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91.
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93.
Rehm's (1977) self-control model for depression and Bandura's (1977) concept that children internalize external controls placed upon them are united to predict family interaction patterns that may contribute to the etiology or maintenance of depression in children. Families of depressed, nondepressed, and nonclinic children were compared on rates of, and criteria for, parental and self-reinforcement. Mother-father-child interactions were sequentially coded to reveal that mothers of depressed and nonclinic children both set very high criteria for rewarding their children, compared to mothers of clinic/nondepressed children. However, mothers of depressed children rewarded their depressed children at much lower rates than mothers of either clinic/nondepressed or nonclinic children. These factors, taken together, are discussed in terms of their possible etiological role in childhood depression. 相似文献
94.
Irwin N. Sandler Stephen G. West Louise Baca David R. Pillow Joanne C. Gersten Fred Rogosch Lynn Virdin Janette Beals Kim D. Reynolds Carl Kallgren Jenn-Yun Tein Gary Kriege Eloise Cole Rafael Ramirez 《American journal of community psychology》1992,20(4):491-521
Conclusion We have illustrated how our small theory (Lipsey, 1990) of bereavement guided the development and evaluation of a preventive intervention for bereaved children. Our small theory, based on prior empirical research, enabled us to identify family processes that appeared to mediate the effects of parental death on child mental health. Our intervention was designed to attempt to change these processes. The evaluation of our experimental trial of the intervention assessed changes on these processes as well as the more distal mental health outcomes. The experimental trial showed some-what encouraging results, in terms of the program's ability to modify the warmth of the parent–child relationship and to decrease symptomatology in the adolescent children. We also obtained further empirical support for our underlying theoretical model. Finally, implications for redesign of the program were derived from assessing the adequacy of the program components to change each of the mediators in the theoretical model.Support for this research was provided by NIMH grant P5OMH39246 which is gratefully acknowledged. David R. Pillow is now at Western Psychiatric Institute, Pittsburgh; Fred Rogosch is at the University of Rochester; Janette Beals is now at University of Colorado Health Sciences Center; Kim D. Reynolds is now at the University of Alabama, Birmingham; Carl Kallgren is now at the Pennsylvania State University, at Erie; and Rafael Ramirez is now at the University of Puerto Rico. 相似文献
95.
Christopher H. Skinner Lisa Cooper Christine L. Cole 《Journal of applied behavior analysis》1997,30(2):331-333
A multielement design was used to compare the effects of rapid oral presentation and slow oral presentation during listening previewing on rates of accurate oral rereading. The participants were 2 elementary students with reading skills deficits. For both students, rates of accurate oral rereading were higher when adults reduced their oral reading rates as students read silently. 相似文献
96.
To evaluate the effects of a procedure designed to teach appropriate social responses to adolescents with severe disabilities in an integrated school setting this study employed an ABA withdrawal design, replicated twice with two students, and an AB design with a third student. Social responses were recorded during daily training sessions and generalization probes. Treatment involved implementation, by the classroom teacher, of a constant time delay procedure utilizing nonhandicapped peers and a socially validated teaching curriculum. The results showed increases in correct responding and decreases in echolalia following intervention. Generalization of appropriate responding to nonhandicapped peers was demonstrated to varying degrees for all participants. 相似文献
97.
D A Cole 《Journal of abnormal psychology》1990,99(4):422-429
Relation of depressive symptoms to social and academic competence was examined in 750 4th-grade students. Self-report, peer-nomination, and teacher-rating measures of all three constructs were obtained. The multitrait-multimethod data were examined with confirmatory factor analysis and multivariate analysis of variance. Stronger correlations than have previously been reported were found between depressive symptoms and both kinds of competence. Social and academic incompetence had an additive effect on depressive symptoms. Children who were both socially and academically less competent had more symptoms of depression than children who had only one problem area. Children with only one problem area had more symptoms of depression than did children who were neither socially nor academically less competent. Gender differences in other-rated measures of competence were also evident. Implications for a competency-based model of depression are discussed. 相似文献
98.
Gollin and Rosser (Journal of Experimental Child Psychology, 1974, 17, 539–544) misunderstand the way in which we use the term mediation. We agree with them in the need to reject inferences about cognitive processes from what children do not do, and we also agree in the need for age × task experimental designs. 相似文献
99.
Ronald A. Cole 《Cognitive psychology》1973,4(1):39-54
Different memory functions were obtained for consonants (C) and vowels (V) in a serial recall task. In general, the most recently heard vowels in a sequence were easier to recall than the most recently heard consonants. This effect was observed for auditorily presented sequences of CV or VC syllables, but was not observed for visually presented stimuli. The results were explained in terms of a limited capacity acoustic storage in which vowels are preserved longer than consonants. Retrieval of the last vowels from this storage was presumed to cause the vowel recency effect. 相似文献
100.
The effect of amount of student-proctor interaction was investigated within the framework of Keller's (1968) method of personalized instruction. College students enrolled in introductory psychology were randomly assigned to five groups: 0%, 25%, 50%, 75%, and 100%, reflecting the percentage of units on which each student was proctored. The results indicated that (a) the proctored students were superior to the non-proctored students as measured by final examination performance, (b) for the proctored groups, the amount of proctoring did not differentially affect final examination performance, and (c) the major effect of increased proctoring was an acceleration of the rate of progress through the course. 相似文献