全文获取类型
收费全文 | 248篇 |
免费 | 6篇 |
出版年
2021年 | 1篇 |
2020年 | 2篇 |
2019年 | 3篇 |
2018年 | 4篇 |
2017年 | 6篇 |
2016年 | 7篇 |
2015年 | 3篇 |
2014年 | 3篇 |
2013年 | 29篇 |
2012年 | 6篇 |
2011年 | 6篇 |
2010年 | 3篇 |
2009年 | 11篇 |
2008年 | 11篇 |
2007年 | 13篇 |
2006年 | 5篇 |
2005年 | 12篇 |
2004年 | 8篇 |
2003年 | 8篇 |
2002年 | 10篇 |
2001年 | 8篇 |
2000年 | 4篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 6篇 |
1996年 | 4篇 |
1995年 | 2篇 |
1994年 | 8篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1989年 | 6篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 2篇 |
1983年 | 4篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 6篇 |
1978年 | 6篇 |
1977年 | 5篇 |
1976年 | 1篇 |
1975年 | 3篇 |
1974年 | 5篇 |
1973年 | 1篇 |
1971年 | 2篇 |
1970年 | 1篇 |
排序方式: 共有254条查询结果,搜索用时 15 毫秒
211.
Lynn Foster-Johnson Jolenea Ferro Glen Dunlap 《Journal of applied behavior analysis》1994,27(3):493-504
This research examined the relation between students' preferences for curricular activities and the occurrence of problem and desirable behaviors in 3 students with moderate intellectual disabilities. Activity preference was determined with a systematic assessment procedure. Subsequently, the influence of activity preference on student behavior was evaluated using a reversal design. Results showed that preferred activities were associated with reduced levels of problem behavior and increased levels of desirable behaviors. The findings of this investigation contribute to the applied literature on activity preference and suggest directions for future research in the areas of curriculum design, preference, and curricular modifications as a viable behavior-management strategy. 相似文献
212.
Margie W. Pollard Ruth A. Anderson William T. Anderson & Glen Jennings 《Journal of Family Therapy》1998,20(1):95-109
The purpose of this study was to develop a valid and reliable instrument to measure forgiveness in the intergenerational family. In the final scale the contructs were defined as: (1) realization, (2) recognition, (3) reparation, (4), restitution, and (5) resolution. A detailed four-step procedure was used to provide the scale with construct, content and predictive validity. This paper describes a four-stage process to develop the scale, data supporting the validity and reliability of the scale, and the final version of the instrument. 相似文献
213.
Ten years ago our research on out-of-body experiences suggested that the elements of the near-death experience (NDE) were not necessarily limited to situations in which survival was threatened. A decade of continued study has confirmed that theperception of being near death, independent of the actual reality of the situation, is the key determinant of the classical NDE. From early in life, the infant's dread of catastrophe leads to the elaboration of extensive psychological defenses against the possibility of extinction. The NDE is simultaneously a manifestation of faith and a catalyst for the development of faith.C.F. Menninger Memorial HospitalInstructor at the Topeka Institute for Psychoanalysis 相似文献
214.
Glen O. Gabbard 《Journal of Applied Psychoanalytic Studies》1999,1(3):207-221
A number of features of psychoanalytic training contribute to boundary violations and their sequelae. Intergenerational transmission of sexual misconduct is well-known and often operates unconsciously in the generation inheriting the legacy. Idealization and loyalty are frequent components of collusion and cover-up when a senior member of an institute is sexually involved with a patient. Other factors include the unique features of the termination of training analysis, the compartmentalization required in analytic work, and the ambivalent attitude towards autonomy and consultation. 相似文献
215.
216.
217.
218.
Witnesses sometimes report event details that are acquired solely from another witness. We reevaluated the potency of this
memory conformity effect. After viewing a crime video, some participants learned about nonwitnessed details via discussion
(dyad group), reading another participant’s report (read group), or watching another version of the video (both-video group). In Experiment 1, these participants often reported nonwitnessed details, but on a source-judgment test most details
were attributed primarily to the actual source rather than to the video. In addition, the dyad group was not more likely than
the read or both-video groups to report nonwitnessed details. Participants in Experiment 2 were explicitly discouraged from
providing details that were remembered from the secondary source only. These postwarning instructions substantially reduced
the memory conformity effect, and a dyad group was not more likely than a read group to report nonwitnessed details. Encouraging
source monitoring at test can reduce the negative consequences of co-witness collaboration. 相似文献
219.
Social inequality is well established in the mental health of race-ethnic groups, but little is known about this disparity from adolescence to young adulthood. This study examined differences in trajectories of depressive symptoms across 4 race-ethnic groups (Whites, Blacks, Hispanics, and Asians) using 3 waves of the National Longitudinal Study of Adolescent Health. Latent trajectory analyses showed race-ethnic variations among both females and males. Stressors were significantly related to depressive symptoms for all study members, but they accounted for symptom trajectories only among Black males and minority females. Persistent differences in trajectories for Blacks and Whites showed parallel slopes that did not converge over time. Neither background characteristics nor social resources (i.e., social support) altered this gap. However, social support represents a potential equalizer of these race-ethnic differences, owing to the ubiquitous nature of its protective effects. 相似文献
220.
Studies have found that Wechsler scale administration and scoring proficiency is not easily attained during graduate training. These findings may be related to methodological issues. Using a single-group repeated measures design, this study documents statistically significant, though modest, error reduction on the WAIS-III and WISC-III during a graduate course in assessment. The study design does not permit the isolation of training factors related to error reduction, or assessment of whether error reduction is a function of mere practice. However, the results do indicate that previous study findings of no or inconsistent improvement in scoring proficiency may have been the result of methodological factors. Implications for teaching individual intelligence testing and further research are discussed. 相似文献