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101.
Ernest N. Jouriles Renee McDonald Antje Kullowatz David Rosenfield Gabriella S. Gomez Anthony Cuevas 《Behavior Therapy》2009,40(4):337-345
The present study evaluated whether virtual reality (VR) can enhance the realism of role plays designed to help college women resist sexual attacks. Sixty-two female undergraduate students were randomly assigned to either the Role Play (RP) or Virtual Role Play (VRP) conditions, which were differentiated only by the use of VR technology in the VRP condition. A multimethod assessment strategy was used to evaluate the effects of VR on the experienced realism of sexually threatening role plays. Realism was assessed by participant self-reports of negative affect and perceptions of realism, direct observation of participants' verbal displays of negative affect during the role plays, and measurements of participant heart rate during the role plays. Results indicated that VR can indeed heighten the realism of sexually threatening role plays. Discussion focuses on issues regarding the use of VR-enhanced role plays for helping college women resist sexual attacks. 相似文献
102.
Almut Hupbach Rebecca L. Gomez Richard R. Bootzin Lynn Nadel 《Developmental science》2009,12(6):1007-1012
Sleep has been shown to aid a variety of learning and memory processes in adults ( Stickgold, 2005 ). Recently, we showed that infants’ learning also benefits from subsequent sleep such that infants who nap are able to abstract the general grammatical pattern of a briefly presented artificial language ( Gomez, Bootzin & Nadel, 2006 ). In the present study, we demonstrate, for the first time, long‐term effects of sleep on memory for an artificial language. Fifteen‐month‐old infants who had napped within 4 hours of language exposure remembered the general grammatical pattern of the language 24 hours later. In contrast, infants who had not napped shortly after being familiarized with the language showed no evidence of remembering anything about the language. Our findings support the view that infants’ frequent napping plays an essential role in establishing long‐term memory. 相似文献
103.
Gomez R 《Journal of abnormal child psychology》2008,36(6):865-885
The graded response model (GRM), which is based on item response theory (IRT), was used to evaluate the psychometric properties
of the inattention and hyperactivity/impulsivity symptoms in an ADHD rating scale. To accomplish this, parents and teachers
completed the DSM-IV ADHD Rating Scale (DARS; Gomez et al., Journal of Child Psychology and Psychiatry, 40, 265–274, 1999) for a group of 1,475 primary school-aged children. The results for the discrimination parameters showed that
all symptoms for both groups of respondents were generally good for discriminating their respective latent traits. For virtually
all symptoms, their threshold values showed moderate to large increases in the level of the latent trait at each subsequent
response dichotomy, with the symptoms being especially good at representing the appropriate traits from mean to moderately
high trait levels. The item information function values for most symptoms indicated reasonable reliability from, approximately,
the mean trait levels to moderately high trait levels. These findings indicate good psychometric properties for the parent
and teacher ratings of the DARS. The implications of the findings for the use of the DARS and other similar scales are discussed. 相似文献
104.
Rapson Gomez G. Leonard Burns James A. Walsh 《Journal of psychopathology and behavioral assessment》2008,30(1):10-19
Item response theory (IRT) based differential item functioning (DIF) was used to examine the construct and normative invariance
of the DSM-IV oppositional defiant disorder (ODD) symptoms for ratings across Malaysian and Australian children, and Malaysian
Malay and Malaysian Chinese children. To accomplish these goals, parents completed the Disruptive Behavior Rating Scale, which
includes the eight DSM-IV ODD symptoms. Although the comparisons involving Malaysian and Australian children indicated DIF
for five symptoms, only the symptom for “touchy” showed notable DIF. This was also the only symptom that showed DIF for the
comparisons involving Malay and Chinese children. There were also minimal differences in the latent mean scores across Australian
and Malaysian children and also Malay and Chinese children. These results indicate good support for the construct and normative
invariance of the ODD symptoms for the samples compared. 相似文献
105.
106.
Elizabeth Vera Eunju Yoon Natasha Chander Daewon Kim Huabing Liu Deanna Kolas Rebecca Norgord Maribeth Gomez Rebeca Daniels Katherine Matthews Ezza Ahmad Mustaffa 《Journal of applied social psychology》2020,50(11):660-675
Aims: The importance of social support as a predictor of well-being has been documented in the literature for decades. The extent to which social support may be uniquely relevant to the well-being of ethnic minority populations has not yet been empirically supported with meta-analytic techniques. The current meta-analytic study attempted to clarify the nuances of the relationship between support and well-being in ethnic minority populations and to identify what moderators may be relevant to understanding such relationships. Method: Data from 111 articles were included in the analyses that examined both the main effects and moderators of the relationship between social support and well-being. Results: Overall findings revealed a greater effect size (ES) between support and positive well-being (r = .38) than between support and negative well-being (r = −.27). Significant moderators included the proportion of females in the sample, age of the participants, and nature of support. Several ES differences were found in support type and ethnic group interactions as well. Conclusions: Implications of these data include the importance of social support enhancement in efforts to increase the positive well-being and attending to gender and other cultural modifiers in future studies of social support with racial and ethnic minorities. 相似文献
107.
Patrick Gomez Armin von Gunten Brigitta Danuser 《Scandinavian journal of psychology》2013,54(6):451-458
The investigation of gender differences in emotion has attracted much attention given the potential ramifications on our understanding of sexual differences in disorders involving emotion dysregulation. Yet, research on content‐specific gender differences across adulthood in emotional responding is lacking. The aims of the present study were twofold. First, we sought to investigate to what extent gender differences in the self‐reported emotional experience are content specific. Second, we sought to determine whether gender differences are stable across the adult lifespan. We assessed valence and arousal ratings of 14 picture series, each of a different content, in 94 men and 118 women aged 20 to 81. Compared to women, men reacted more positively to erotic images, whereas women rated low‐arousing pleasant family scenes and landscapes as particularly positive. Women displayed a disposition to respond with greater defensive activation (i.e., more negative valence and higher arousal), in particular to the most arousing unpleasant contents. Importantly, significant interactions between gender and age were not found for any single content. This study makes a novel contribution by showing that gender differences in the affective experiences in response to different contents persist across the adult lifespan. These findings support the “stability hypothesis” of gender differences across age. 相似文献
108.
Alasdair Vance Maite Ferrin Jo Winther Rapson Gomez 《Journal of abnormal child psychology》2013,41(6):891-900
Spatial working memory (SWM) is known to be impaired in children with ADHD-CT, whether anxiety is present or not. Yet, it remains unclear whether anxiety disorders add to the SWM impairments evident in ADHD-CT and whether these findings extend into adolescents with ADHD-CT and anxiety. Further, it is not yet known whether children and adolescents with carefully defined anxiety disorders alone, demonstrate SWM deficits. This study explored the association of SWM and its strategy and spatial span components in carefully defined children and adolescents (age 6–16 years) with ADHD-CT alone (N?=?163; 14 % female), ADHD-CT and anxiety (N?=?243; 23 % female), anxiety disorders alone (N?=?69; 25 % female) compared to age- and gender-matched healthy control participants (N?=?116; 19 % female). The relationship between SWM and its strategy and span components and core ADHD-CT symptoms and anxiety symptoms were also examined. There was no evidence of an additive effect of ADHD and anxiety on SWM, strategy and spatial span deficits. But, anxiety disorders alone were associated with impaired SWM and span performance compared to healthy control participants. In contrast, strategy did not differ between children and adolescents with anxiety disorders alone and healthy control participants, suggesting that with anxiety span is the most affected component. Further, these findings were age-independent. This study concurs with and extends current influential models about the cognitive effects of anxiety on performance in the setting of ADHD-CT. Clinical implications and future research directions are discussed. 相似文献
109.
This study examined the factor structure, and differential item functioning of the Depression Anxiety Stress Scales (DASS; Lovibond & Lovibond, 1995) across sex. The DASS was completed by 201 women and 165 men from the general community. Confirmatory factor analysis (CFA) indicated support for the original 3-factor oblique model (factors for depression, anxiety and stress). There was however more support for a bifactor model, with four orthogonal factors: a general factor on which all the depression, anxiety and stress items load, and specific independent factors for depression, anxiety and stress items. None of the DASS items showed DIF. The practical, theoretical, research and clinical implications of the findings are discussed. 相似文献
110.
Kimberley Gomez 《Reading Psychology》2013,34(1):20-50
This study examines teachers' beliefs about themselves as literate people and how those beliefs translate into classroom literary practice. Using a multi-method approach, it explores the private literate selves (via diary, survey, and interviews) of twelve K–12 teachers and establishes a foundational understanding of the influence of the social and personal nature of literacy on teacher support for literacy in the classroom and how teachers' personal literacy practices are made public to classroom learners. Results indicate that literacy played an important functional role in the lives of all 12 teachers. There was variability in the prominence of literacy for pleasure in the teachers' lives. In addition, there was variability in whether and in what ways teachers made their literacy practices public for their students. Implications for teacher education and professional development programs are offered. 相似文献