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241.
Paul A. McDermott John W. Fantuzzo Clare Waterman Lauren E. Angelo Heather P. Warley Vivian L. Gadsden Xiuyuan Zhang 《Journal of School Psychology》2009,47(5):337-366
Educators need accurate assessments of preschool cognitive growth to guide curriculum design, evaluation, and timely modification of their instructional programs. But available tests do not provide content breadth or growth sensitivity over brief intervals. This article details evidence for a multiform, multiscale test criterion-referenced to national standards for alphabet knowledge, vocabulary, listening comprehension and mathematics, developed in field trials with 3433 3–51/2-year-old Head Start children. The test enables repeated assessments (20–30 min per time point) over a school year. Each subscale is calibrated to yield scaled scores based on item response theory and Bayesian estimation of ability. Multilevel modeling shows that nearly all score variation is associated with child performance rather than examiner performance and individual growth-curve modeling demonstrates the high sensitivity of scores to child growth, controlled for age, sex, prior schooling, and language and special needs status. 相似文献
242.
Joseph Lawton Marilyn Coleman Robert Boger Damaris Pease Irma Galejs Robert Poresky Eva Looney 《Infant mental health journal》1983,4(4):344-351
Little is known about what today's new parents believe about parenting. A team of seven researchers from six midwestern universities have initiated a longitudinal investigation of rural and urban parents' beliefs concerning ideal and actual parenting practices. This article describes the research and the development of the Inventory of Parenting Behavior, a Q-Sort measure developed by the project team specifically for this study. 相似文献
243.
The orthographic analogy effect for rime-based analogies has been debated, and theoretical arguments relating to the role of rhyme awareness in reading development have been questioned. This study assessed whether children beginning to read are able to make genuine orthographic analogies based on rime similarity. A non-word version of the clue word task was used to compare children’s performance at reading orthographically and phonologically similar target items and phonologically similar items only. They were also assessed on their ability to make analogies between the beginnings and endings of words. The results were consistent with the suggestion that orthographic analogy use is available to beginning readers as a reading strategy, and that rime-based analogies are easier to make than analogies at the beginning of words. However, rhyme awareness was found to account for variance in orthographic analogy use between the beginnings of words, but not for rime-based analogies. The implications of this for the theoretical role of rhyme awareness in reading development are discussed. 相似文献
244.
It is argued that different models of therapy result in broadly similar outcomes and that the therapeutic relationship is the most important factor in relation to outcome. This paper presents some of the main findings from over 30 years of psychotherapy research. We discuss these findings in relation to current provision of therapy within the UK National Health Service (NHS) and express our fears that despite a culture of evidence‐based practice, this evidence is in danger of being ignored. We conclude by discussing some of the implications and challenges that this evidence presents to therapy researchers, policy makers, trainers and practitioners. 相似文献
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247.
Lee Farrington‐Flint Katherine H. Canobi Clare Wood Dorothy Faulkner 《The British journal of developmental psychology》2010,28(2):427-448
Children's reasoning was examined within two educational contexts (word reading and addition) so as to understand the factors that contribute to relational reasoning in the two domains. Sixty‐seven 5‐ to 7‐year‐olds were given a series of related words to read or single‐digit addition items to solve (interspersed with unrelated items). The frequency, accuracy, and response times of children's self‐reports on the conceptually related items provided a measure of relational reasoning, while performance on the unrelated addition and reading items provided a measure of procedural skill. The results indicated that the children's ability to use conceptual relations to solve both reading and addition problems enhanced speed and accuracy levels, increased with age, and was related to procedural skill. However, regression analyses revealed that domain‐specific competencies can best explain the use of conceptual relations in both reading and addition. Moreover, a cluster analysis revealed that children differ according to the academic domain in which they first apply conceptual relations and these differences are related to individual variation in their procedural skills within these particular domains. These results highlight the developmental significance of relational reasoning in the context of reading and addition and underscore the importance of concept‐procedure links in explaining children's literacy and arithmetical development. 相似文献
248.
Recent reviews of moral development theory (Gibbs, Basinger, Grime, & Snarey, 2007) demonstrate that revisionist theoretical perspectives have cross cultural validity, but moral development in relation to people with intellectual disabilities (IDs) has not been considered within this literature. A structured review of the published literature relating to children, adolescents and adults with IDs, and moral development was carried out. Twenty studies meeting the inclusion criteria were found. The review indicated that people with IDs may not progress through the developmental stages of moral reasoning as quickly as typically developing peers, or reach the more advanced stages. This difference from non-disabled peers tends to disappear if groups are matched on some measure of cognitive ability. However, the studies are fraught with methodological problems and there is a need for further research, given the theoretical developments within the area of moral development, including the evidence of a relationship between moral development and anti-social behaviour amongst typically developing children and adolescents. 相似文献
249.
Barnaby D. Dunn Iolanta Stefanovitch Clare Oliver Tim Dalgleish 《Behaviour research and therapy》2010,48(11):1133-1138
Delineating the differential effects of anxiety versus depression on patterns of information processing has proved challenging. The tripartite model of mood disorders (Clark & Watson, 1991) suggests that one way forward is to adopt a dimensional rather than categorical approach, making it possible to explore the main and interaction effects of depression- and anxiety-specific symptoms on a given cognitive-affective process. Here we examined how the interplay of anxiety-specific arousal and depression-specific anhedonia symptoms in the same individuals relate to interoceptive (bodily) awareness. 113 participants with varying levels of mood disorder symptoms completed a heartbeat perception task to assess interoceptive accuracy. Superior interoception was associated with anxiety-specific arousal symptoms, and this relationship held when controlling for depression-specific anhedonia symptoms and shared general distress symptoms. This main effect was qualified by an interaction between anhedonia and arousal. As anhedonia symptoms increased in severity, the relationship between arousal and interoceptive accuracy became less strong. These results further validate the tripartite framework, help clarify the mixed existing literature on interoception in mood disorders, and suggest that considering the unique and interactive effects of different symptom dimensions is a useful strategy to help identify the cognitive-affective profiles associated with anxiety and depression. 相似文献
250.