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281.
Two experiments examined the link between interpretation and memory in individuals diagnosed with Generalized Social Phobia (GSP). In Experiment 1, GSP and control participants generated continuations for nonsocial and ambiguous social scenarios. GSP participants produced more socially anxious and negative continuations for the social scenarios than did the controls. On the subsequent test of recalling the social scenarios, intrusion errors that shared meaning with the original continuations were made more frequently by the GSP group, producing false recall with emotionally negative features. To examine whether nonanxious individuals would also produce such errors if given emotional interpretations, in Experiment 2 the authors asked university students to read the scenarios plus endings produced by GSP participants in Experiment 1. The students either constructed vivid mental images of themselves as the main characters or thought about whether the endings provided closure. Low-anxious students in the closure condition produced fewer ending-based intrusions in recalling the social scenarios than did students in the other 3 conditions. Results illustrate the importance of examining the nature of source-monitoring errors in investigations of memory biases in social anxiety. 相似文献
282.
Stevens SE Sonuga-Barke EJ Kreppner JM Beckett C Castle J Colvert E Groothues C Hawkins A Rutter M 《Journal of abnormal child psychology》2008,36(3):385-398
The current study examined the persistence and phenotypic presentation of inattention/overactivity (I/O) into early adolescence,
in a sample of institution reared (IR) children adopted from Romania before the age of 43 months. Total sample comprised 144
IR and 21 non-IR Romanian adoptees, and a comparison group of 52 within-UK adoptees, assessed at ages 6 and 11 years. I/O
was rated using Rutter Scales completed by parents and teachers. I/O continued to be strongly associated with institutional
deprivation, with continuities between ages 6 and 11 outcomes. There were higher rates of deprivation-related I/O in boys
than girls, and I/O was strongly associated with conduct problems, disinhibited attachment and executive function but not
IQ more generally, independently of gender. Deprivation-related I/O shares many common features with ADHD, despite its different
etiology and putative developmental mechanisms. I/O is a persistent domain of impairment following early institutional deprivation
of 6 months or more, suggesting there may be a possible pathway to impairment through some form of neuro-developmental programming
during critical periods of early development. 相似文献
283.
Colvert E Rutter M Kreppner J Beckett C Castle J Groothues C Hawkins A Stevens S Sonuga-Barke EJ 《Journal of abnormal child psychology》2008,36(7):1057-1068
Theory of Mind (ToM) and Executive Function (EF) have been associated with autism and with attention-deficit hyperactivity
disorder (ADHD), and hence might play a role in similar syndromes found following profound early institutional deprivation.
In order to examine this possibility the current study included a group of 165 Romanian adoptees, of whom 144 were adopted
into the UK from deprived institutional settings before 43months of age, and a group of 52 within-UK adoptees, all adopted
before 6months of age. Both groups were assessed at 6 and 11years. The Strange Stories task was used to assess ToM and the
Stroop task was used to assess EF, both at age 11. The Romanian adoptees displayed deficits in both ToM and EF compared with
the within-UK adoptee group. The degree of deficit was greater for children who had experienced more than 6months of institutional
deprivation. Deficits in both domains (ToM and EF) were associated with each of the three apparently deprivation-specific
problems, namely quasi-autism, disinhibited attachment and inattention/overactivity. Statistical analyses indicated a mediating
role for both ToM and EF with respect to quasi-autism; possibly a partial mediating role for EF with respect to inattention/overactivity;
and probably no mediating role for either ToM or EF in the case of disinhibited attachment. In conclusion, there is evidence
for a possible mediating role for ToM and EF in the development of some apparently deprivation-specific difficulties in institution-reared
Romanian adoptees, but neither accounts for the overall pattern of deprivation-related difficulties. 相似文献
284.
Faith E. Fletcher Paul Ndebele Maureen C. Kelley 《Theoretical medicine and bioethics》2008,29(5):307-330
The debate over how to best guide HIV-infected mothers in resource-poor settings on infant feeding is more than two decades
old. Globally, breastfeeding is responsible for approximately 300,000 HIV infections per year, while at the same time, UNICEF
estimates that not breastfeeding (formula feeding with contaminated water) is responsible for 1.5 million child deaths per
year. The largest burden of these infections and deaths occur in Sub-Saharan Africa. Using this region as an example of the
burden faced more generally in other resource-poor settings, we contrast the evolution of the clinical standard of care for
infant feeding with HIV-infected mothers in high-income countries to the current international clinical guidelines for HIV-infected
mothers and infant feeding in resource-poor settings. While the international guidelines of exclusive breastfeeding for a
6-month period seem to offer the least-worst strategy for reducing mother-to-child transmission of HIV during infancy while
conferring some immunity through breastfeeding post-6 months, we argue that the impact of the policy on mothers and healthcare
workers on the ground is not well understood. The harm reduction approach on the level of health policy translates into a
complicated, painful moral dilemma for HIV-positive mothers and those offering them guidance on infant feeding. We argue that
the underlying socio-economic disparities that continue to fuel the need for a harm reduction policy on infant feeding and
the harm to women and children justify: (1) that higher priority be given to solving the infant feeding dilemma with improved
data on safe feeding alternatives, and (2) support of innovative, community-driven solutions that address the particular economic
and cultural challenges that continue to result in HIV-transmission to children within these communities.
相似文献
Maureen C. KelleyEmail: |
285.
286.
Renee O. Hawkins Shobana Musti-Rao Cynthia Hughes Laura Berry Shannon McGuire 《Journal of Behavioral Education》2009,18(4):300-318
Researchers have documented the positive effects of classwide peer tutoring on academic performance, engagement, and other
social behaviors of students with and without disabilities. Commonly, in classwide peer tutoring, students are paired and
the class is divided in half. Points are awarded for tutoring behavior and academic responding during the tutoring session.
At the end of the session, the half of the class with the most points earns a reward. In the current study, a fifth-grade
teacher implemented classwide peer tutoring for multiplication facts. Instead of the traditional reinforcement system, a randomized
classwide interdependent group contingency was implemented. Applying a multiple-probe design across problem sets, students
demonstrated increased multiplication fact fluency across three problem sets. Discussion focuses on applied implications for
contingency management when implementing classwide peer tutoring programs. 相似文献
287.
288.
Luc J. Martin Danny Balderson Michael Hawkins Kathleen Wilson Mark W. Bruner 《Journal of Applied Sport Psychology》2017,29(3):367-374
Despite support for a number of consequences emanating from social identity in sport, much less is known pertaining to potential antecedents. This study sought to extend preliminary findings from recent youth sport research (e.g., Bruner et al., 2015) by investigating perceptions of groupness and leadership status in relation to social identity in 480 athletes. Results indicated that perceptions of groupness at the individual and team levels were positively related to social identity, as was being a formal or informal leader. As such, both identifying as a leader and perceiving an increased amount of groupness among teammates increased social identity. 相似文献
289.
290.
The present study assessed consistency of recollections of personal circumstances of the 9/11 World Trade Center attack and events of the day before (9/10), and the day after (9/12), in a sample of 100 New York City college students. The day before 9/11 represented an ordinary event. A questionnaire was administered twice, 1 wk. and 1 yr. after the 9/11 attack. Students were asked to describe their personal circumstances when hearing about the news of the World Trade Center attack and for the same time of day for 9/10 and 9/12. 18 students returned the follow-up questionnaire. Consistency of initial and follow-up responses for the central categories for both 9/11 and 9/12 of where, who, and activity was very high (9/11: "Where"--100%, "Who"--100%, "What"--94%; 9/12: "Where"--100%, "Who"--100%, "What"--80%). Recollections of 9/10 were significantly less consistent ("Where"--79%, "Who"--71%, "What"--71%). Analysis indicated that students formed vivid, consistent recollections during the events of both 9/11 and 9/12. It is likely that the events of 9/12 also became flashbulb memories, vivid recollections of traumatic events, because the emotional impact of the stressful events, i.e., police and military presence, disrupted schedules, relating to the 9/11 attack endured beyond the day of the attack. 相似文献