全文获取类型
收费全文 | 360篇 |
免费 | 16篇 |
出版年
2022年 | 3篇 |
2021年 | 5篇 |
2020年 | 7篇 |
2019年 | 10篇 |
2018年 | 12篇 |
2017年 | 8篇 |
2016年 | 17篇 |
2015年 | 12篇 |
2014年 | 13篇 |
2013年 | 39篇 |
2012年 | 19篇 |
2011年 | 20篇 |
2010年 | 6篇 |
2009年 | 11篇 |
2008年 | 8篇 |
2007年 | 16篇 |
2006年 | 15篇 |
2005年 | 6篇 |
2004年 | 17篇 |
2003年 | 9篇 |
2002年 | 4篇 |
2001年 | 4篇 |
2000年 | 5篇 |
1999年 | 4篇 |
1998年 | 4篇 |
1997年 | 7篇 |
1996年 | 8篇 |
1995年 | 6篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 5篇 |
1988年 | 8篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1984年 | 4篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 4篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1970年 | 2篇 |
1968年 | 3篇 |
1966年 | 2篇 |
排序方式: 共有376条查询结果,搜索用时 15 毫秒
121.
Although the majority of research on Therapeutic Assessment (TA) discusses the application of TA in research or private practice settings, we found that the model could be applied in a community mental health setting. We argue that when implementing this model with racially diverse, low socioeconomic status children, it is essential to integrate issues of class, privilege, and race into the assessment process. A case is presented that illuminates the specific concerns and struggles of adapting this model to a community psychology population. This analysis includes the interface with systems, placement stability, and consideration of culturally responsible treatment. We also demonstrate how the support of a treatment team helps the individual clinician process and integrate the levels of trauma and pain with which these families present. 相似文献
122.
Audrey Savard Mireille Joussemet Julie Emond Pelletier Geneviève A. Mageau 《Motivation and emotion》2013,37(4):688-700
The benefits of autonomy support in the domain of education have been well established within the general population, but have yet to be demonstrated within clinical populations. The present study investigated the benefits of an autonomy-supportive interpersonal style on teenage girls’ internalization of a tedious clinical workshop and their subjective experience during this task. Participants were female teenagers placed in a social rehabilitation center for their severe emotional and behavioral problems (n = 29). An experimental design allowed comparing the impact of learning a tedious, but important workshop with or without autonomy support on internalization and experiential outcomes. Results demonstrate that autonomy support leads to higher perceived task’s value, task liking as well as less negative affect compared to a condition without autonomy-support. Participants in the autonomy-supportive condition also perceived the instructor as more competent. By uncovering benefits of autonomy support to a clinical population of adolescents, the present study supports self-determination theory’s tenet that the benefits of autonomy support are universal. 相似文献
123.
Christopher R. Wolfe Colin L. Widmer Valerie F. Reyna Xiangen Hu Elizabeth M. Cedillos Christopher R. Fisher Priscilla G. Brust-Renck Triana C. Williams Isabella Damas Vannucchi Audrey M. Weil 《Behavior research methods》2013,45(3):623-636
The goal of intelligent tutoring systems (ITS) that interact in natural language is to emulate the benefits that a well-trained human tutor provides to students, by interpreting student answers and appropriately responding in order to encourage elaboration. BRCA Gist is an ITS developed using AutoTutor Lite, a Web-based version of AutoTutor. Fuzzy-trace theory theoretically motivated the development of BRCA Gist, which engages people in tutorial dialogues to teach them about genetic breast cancer risk. We describe an empirical method to create tutorial dialogues and fine-tune the calibration of BRCA Gist’s semantic processing engine without a team of computer scientists. We created five interactive dialogues centered on pedagogic questions such as “What should someone do if she receives a positive result for genetic risk of breast cancer?” This method involved an iterative refinement process of repeated testing with different texts and successively making adjustments to the tutor’s expectations and settings in order to improve performance. The goal of this method was to enable BRCA Gist to interpret and respond to answers in a manner that best facilitated learning. We developed a method to analyze the efficacy of the tutor’s dialogues. We found that BRCA Gist’s assessment of participants’ answers was highly correlated with the quality of the answers found by trained human judges using a reliable rubric. The dialogue quality between users and BRCA Gist predicted performance on a breast cancer risk knowledge test completed after exposure to the tutor. The appropriateness of BRCA Gist’s feedback also predicted the quality of answers and breast cancer risk knowledge test scores. 相似文献
124.
125.
Although the majority of research on Therapeutic Assessment (TA) discusses the application of TA in research or private practice settings, we found that the model could be applied in a community mental health setting. We argue that when implementing this model with racially diverse, low socioeconomic status children, it is essential to integrate issues of class, privilege, and race into the assessment process. A case is presented that illuminates the specific concerns and struggles of adapting this model to a community psychology population. This analysis includes the interface with systems, placement stability, and consideration of culturally responsible treatment. We also demonstrate how the support of a treatment team helps the individual clinician process and integrate the levels of trauma and pain with which these families present. 相似文献
126.
Goodson J Helstrom A Halpern JM Ferenschak MP Gillihan SJ Powers MB 《Psychological reports》2011,109(2):573-599
Among U.S. veterans who have been exposed to combat-related trauma, significantly elevated rates of posttraumatic stress disorder (PTSD) are reported. Veterans with PTSD are treated for the disorder at Veterans Affairs (VA) hospitals through a variety of psychotherapeutic interventions. Given the significant impairment associated with PTSD, it is imperative to assess the typical treatment response associated with these interventions. 24 studies with a total sample size of 1742 participants were quantitatively reviewed. Overall, analyses showed a medium between-groups effect size for active treatments compared to control conditions. Thus, the average VA-treated patient fared better than 66% of patients in control conditions. VA treatments incorporating exposure-based interventions showed the highest within-group effect size. Effect sizes were not moderated by treatment dose, sample size, or publication year. Findings are encouraging for treatment seekers for combat-related PTSD in VA settings. 相似文献
127.
128.
129.
Preference and reinforcer efficacy of high‐ and low‐tech items: A comparison of item type and duration of access
下载免费PDF全文
![点击此处可从《Journal of applied behavior analysis》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Audrey N. Hoffmann Andrew L. Samaha Sarah E. Bloom Megan A. Boyle 《Journal of applied behavior analysis》2017,50(2):222-237
This study examined the interactions of stimulus type (high‐ vs. low‐tech) and magnitude (duration of access) on preference and reinforcer efficacy. Two preference assessments were conducted to identify highly preferred high‐tech and low‐tech items for each participant. A subsequent assessment examined preference for those items when provided at 30‐s and 600‐s durations. We then evaluated reinforcer efficacy for those same items when provided for a range of durations using progressive‐ratio schedules. Results suggested item type and access duration interacted to influence preference and reinforcer efficacy. Participants preferred high‐tech items at longer durations of access and engaged in more responding when the high‐tech item was provided for long durations, but these patterns were reversed for the low‐tech item. In addition, participants engaged in less responding when the high‐tech item was provided for short durations and when the low‐tech item was provided for long durations. 相似文献
130.