全文获取类型
收费全文 | 293篇 |
免费 | 25篇 |
出版年
2024年 | 2篇 |
2023年 | 4篇 |
2022年 | 8篇 |
2021年 | 5篇 |
2020年 | 11篇 |
2019年 | 18篇 |
2018年 | 14篇 |
2017年 | 18篇 |
2016年 | 21篇 |
2015年 | 12篇 |
2014年 | 15篇 |
2013年 | 28篇 |
2012年 | 16篇 |
2011年 | 15篇 |
2010年 | 10篇 |
2009年 | 16篇 |
2008年 | 18篇 |
2007年 | 10篇 |
2006年 | 8篇 |
2005年 | 12篇 |
2004年 | 12篇 |
2003年 | 9篇 |
2002年 | 5篇 |
2001年 | 6篇 |
2000年 | 2篇 |
1998年 | 4篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1983年 | 1篇 |
1981年 | 1篇 |
1978年 | 1篇 |
1967年 | 1篇 |
排序方式: 共有318条查询结果,搜索用时 15 毫秒
231.
232.
233.
Goldstein LH Harvey EA Friedman-Weieneth JL Pierce C Tellert A Sippel JC 《Journal of abnormal child psychology》2007,35(1):111-123
This study examined family stressors among 3-year-old children who were classified as hyperactive (HYP), hyperactive and oppositional defiant (HYP/OD), and non-problem based on mothers' reports of behavior. Children with HYP/OD were found to experience higher levels of family stressors than non-problem children on almost every family stressor variable. Compared to children with HYP, families of children with HYP/OD also tended to report more Axis II maternal psychopathology, Axis I paternal psychopathology, and high intensity couple conflict tactics. However, the HYP and HYP/OD group did not significantly differ on maternal Axis I psychopathology, paternal Axis II psychopathology, parental marital status, negative life events, frequency of couple conflict, or use of lower intensity couple conflict tactics. Parents of children with HYP and HYP/OD reported more negative life events, more maternal adult ADHD symptoms, and more maternal avoidance and verbal aggression during marital conflict than parents of non-problem children. Implications for treatment and etiology are discussed. 相似文献
234.
The role of stimulus structure in multisensory and unisensory interactions was examined. When a flash (17 ms) was accompanied by multiple tones (each 7 ms, SOA < or =100 ms) multiple flashes were reported, and this effect has been suggested to reflect the role of stimulus continuity in multisensory interactions. In experiments 1 and 2 we examined if stimulus continuity would affect concurrently presented stimuli. When a relatively longer flash (317 ms) was accompanied by multiple tones (each 7 ms), observers reported perceiving multiple flashes. In experiment 3 we tested whether a flash presented near fixation would induce an illusory flash further in the periphery. One flash (17 ms) presented 5 degrees below fixation was reported as multiple flashes if presented with two flashes (each 17 ms, SOA =100 ms) 2 degrees above fixation. The extent to which these data support a phenomenological continuity principle and whether this principle applies to unisensory perception is discussed. 相似文献
235.
236.
The mechanisms that support infant action processing are thought to be involved in the development of later social cognition. While a growing body of research demonstrates longitudinal links between action processing and explicit theory of mind (TOM), it remains unclear why this link emerges in some measures of action encoding and not others. In this paper, we recruit neural measures as a unique lens into which aspects of human infant action processing (i.e., action encoding and action execution; age 7 months) are related to preschool TOM (age 3 years; n = 31). We test whether individual differences in recruiting the sensorimotor system or attention processes during action encoding predict individual differences in TOM. Results indicate that reduced occipital alpha during action encoding predicts TOM at age 3. This finding converges with behavioral work and suggests that attentional processes involved in action encoding may support TOM. We also test whether neural processing during action execution draws on the proto‐substrates of effortful control (EC). Results indicate that frontal alpha oscillatory activity during action execution predicted EC at age 3—providing strong novel evidence that infant brain activity is longitudinally linked to EC. Further, we demonstrate that EC mediates the link between the frontal alpha response and TOM. This indirect effect is specific in terms of direction, neural response, and behavior. Together, these findings converge with behavioral research and demonstrate that domain general processes show strong links to early infant action processing and TOM. 相似文献
237.
Norma L. Day-Vines Fallon Cluxton-Keller Courtney Agorsor Sarah Gubara Nana Aba A. Otabil 《Journal of counseling and development : JCD》2020,98(1):107-118
The multidimensional model of broaching behavior (MMBB) is introduced as a heuristic that addresses multicultural counseling and social justice competence. The MMBB includes humanistic skills that allow counselors to broach clients’ racial, ethnic, and cultural (REC) concerns in an effort to develop strong therapeutic alliances and alleviate distress. This article provides illustrative examples of the 4 MMBB dimensions: intracounseling, intraindividual, intra-REC, and inter-REC. Implications for the counseling profession and practice are described, and directions for future research are presented. 相似文献
238.
In this 2-experiment study, experimental analyses of phoneme blending and segmenting skills were conducted with four-first
grade students. Intraindividual analyses were conducted to identify the effects of classroom-based instruction on blending
phonemes in Experiment 1. In Experiment 2, the effects of an individualized intervention for the student who failed to improve
in the first experiment were examined. Stimulus materials were drawn directly from the classroom curriculum, making it possible
to monitor students’ response to classroom instruction and intervention over time. Generalization of responding to unique
letter combinations was measured. A multiple-probe across tasks designs was used in both studies. Results indicated that all
students improved their phoneme blending skills and are discussed in terms of the need for evaluation methods that are sensitive
enough to identify individual differences in responding between students and to detect within-student performance increases
in critical early literacy skills. 相似文献
239.
240.
Sandy W. Chiu Shannon Gervan Courtney Fairbrother Laurel L. Johnson Allison F. H. Owen-Anderson Susan J. Bradley Kenneth J. Zucker 《Sex roles》2006,55(5-6):385-395
The present study was designed to assess sex-dimorphic color preferences in children with gender identity disorder (47 boys, 18 girls), clinical controls (65 boys, 35 girls), and community controls (65 boys, 35 girls). The mean age of the children was 7.63 years (range?=?3–12 years). Children were shown a hexagon-shaped display of 144 colors extracted from PowerPoint?. Each child was asked to choose his or her three favorite colors (Trials 1–3) by pointing to them, naming them, and then to provide a justification for each choice. From the entire array, children labeled a total of 11 different colors: black, blue, brown, gray, green, orange, pink, purple, red, white, and yellow. For three of the colors (blue, pink/purple, and red), there was evidence for normative sex differences in color preference, and, for the colors blue and pink/purple, the gender-referred children showed inverted patterns of color preference. For the color blue, luminance values showed that the gender-referred boys and control girls preferred lighter shades, whereas the gender-referred girls and control boys preferred darker shades. Qualitative analysis indicated that gender-specific justifications were uncommon, even for the sex-dimorphic colors. Gender-referred children showed inverted gender-stereotyped color preferences, which are likely related to their more general pattern of cross-gender identification. Principles of gender-differentiated development derived from gender-schema theory are used to explain the group differences in color preferences. 相似文献