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141.
James E. Hall Pam Sammons Kathy Sylva Edward Melhuish Brenda Taggart Iram Siraj‐Blatchford Rebecca Smees 《The British journal of developmental psychology》2010,28(2):219-238
In studies of child development, the combined effect of multiple risks acting in unison has been represented in a variety of ways. This investigation builds upon this preceding work and presents a new procedure for capturing the combined effect of multiple risks. A representative sample of 2,899 British children had their cognitive development measured at 36 and 58 months of age along with 10 potential risks during this period of development. Comparing a cumulative index of these risks against the previously undocumented alternative of confirmatory factor analysis using formative measurement, this study found differences favouring the factor analysis. The factor analysis procedure demonstrated greater predictive power of children's cognitive development while it systematically tested two of the assumptions implicit in cumulative risk indices. 相似文献
142.
Jorge Schneider Douglas Wilkerson Brenda Solomon Caryl Perlman Denise Duval Tsioles Dennis Shelby Molly Witten Leo Sadow 《The International journal of psycho-analysis》2014,95(6):1211-1233
This exploratory study explored the training and post‐training experience of graduates of the Chicago Institute for Psychoanalysis. All living graduates of the past six decades were invited to complete a survey that addressed their training analysis, classroom work, supervision and other training experiences as well as their degree of post‐graduation involvement in teaching, supervising, study groups and other professional endeavors. They were also asked to rate their sense of themselves as psychoanalysts and their satisfaction with their analytic career. Further, they were encouraged to provide spontaneous narrative data. Our findings contribute to the current understanding of the careers of psychoanalysts – including that there is a difference in generational cohorts regarding professional satisfaction, identification as an analyst, and experience of training. We also found that there are no real differences between analysts who do and do not have analytic patients on some important variables: supporting analysis as a treatment method, identifying oneself professionally with psychoanalysis, and disillusionment with psychoanalysis – which is consistent with other studies. Also discovered were differences between male and female analysts' perception of certain aspects of their training. 相似文献
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Drawing from normal accident theory, high reliability theory, and systems theory, we analyze the Charter for the Protection of Children and Young People that is promulgated by the United States Conference of Catholic Bishops in response to the sexual abuses of minors by clergy members. Although the Charter is a step in the right direction, there remain some areas that require immediate attention. In spite of the goodwill processes, the safety of minors must remain the concerted efforts and responsibilities of individuals at all the various levels if the Catholic Church is to prevent further cases of abuse from happening. 相似文献
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The Role of Parent Education and Parenting Knowledge in Children's Language and Literacy Skills among White,Black, and Latino Families
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Meredith L. Rowe Nicole Denmark Brenda Jones Harden Laura M. Stapleton 《Infant and child development》2016,25(2):198-220
This study investigated the role of parenting knowledge of infant development in children's subsequent language and pre‐literacy skills among White, Black and Latino families of varying socioeconomic status. Data come from 6,150 participants in the Early Childhood Longitudinal Study–Birth Cohort. Mothers' knowledge of infant development was measured when children were 9 months old, and child language and pre‐literacy skills were measured during the fall of the preschool year prior to Kindergarten when children were approximately four years old. Mothers' knowledge of infant development was uniquely related to both maternal education and race/ethnicity. Reported sources of parenting information/advice also varied by education and race/ ethnicity and were related to parenting knowledge. Further, controlling for demographic factors, parenting knowledge partially mediated the relation between parent education and child language and pre‐literacy skills, and this relation differed by race/ethnicity. One way to eliminate socioeconomic status achievement gaps in children's early language and literacy skills may be to focus on parents' knowledge of child development, particularly in Latino families. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
148.
Khoddam Hannah Emerson Natacha Donoghue Bursch Brenda 《Journal of clinical psychology in medical settings》2022,29(2):249-261
Journal of Clinical Psychology in Medical Settings - Systematically review evidence of psychological distress in fathers of children admitted to the pediatric intensive care unit (PICU). Two... 相似文献
149.
Brenda Geiger 《Psychological studies》2012,57(1):75-85
This study gave a voice to 71 Israel-born and immigrant students from the former USSR and from Ethiopia to convey in their
own words their experience of teachers’ intolerance for ethnic and cultural diversity in 6th grade classrooms. In-depth group and individual interviews were conducted and subsequently analyzed through Strauss constant
comparative method. Israeli native and students from the former USSR, Ethiopia, and Morocco reported that immigrant and ethnic
students’ language, culture and traditions were often the target of teachers’ verbal attacks, and prejudice. Immigrant parents
were not spared by teachers and demeaned for their inability to help their children. Ethiopians’ skin color was mentioned
as a major criterion for exclusion and separation. Fear of punishment and parents’ reluctance to interfere often rendered
students helpless. This study stresses the centrality of schools and teachers in reflecting the acculturation expectations
of the dominant society and in enabling immigrant students achieve a safe sense of ethnic identity. Teacher education programs
that enhance teaching in culturally diverse classroom are imperative in global economy with worldwide migration. 相似文献
150.