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61.
Gerald J August 《Journal of experimental child psychology》1980,30(1):125-143
The effect of presentation context on the organization and recall of strongly related and weakly related words was examined in EMR adolescents and nonretarded fifth-grade children of the same mental age (131 months). In blocked presentation formats, subjects sorted words into experimenter-defined groups of four, in which the order of the groupings either changed from trial to trial (i.e., blocked-random), or was consistent across trials (i.e., blocked-consistent). In sort-prompt conditions, subjects were free to structure their own relationships among items during presentation, following instructions to form meaning-based groups (i.e., minimum-sort-prompt), or given explicit training in sorting categorization and sorting stability (i.e., maximum-sort-prompt). Both subject groups found the minimum-sort-prompt method to be as effective as the maximum-sort-prompt method for improving measures of recall and clustering relative to the blocked-random method. Nevertheless, nonretarded children showed higher levels of organization for strongly related items, and better recall and organization for weakly related items. Subsequent analyses suggested that the lower memory performance of the EMR individuals receiving weakly related items was the result of both inconsistent and poorly structured sorting schemes across trials. 相似文献
62.
63.
Gerald J. August Lauren Braswell Paul Thuras 《Journal of abnormal child psychology》1998,26(5):345-356
A large school-based sample of children in Grades 1, 2, 3, and 4 were screened for disruptive behavior and subsequently assessed over a 5-year period for DSM-III-R symptoms of attention deficit hyperactivity disorder (ADHD) and other externalizing and internalizing behavior disorders. Parents completed structured diagnostic interviews in Years 1, 4, and 5, and teachers completed Behavioral Assessment for Children—Teacher Rating Scales behavioral ratings annually. For parent-derived diagnostic data, both inattention and hyperactivity/impulsivity symptom groups declined from Year 1 to Year 4, with hyperactivity showing more significant decline. For teacher-rated behavioral dimensions, the Attention Problems scale declined from Year 1 to Year 3 and stabilized thereafter. The Hyperactivity scale showed stability during the first 3 years before declining in Year 4. Of those children diagnosed with ADHD in Year 1, 69% still met criteria for ADHD in either Year 4 or 5. Persisters were more likely to exhibit coexisting conduct disorder in Year 1 and oppositional defiant disorder in Years 1, 4, and 5. Parents of persisters reported more psychosocial adversity on measures of parenting and marital satisfaction. 相似文献
64.
Effects of pay resets following drug use on attendance and hours worked in a therapeutic workplace
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This secondary data analysis examined effects of an abstinence contingency on participation in a therapeutic workplace. Participants exposed to a pay reset after drug use did not differ in overall attendance from participants who were not exposed to a pay reset after drug use; however, they initially worked less after a pay reset than participants who did not receive a pay reset, and their attendance increased as their pay increased. Overall participation was not influenced by the abstinence contingency, but transient decreases in attendance occurred. 相似文献
65.
From 193 studies published until 1998 that investigated the efficacy of hypnosis 43 randomized clinical studies were selected that compared a patient group treated exclusively by hypnosis with an untreated control group (or with a group of patients treated by conventional medical procedures). The 43 studies were integrated into a meta-analysis that yielded a weighted average post-treatment effect size of d=.60 (medium effect size) for hypnotic treatment of ICD-10 coded disorders (24 studies; average treatment period: 5.1 weeks) and d=.38 (small effect) for hypnosis as an adjunct for supporting medical procedures (19 studies). These estimates are conservative since all variables of a given study were used. Most of the studies employed methods of the classical approach to hypnosis. In order to obtain an estimate to which extent non-clinical factors (design-quality, way of comparison of dependent variables) have an influence on the effect sizes, effect sizes were computed for all studies of the original 193 studies that reported the necessary statistical information (N=89). For those studies with an average effect size of d=.80 a massive influence of non-clinical factors was demonstrated with a range from d=.51 for randomized studies with group comparisons to d=2.0 for non-randomized studies using pre-post-comparisons. 相似文献
66.
Michael L. Bloomquist Jason L. Horowitz Gerald J. August Chih-Yuan S. Lee George M. Realmuto Bonnie Klimes-Dougan 《Journal of child and family studies》2009,18(6):710-718
We examined parent participation in the context of a going-to-scale implementation trial of the evidence-based, multi-component
Early Risers conduct problems prevention program. In this study we examine the participation of parents in two parent/family-focused
components of Early Risers that were delivered over 2 years across 21 rural school sites with 155 primarily Caucasian families.
One component is a standardized “Parent Skills” curriculum delivered at participating schools and the second component delivers
“Family Support” via tailored case management services through school and non-school site contacts. The study examines predictors
of parent participation for each parent-focused component using multilevel modeling analyses. Previous research is extended
by examining parent participation within the context of a going-to-scale trial and by looking at a broader array of child/parent/family
and implementation context predictors. Parent participation in Parent Skills is predicted by higher level of parent’s frustration
in parent–child relationships, while their participation in Family Support is related to lower family income. Implementers
with higher previous work experience with children/families and lower education levels, as well as those manifesting more
extroverted and less agreeable personality characteristics, elicit more participation in Parent Skills. Greater participation
in Family Support is also predicted by lower levels of implementer neuroticism. Finally, implementers who achieve higher quality
of delivery fidelity have greater participation in Parent Skills and a lower level of adherence fidelity predicts more participation
in Family Support. The results are discussed within the context of going-to-scale service provision and in terms of implications
for future prevention efforts. 相似文献
67.
Bernat DH August GJ Hektner JM Bloomquist ML 《Journal of abnormal child psychology》2007,35(4):605-617
We examined effects of the Early Risers “Skills for Success” early-age-targeted prevention program on serious conduct problems
following 5 years of continuous intervention and one year of follow-up. We also examined if intervention effects on proximally-targeted
variables found after 3 years mediated intervention effects on conduct problems found after 6 years. Participants included
151 at-risk children (106 males and 45 females) followed from first through sixth-grade, from 23 semi-rural schools in Minnesota.
After 6 years, program children showed fewer oppositional defiant disorder (ODD) symptoms than control children. Program children
did not significantly differ from controls on number of conduct disorder (CD) symptoms, DSM-IV diagnoses of ODD and CD, or
drug use involvement. Results of the mediation analysis indicated that fewer ODD symptoms among program youth after 6 years
were partially mediated by social skills and effective discipline. The study provides support for the early-starter model
of conduct problems development that provides the framework for the Early Risers intervention. The study’s implications for
prevention and limitations are discussed. 相似文献
68.
69.
Gerald J. August Abigail Gewirtz George M. Realmuto 《Applied and Preventive Psychology》2010,14(1-4):72-85
The article addresses the adaptation of evidence-based prevention and positive youth development programs for community use. Two complementary approaches for adapting programs are described. In the “adapted” approach, programs are modified to accommodate the culture, climate, and operations of the organization delivering the program. In the “adaptive” approach, programs are modified to accommodate the characteristics, needs and preferences of the individual or family receiving the program. Two examples are provided that illustrate how both adapted and adaptive intervention strategies have been incorporated by community practitioners into the implementation of the Early Risers conduct problems prevention program. 相似文献
70.