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232.
Zdravko Marjanovic Esther R. Greenglass C. Ward Struthers Cathy Faye 《Journal of applied social psychology》2009,39(11):2604-2625
The present investigation explores how judgments of responsibility influence affective and helping reactions toward natural‐disaster victims. Guided by Weiner's (1995, 2006 ) theory of social motivation, we hypothesized that judging victims responsible for a disaster would indirectly lead to low rates of helping. Two studies tested this hypothesis. In Study 1, a bogus earthquake was used to test experimentally the effects of responsibility judgments (low, high). In Study 2, we surveyed attitudes about the victims of Hurricane Katrina. Our results showed that Weiner's model was supported across studies. Responsibility judgments led to anger and sympathy, and sympathy led to helping intentions, which in turn led to helping behavior. Comparisons across studies and the relationship between helping intentions and behavior are discussed. 相似文献
233.
Lorenzo Leggio George A. Kenna Miriam Fenton Erica Bonenfant Robert M. Swift 《Neuropsychology review》2009,19(1):115-129
The goal of typology research is to identify subtypes of alcohol dependent (AD) patients sharing fundamental characteristics
and try to match each subtype, with the most precise treatment strategy. This review provides a comprehensive history of the
literature on alcohol dependent subtypes starting from the earliest attempt made by Jellinek. The binary models identified
most closely with Cloninger and Babor as well as the successively more complex classifications are discussed. Typology classification
potentially useful in guiding the treatment of AD patients, especially in the case of the serotonergic medications. Contrasting
data suggests that other factors could influence the response to a medication and/or that more complex typologies should be
identified. In summary, typology models may assist in the ascertainment criteria for clinical trials performed in behavioral
and pharmacotherapeutic interventions. Greater emphasis, however, must be made to more clearly delineate this field of research,
while moving toward more standardized typologies. 相似文献
234.
Thea A. Owens Meredith E. Tabangin Carl A. Huether Bethany Vice Bowling Nancy Steinberg Warren 《Journal of genetic counseling》2009,18(3):275-286
Studies show teachers play an influential role in the career decision-making process of students and early knowledge of genetic
counseling (GC) increases the likelihood students will consider this career option. This quantitative study is the first to
explore the presentation of GC and other health care career options by high school (HS) biology/life science (B/LS) teachers
in their classrooms. Our findings indicate most B/LS teachers present GC as a career option to HS students, agree it complements
classroom activities, and perceive students as interested in learning about the profession. However, teachers note many barriers
to spending class time presenting GC careers. Consequently, a substantial number of teachers spent a minimal amount of time
presenting health care careers in general. We discuss ways genetic counselors can enhance career resources, reduce barriers,
and foster student interest in pursuing a career in GC by developing partnerships with HS B/LS teachers. 相似文献
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Julie Sarno Owens Alex S. Holdaway Allison K. Zoromski Steven W. Evans Lina K. Himawan Erin Girio-Herrera Caroline E. Murphy 《Behavior Therapy》2012
This study examined the percentage of children who respond positively to a daily report card (DRC) intervention and the extent to which students achieve incremental benefits with each month of intervention in a general education classroom. Participants were 66 children (87% male) with attention-deficit hyperactivity disorder or disruptive behavior problems who were enrolled in a school-based intervention program in rural, low-income school districts in a Midwest state. The DRC was implemented by each child's teacher, who received consultation from a graduate student clinician, school district counselor, or school district social worker. A latent class analysis using growth-mixture modeling identified two classes of response patterns (i.e., significant improvement and significant decline). Results indicated that 72% of the sample had all of their target behaviors classified as improved, 8% had all of their targets classified as declining, and 20% had one target behavior in each class. To examine the monthly incremental benefit of the DRC, individual effect sizes were calculated. Results for the overall sample indicated that most children experience a benefit of large magnitude (.78) within the first month, with continued incremental benefits through Month 4. The differential pattern of effect sizes for the group of improvers and the group of decliners offer data to determine when and if the DRC should be discontinued and an alternative strategy attempted. Evidence-based guidelines for practical implementation of the DRC are discussed. 相似文献
240.
Seymour KE Chronis-Tuscano A Halldorsdottir T Stupica B Owens K Sacks T 《Journal of abnormal child psychology》2012,40(4):595-606
A significant literature suggests that youth diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for later depression relative to youth without ADHD. Youth with co-occurring ADHD and depression experience more serious impairments and worse developmental outcomes than those with either disorder alone, including increased rates of suicidal ideation and suicide completion. Despite these very serious outcomes, few studies have examined the mechanisms underlying the relationship between ADHD and depression in youth. The present study examined emotion regulation (ER) as a mediator of the relationship between ADHD and depressive symptoms in 69 youth between the ages of 10 and 14, with (n?=?37) and without (n?=?32) ADHD. Parent and youth ratings of depressive symptoms and ER were collected. Youth with ADHD reported significantly more depressive symptoms and poorer ER ability relative to youth without ADHD. ER fully mediated the relationship between ADHD and depressive symptoms. Limitations and clinical implications are discussed. 相似文献