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121.
Incorporating multiple secondary targets into learning trials for individuals with autism spectrum disorder 下载免费PDF全文
Casey L. Nottingham Jason C. Vladescu Tiffany Kodak April N. Kisamore 《Journal of applied behavior analysis》2017,50(3):653-661
The current study examined the outcome of presenting multiple secondary targets in learning trials for individuals with autism spectrum disorder. We compared conditions in which (a) a secondary target was presented in the antecedent and consequence of trials, (b) two secondary targets were presented in the consequence of trials, (c) one secondary target was presented in the consequence of each trial, and (d) no additional targets were presented trials. The participants acquired the majority of secondary targets. Presenting one or multiple secondary targets per trial, regardless of the location of these secondary targets, increased the efficiency of instruction in comparison to a condition with no secondary target. 相似文献
122.
Megan A. Borlase Jason C. Vladescu April N. Kisamore Sharon A. Reeve Jamie L. Fetzer 《Journal of applied behavior analysis》2017,50(3):668-674
We replicated Fritz, Iwata, Hammond, and Bloom (2013) by evaluating the efficacy of an experimental methodology to identify precursors to aggression displayed by an adolescent with autism spectrum disorder. Using their trial‐based precursor analysis, we identified seven precursors to aggression. Next, we compared the outcomes of separate precursor and aggression functional analyses and showed that both precursors and aggression were multiply controlled by the same variables. 相似文献
123.
Patrick W. Corrigan Amy C. Watson Emeline Otey Anne L. Westbrook April L. Gardner Theodore A. Lamb Wayne S. Fenton 《Journal of applied social psychology》2007,37(7):1405-1417
A way to promote eliminating stigma surrounding mental illnesses is targeting the phenomenon in children. This study's purpose is to validate models of mental illness stigma on children in Grades 6–8. Children completed the revised Attribution Questionnaire in a pretest of a larger study on a mental health education program. Data from this study permitted testing of roles of demographics in these social cognitive models. Subsequent analyses using manifest model structural equations were mixed, but mostly showed adequate fit for multiple versions of the models. These results suggest that models of blame and dangerousness are relevant to the way 10 to 13-year-olds stigmatize mental illness. Demographics were not found to fit these models satisfactorily. Implications of these findings for stigma-change agenda are discussed. 相似文献
124.
The present study describes spontaneously occurring infant-mother swapping and the relationships of infants with their biological and foster mothers after swapping in a captive social group of lowland gorillas (Gorilla gorilla gorilla). After infant-swapping took place between a primiparous mother with a neonate and a multiparous mother with a 10-month-old infant, the mothers provided appropriate maternal care, including nursing, to their adopted infants, but the older infant still sought refuge with its biological mother more frequently than with its foster mother. Almost 2 years later, the younger infant who was weaned by its foster mother began nursing from its biological mother; the latter subsequently weaned her adopted infant. Thereafter, the older infant who was weaned exhibited an abnormal hair-plucking behavior. These results indicate that it was psychologically stressful for the gorilla infant to quickly transfer its attachment figure from the mother to another adult female when the mother continued to remain in the group. 相似文献
125.
Nicola A. Conners Mark C. Edwards April S. Grant 《Journal of child and family studies》2007,16(3):321-330
Young children with high levels of acting out behaviors present a challenge for families, caregivers, and the childcare system.
The Parenting the Strong-Willed Child (PSWC) parenting class curriculum program is a 6-week, group based parent education program designed for parents of children with
noncompliance problems (ages 2–8). The PSWC program was offered at no cost to parents enrolled in 8 Head Start centers, and parents were invited to participate in a
program evaluation study. Seventy-one families enrolled in the study and completed at least one PSWC session. From pre- to post-test, parents reported significant improvements in both the frequency and intensity of child behavior
problems. Parents also reported significant reductions in parenting stress, as well as improvements in their parenting behaviors,
including a reduction in the use of lax discipline techniques and emotional reactivity in the context of discipline encounters.
All improvements were sustained six months later. These preliminary results are encouraging, and point to the need for a more
rigorous, controlled evaluation of the PSWC parenting class curriculum. 相似文献
126.
Whether events from early childhood are recalled as children grow older is a critical issue for understanding the development of autobiographical memory and the phenomenon of childhood amnesia. Sixteen white, middle-class 8-year-old children were asked about events that they had recalled in previous interviews when they were 40, 46, 58 or 70 months old. Children recalled most of the events about which they were asked, even those events that occurred in very early childhood. Moreover, children recalled the events accurately and with many details. However, children reported much new and different information about the events at age 8. Overall, girls recalled more information at age 8 than boys did. Surprisingly, there were no relationships between rehearsal and the amount of information children recalled at age 8, but it must be emphasized that all these events were frequently rehearsed at the time of occurrence. These results demonstrate remarkable memory over extended periods of time for events occurring in early childhood. Implications for childhood amnesia are discussed. © 1998 John Wiley & Sons, Ltd. 相似文献
127.
April R. Smith M.S. Tracy K. Witte M.S. Nadia E. Teale M.S. Sarah L. King J.D. Ted W. Bender M.S. Thomas E. Joiner Ph.D. 《Behavioral sciences & the law》2008,26(6):779-797
Previous research and popular conceptualizations of suicide have posited that many suicides are the result of impulsive, “on a whim” decisions. However, recent research demonstrates that most suicides are not attempted impulsively, and in fact involve a plan. Legally, suicide has historically been considered to be a superseding intervening cause of death that exonerates other parties from liability, but currently there are two general exceptions to this view. Specifically, another party may be found responsible for a suicide if that party either caused the suicide or failed in its duty to prevent the suicide from occurring. Both of these exceptions assume that the resulting suicide was foreseeable. Given that recent research has indicated that most suicides are planned, and thereby foreseeable to a certain extent under many circumstances, this article discusses issues of foreseeability as they pertain to litigation involving third party liability for the suicide of university students, prison inmates, and mental health patients. The authors contend that the surest way for universities, prison staff, and mental health practitioners to avoid being held liable for a suicide is to appropriately assess for suicidal intent. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
128.
129.
April Jourdan 《Journal of counseling and development : JCD》2006,84(3):328-340
In this qualitative study of 5 multiethnic college students, the findings indicate that family environment played a significant role in the participants' ability to develop secure ethnic identities. The participants who described their family members as supportive of their multiple ethnic backgrounds also felt confident about their ethnic identity, whereas the participants who described their family members as unsupportive of their multiple ethnic backgrounds maintained that they often felt insecure about their ethnic identity. 相似文献
130.
Stereotyping and implicit theory on benevolent prejudice toward an Aboriginal student were investigated in a mock work setting. In a 2 (Stereotype: prime vs. no prime) × 2 (Theory: entity vs. incremental) × 2 (Race: Aboriginal vs. Caucasian) between‐subjects design, non‐Aboriginal participants were primed or not primed with a negative Aboriginal stereotype and an entity or incremental implicit theory before evaluating an Aboriginal or Caucasian student. Consistent with a benevolent prejudice perspective, when primed with the stereotype, only participants holding an entity theory expressed greater desire to help the Aboriginal compared to the Caucasian candidate, despite both candidates demonstrating identical performance information. Implications for prejudice in work environments are discussed. 相似文献