全文获取类型
收费全文 | 443篇 |
免费 | 18篇 |
出版年
2023年 | 4篇 |
2021年 | 6篇 |
2020年 | 7篇 |
2019年 | 13篇 |
2018年 | 14篇 |
2017年 | 9篇 |
2016年 | 12篇 |
2015年 | 14篇 |
2014年 | 19篇 |
2013年 | 36篇 |
2012年 | 18篇 |
2011年 | 25篇 |
2010年 | 7篇 |
2009年 | 11篇 |
2008年 | 16篇 |
2007年 | 15篇 |
2006年 | 20篇 |
2005年 | 14篇 |
2004年 | 12篇 |
2003年 | 13篇 |
2002年 | 15篇 |
2001年 | 12篇 |
2000年 | 9篇 |
1999年 | 11篇 |
1998年 | 6篇 |
1997年 | 7篇 |
1996年 | 7篇 |
1995年 | 10篇 |
1994年 | 5篇 |
1992年 | 6篇 |
1991年 | 6篇 |
1990年 | 4篇 |
1989年 | 4篇 |
1988年 | 7篇 |
1987年 | 5篇 |
1985年 | 4篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1980年 | 4篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1975年 | 2篇 |
1974年 | 4篇 |
1973年 | 3篇 |
1971年 | 2篇 |
1970年 | 2篇 |
1968年 | 7篇 |
1967年 | 5篇 |
1957年 | 2篇 |
排序方式: 共有461条查询结果,搜索用时 15 毫秒
141.
142.
143.
Florina Erbeli Qinxin Shi Aaron R. Campbell Sara A. Hart Steven Woltering 《Developmental science》2021,24(1)
Reading and math attainment develop during elementary grades. Questions remain, though, about the co‐developmental nature of the relation between reading and math. This study examined dynamic, longitudinal pathways between reading and math in first through fourth grades. Participants of the study were 554 academically at‐risk children (Mage at the first assessment point = 6.57 years; SD = 0.38) from Texas Project Achieve. Children were assessed utilizing the Woodcock‐Johnson–III reading and math measures. Results from dynamic bivariate latent change score models indicated unidirectional longitudinal coupling effects from reading to math. Specifically, average and high levels of reading performance were associated with subsequent gains in math growth, in particular for below average performing children in math. In contrast, low levels of reading performance had negligible or no amplifying influences on change in math growth. The nature of the dynamics was replicated even when controlling for nonverbal cognitive abilities. Results demonstrated that good reading skills pave the way for children to develop their math skills. Such findings underscore the importance of considering reading performance in treating math difficulties. 相似文献
144.
Gregg Della E. Hart Katie C. Vaquerano Samantha Cuervo Sisan Suarez Mildred Graziano Paulo A. 《Journal of psychopathology and behavioral assessment》2021,43(3):506-517
Journal of Psychopathology and Behavioral Assessment - The purpose of the study was to a) examine school readiness (SR) outcomes in preschoolers with externalizing behavior problems (EBPs) and... 相似文献
145.
Kyle Richardson William Hart Gregory K. Tortoriello Christopher J. Breeden 《British journal of psychology (London, England : 1953)》2021,112(2):493-518
Popular theorizing about happiness pursuit emphasizes universal paths to happiness, but other theorizing acknowledges different people achieve happiness in different ways (i.e., subjective well-being, SWB). The present work extended this latter perspective by examining how antagonistic pursuit of a grandiose identity (‘narcissistic antagonism’) – generally thought to reduce narcissistic people’s SWB – may relate to increased cognitive well-being (i.e., a component of SWB) for narcissistic people with lower self-esteem. In Study 1, participants (N = 417) reported their narcissism, self-esteem, narcissistic antagonism, and general life satisfaction (to index cognitive well-being). In Study 2 (pre-registered), participants (N = 450) reported their narcissism, self-esteem, narcissistic antagonism, general and domain-specific life satisfaction, and general affect (to index affective well-being, which is a different component of SWB). Both studies revealed narcissistic antagonism related to increased life satisfaction only for more (vs. less) narcissistic people with lower (vs. higher) self-esteem. Study 2 not only replicated this interactive pattern on satisfaction across various life domains but also revealed the interaction may be related to increased negative affect. Broadly, results highlight how different people may enhance features of SWB in different, even ‘dark’, ways. 相似文献
146.
Rosmary Ros Paulo A. Graziano Katie C. Hart 《Journal of psychopathology and behavioral assessment》2018,40(3):514-527
The purpose of the study was to identify profiles of social functioning for preschoolers with externalizing behavior problems (EBP) and examine how profiles are predictive of response to a behavioral treatment program. 139 preschoolers with EBP participated in an 8-week Summer Treatment Program for Pre-Kindergartners (STP-PreK). Latent profiles of social functioning were created from parent and teacher rated atypicality and social skills scales, along with child performance on an emotion knowledge and hostile attribution task. Baseline and treatment outcomes included behavioral, academic, and executive functioning measures. Latent profile analyses resulted in two profiles (e.g., average and low) marked by differences in social skills, emotion knowledge and rates of atypical behaviors. Children in the low social functioning group had higher teacher rated hyperactivity and attention problems at baseline (d?=?.44 & 1.07), as well as lower IQ (d?=?.39). Children in the low social functioning group also had poorer treatment response as they had lower executive functioning scores (β?=??.17, p?< .05) at the completion of treatment. IQ moderated the association between social functioning profiles and behavioral treatment outcomes, such that lower social functioning was only associated with higher rates of attention problems for children with average IQ. Findings highlight the differential impact of social functioning in predicting treatment outcomes. 相似文献
147.
Sally A Carless Kate Robertson James Willy Michelle Hart Sithat Chea 《Australian psychologist》2012,47(3):156-164
We know little about what determines an effective placement experience, yet vocational placements are an integral part of many professional degree programmes. The aim of this research was to examine the influence of job (task variety, task identity, task significance, feedback, and autonomy) and supervisor (relationship quality and mentoring) characteristics on placement outcomes. The findings were tested on samples from two professions for which placement were a compulsory part of their course. Sample 1 consisted of 266 undergraduate nurses, and sample 2 consisted of 176 postgraduate psychologists. The findings showed that job and supervisor characteristics explained unique variance in professional development and placement satisfaction. Of the five job characteristics examined, skill variety, feedback from the job, and task significance influenced placement outcomes. Mentoring emerged as the most important supervisor characteristic that was associated with professional development and placement satisfaction, and to a slightly less extent, supervisor–student relationship quality was also important. The research and practical implications of the findings were discussed. 相似文献
148.
George Y. Bizer Joshua Hart Allison M. Jekogian 《Personality and individual differences》2012,52(3):428-432
Prejudice against individuals with mental illness stems from multiple factors, including the personality traits of those harboring the prejudiced attitudes. However, little is known about the personality processes (as opposed to static correlates) leading to negative attitudes and discrimination toward individuals with mental illness. The present research tested a mediational model in which negative attitudes against such people and resulting intentions to discriminate are distally rooted in just-world beliefs, which predispose people toward higher social dominance orientation, a well-known proximal personality predictor of general prejudice. Participants completed measures of behavioral intentions, attitudes toward individuals with mental illness, social dominance orientation, and belief in a just world. The proposed mediational model was supported, and an alternative causal model was not. These results illuminate the personality-process antecedents of attitudes toward individuals with mental illness and provide a foundation for research targeting interventions intended to reduce prejudice and discrimination against this population. 相似文献
149.
This clinical case study was conducted with a student diagnosed with autism and Tourette syndrome who displayed severe self‐injurious behavior (SIB). Behavioral assessments and observations suggested that the student demonstrated less SIB during a self‐restraint, where he wrapped his hands tightly in a large blanket. We used an ABAB design with fading to reduce the size of the blanket to keep rates of SIB low. In addition, we also used a fixed interval reinforcement schedule and extinction during the intervention/restraint phases. Results indicated that the student maintained near‐zero rates of SIB for 6 months after use of the blanket was eliminated. Results and implications for practice and future research are discussed. Copyright © 2012 John Wiley & Sons, Ltd. 相似文献
150.