全文获取类型
收费全文 | 386篇 |
免费 | 20篇 |
出版年
2023年 | 2篇 |
2022年 | 6篇 |
2021年 | 4篇 |
2020年 | 13篇 |
2019年 | 9篇 |
2018年 | 17篇 |
2017年 | 20篇 |
2016年 | 13篇 |
2015年 | 10篇 |
2014年 | 5篇 |
2013年 | 37篇 |
2012年 | 16篇 |
2011年 | 18篇 |
2010年 | 6篇 |
2009年 | 5篇 |
2008年 | 14篇 |
2007年 | 10篇 |
2006年 | 17篇 |
2005年 | 7篇 |
2004年 | 12篇 |
2003年 | 14篇 |
2002年 | 19篇 |
2001年 | 11篇 |
2000年 | 11篇 |
1999年 | 8篇 |
1998年 | 5篇 |
1997年 | 7篇 |
1996年 | 3篇 |
1995年 | 8篇 |
1994年 | 2篇 |
1993年 | 3篇 |
1992年 | 2篇 |
1990年 | 8篇 |
1989年 | 5篇 |
1988年 | 8篇 |
1987年 | 3篇 |
1986年 | 7篇 |
1985年 | 3篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1978年 | 2篇 |
1976年 | 5篇 |
1972年 | 2篇 |
1969年 | 2篇 |
1967年 | 2篇 |
1966年 | 4篇 |
1965年 | 2篇 |
1952年 | 2篇 |
排序方式: 共有406条查询结果,搜索用时 15 毫秒
291.
292.
Developmental Characteristics of Disparate Bimanual Movement Skills in Typically Developing Children
Julian Rudisch Jenny Butler Hooshang Izadi Deirdre Birtles Dido Green 《Journal of motor behavior》2018,50(1):8-16
Mastery of many tasks in daily life requires role differentiated bimanual hand use with high spatiotemporal cooperation and minimal interference. The authors investigated developmental changes in the performance of a disparate bimanual movement task requiring sequenced movements. Age groups were attributed to changes in CNS structures critical for bimanual control such as the corpus callosum (CC) and the prefrontal cortex; young children (5–6 years old), older children (7–9 years old), and adolescents (10–16 years old). Results show qualitative changes in spatiotemporal sequencing between the young and older children which typically marks a phase of distinct reduction of growth and myelination of the CC. Results show qualitative changes in spatiotemporal sequencing between the young and older children, which coincides with distinct changes in the growth rate and myelination of the CC. The results further support the hypothesis that CC maturation plays an important role in the development of bimanual skills. 相似文献
293.
Raymond V. Burke The Prevention Group Research Team Cortney Schlueter Erin Bader Karen J. Authier 《The American journal of family therapy》2018,46(2):122-138
Despite well-documented post-adoption needs of adoptive families, most states provide no or very limited post-adoption services. This study describes Right Turn® (RT), a state-wide program for strengthening adoptive families and preventing adoption dissolution. Results suggest: (a) RT is serving its targeted audience of adoptive families with challenging problems indicated by older adopted children with a history of multiple placements, extended time in social services systems, and a host of mental health challenges; and (b) adoption training, family support when navigating access to post-adoption services, and collaboration with adoption-competent therapists appeared to have helped improve program outcomes. 相似文献
294.
Narrative skill and testimonial accuracy in typically developing children and those with intellectual disabilities 下载免费PDF全文
Deirdre A. Brown Emma‐Jayne Brown Charlie N. Lewis Michael E. Lamb 《Applied cognitive psychology》2018,32(5):550-560
Children must describe maltreatment coherently for their testimony to be influential in court. We know little about how well children with intellectual disabilities (CWID) describe their experiences relative to typically developing (TD) children, despite CWID's vulnerability to maltreatment. We investigated children's reports of an experienced event and compared coherence in CWID (mild to moderate impairment: 7–11 years) with TD children matched for mental (4–10 years) or chronological age (7–11 years). All children included important markers of narrative coherence in their reports. Children with lower mental ages, particularly those with an intellectual disability, included fewer markers of narrative coherence in their reports than children with higher mental ages. Individual markers of narrative coherence, particularly recall of content, predicted accuracy of testimony and resistance to suggestion even when disability and mental age were taken into account. These findings highlight the importance of helping children to describe their experiences coherently. 相似文献
295.
296.
This study examined the bidirectional relationship between parent and teacher reported conduct problems in youth and parenting practices using a longitudinal sample of boys assessed from 6 to 16 years of age. Analyses tested whether these bidirectional associations changed across development and whether the nature of these associations varied across African-American and Caucasian families. Overall, the results supported a bidirectional relationship between conduct problems and all parenting practices examined from childhood to adolescence. The influence of conduct problems on changes in parenting behaviors was as strong as the influence of parenting behaviors on changes in conduct problems across development. Changes in the bidirectional relationship across development were found in some, but not all, models. While corporal punishment was more strongly related to changes in teacher-reported conduct problems for African-American boys compared to Caucasian boys, more similarities than differences were found between the ethnic groups in terms of the bidirectional associations examined. 相似文献
297.
Considerable research has been devoted to investigating learning without awareness. Burke and Roodenrys [Burke, D., & Roodenrys, S. (2000). Implicit learning in a simple cued reaction-time task. Learning and Motivation 31, 364–380] developed a simple learning task in which a cue shape predicts the arrival of a target shape (to which subjects respond) in a sequence of rapidly presented shapes, and found that all subjects responded faster to cued targets than to uncued targets, even those classified as unaware of the cue–target relationship. Two experiments were conducted to examine the perceptual flexibility of implicit (and explicit) learning using the paradigm developed by Burke and Roodenrys (2000). Perceptual flexibility was examined by altering the perceptual features of the cue shape. The results of the first experiment indicated the implicit, but not explicit, learning that occurs in this paradigm is perceptually inflexible. However, the second experiment indicated that perceptually flexible implicit learning can be encouraged by varying the nature of the experimental stimuli. These experiments therefore provide support for processing accounts of transfer. 相似文献
298.
The UK government announced the establishment of an NHS National Genetics Education and Development Centre in its Genetics
White Paper. The Centre aims to lead and coordinate developments to enhance genetics literacy of health professionals. The
nursing program takes a strategic approach based on Ajzen’s Theory of Planned Behavior, using the UK nursing genetics competences
as the platform for development. The program team uses innovative approaches to raise awareness of the relevance of genetics,
working collaboratively with policy stakeholders, as key agents of change in promoting competence. Providing practical help
in preparing learning and teaching resources lends further encouragement. Evaluation of the program is dependent on gathering
baseline data, and the program has been informed by an education needs analysis. The challenges faced are substantial and
necessitate international collaboration where expertise and resources can be shared to produce a global system of influence
to facilitate the engagement of non-genetic nurses. 相似文献
299.
Clinically Referred ODD Children with or without CD and Healthy Controls: Comparisons Across Contextual Domains 总被引:2,自引:0,他引:2
David J. Kolko Lorah D. Dorn Oscar Bukstein Jeffrey D. Burke 《Journal of child and family studies》2008,17(5):714-734
This study compares 6–11-year-old, clinically referred boys and girls diagnosed with Oppositional Defiant Disorder, either
with (ODD + CD, n = 40) or without Conduct Disorder (ODD only; n = 136), to a matched sample of healthy control children (HC; n = 69). Multiple informants completed intake diagnostic interviews and self-reports to evaluate constructs examining the child’s
functioning and contextual influences on functioning (e.g., parent, family, peer, community). ODD + CD and ODD only children
were each distinguished from HCs by greater exposure to delinquent peers and lowered parental self-efficacy. In further comparisons
to the HC group, ODD only status was associated with parental use of psychological aggression and more stressful life events,
whereas ODD + CD status was associated with greater parental hostility. Relative to ODD alone status, ODD + CD status was
comparable on all but one variable (greater parental hostility). Similar findings were reported using a subset of girls only.
The characteristics that distinguish children with DBDs from controls and, in particular, ODD + CD from ODD only, bear implications
for understanding and treating both CD and ODD.
相似文献
300.