific’s interactions facilitated learning of a novel task. The tasks used feeding apparatus that could be solved in one of two distinct ways. Contrary to our hypothesis, the method the demonstrating animal used did not predict the method used by the observer. However, we did find evidence of social learning: After watching the model, subjects spent a greater percentage of their time interacting with the apparatus than they did in unmodeled trials. These results suggest that the demonstrations of a model may increase the motivation of elephants to explore novel foraging tasks. 相似文献
209.
210.
Russell Lang Mandy Rispoli Jeff Sigafoos Giulio Lancioni Alonzo Andrews Lilia Ortega 《Journal of Behavioral Education》2011,20(4):252-259
Discrete trial training was delivered using English and Spanish languages to a student with autism from a Spanish-speaking
family. An alternating treatments design was used to examine the effects of language of instruction on the child’s response
accuracy and challenging behavior. More correct responses and fewer challenging behaviors occurred when instruction was delivered
in Spanish compared to English. Results suggest that the language of instruction may be an important variable even when a
student initially presents with very little spoken language and comparable scores on English and Spanish standardized language
assessments. 相似文献