全文获取类型
收费全文 | 527篇 |
免费 | 32篇 |
国内免费 | 1篇 |
专业分类
560篇 |
出版年
2022年 | 6篇 |
2021年 | 8篇 |
2020年 | 6篇 |
2019年 | 16篇 |
2018年 | 11篇 |
2017年 | 21篇 |
2016年 | 19篇 |
2015年 | 13篇 |
2014年 | 13篇 |
2013年 | 49篇 |
2012年 | 32篇 |
2011年 | 26篇 |
2010年 | 19篇 |
2009年 | 11篇 |
2008年 | 17篇 |
2007年 | 20篇 |
2006年 | 26篇 |
2005年 | 14篇 |
2004年 | 8篇 |
2003年 | 12篇 |
2002年 | 9篇 |
2001年 | 14篇 |
2000年 | 6篇 |
1999年 | 12篇 |
1998年 | 12篇 |
1997年 | 8篇 |
1996年 | 3篇 |
1995年 | 6篇 |
1994年 | 8篇 |
1993年 | 11篇 |
1992年 | 11篇 |
1991年 | 11篇 |
1990年 | 7篇 |
1989年 | 8篇 |
1988年 | 3篇 |
1987年 | 7篇 |
1986年 | 7篇 |
1985年 | 6篇 |
1984年 | 7篇 |
1983年 | 4篇 |
1981年 | 6篇 |
1979年 | 3篇 |
1978年 | 10篇 |
1974年 | 4篇 |
1973年 | 4篇 |
1969年 | 3篇 |
1968年 | 3篇 |
1966年 | 2篇 |
1965年 | 2篇 |
1964年 | 2篇 |
排序方式: 共有560条查询结果,搜索用时 0 毫秒
191.
This study adds to the growing research on school outcomes associated with individual differences in preschoolers’ theory of mind skills by considering whether “costs” of theory of mind (e.g., sensitivity to criticism) actually help to foster children’s academic achievement. A group of 60 Italian children was tested during the last year of preschool (Time 1, mean age = 5 years 6 months) and in their first year (Time 2, mean age = 6 years 5 months) and second year (Time 3, mean age = 7 years 5 months) of primary school. Children’s theory of mind, verbal ability, and social skills were evaluated at each time point. In addition, children’s sensitivity to teacher criticism was assessed at Time 2 and teachers’ ratings of children’s academic achievement were gathered at Time 3. Mediation analyses showed that, independent of verbal ability and social skills, sensitivity to criticism at Time 2 mediated the association between theory of mind at Time 1 and academic achievement at Time 3. These findings highlight the importance of investigating the educational consequences of individual differences in preschoolers’ theory of mind. 相似文献
192.
We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students' behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. 相似文献
193.
Bradley T. Erford Breann M. Erford Gina Lattanzi Janet Weller Hallie Schein Emily Wolf Meredith Hughes Jenna Darrow Janet Savin‐Murphy Elizabeth Peacock 《Journal of counseling and development : JCD》2011,89(4):439-457
Clinical trials exploring the effectiveness of counseling and psychotherapy in treatment of depression in school‐age youth composed this meta‐analysis. Results were synthesized using a random effects model for mean difference and mean gain effect size estimates. No effects of moderating variables were evident. Counseling and psychotherapy are effective for treatment of depression in school‐age youth both at termination and follow‐up, and in school and nonschool settings. 相似文献
194.
Trouble articulating the right words: Evidence for a response‐exclusion account of distraction during semantic fluency 下载免费PDF全文
John E. Marsh Jessica C. Crawford Lea K. Pilgrim Patrik Sörqvist Robert W. Hughes 《Scandinavian journal of psychology》2017,58(5):367-372
It is widely held that single‐word lexical access is a competitive process, a view based largely on the observation that naming a picture is slowed in the presence of a distractor‐word. However, problematic for this view is that a low‐frequency distractor‐word slows the naming of a picture more than does a high‐frequency word. This supports an alternative, response‐exclusion, account in which a distractor‐word interferes because it must be excluded from an articulatory output buffer before the right word can be articulated (the picture name): A high, compared to low, frequency word accesses the buffer more quickly and, as such, can also be excluded more quickly. Here we studied the respective roles of competition and response‐exclusion for the first time in the context of semantic verbal fluency, a setting requiring the accessing of, and production of, multiple words from long‐term memory in response to a single semantic cue. We show that disruption to semantic fluency by a sequence of to‐be‐ignored spoken distractors is also greater when those distractors are low in frequency, thereby extending the explanatory compass of the response‐exclusion account to a multiple‐word production setting and casting further doubt on the lexical‐selection‐by‐competition view. The results can be understood as reflecting the contribution of speech output processes to semantic fluency. 相似文献
195.
Teacher, peer, and student reports of the quality of the teacher-student relationship were obtained for an ethnically diverse and academically at-risk sample of 706 second- and third-grade students. Cluster analysis identified four types of relationships based on the consistency of child reports of support and conflict in the relationship with reports of others: Congruent Positive, Congruent Negative, Incongruent Child Negative, and Incongruent Child Positive. The cluster solution evidenced good internal consistency and construct validity. Group membership predicted growth trajectories for teacher-rated engagement and standardized achievement scores over the following three years, above prior performance. The predictive associations between child reports of teacher support and conflict and the measured outcomes depended on whether child reports were consistent or inconsistent with reports of others. Study findings have implications for theory development, assessment of teacher-student relationships, and teacher professional development. 相似文献
196.
Eames C Daley D Hutchings J Whitaker CJ Bywater T Jones K Hughes JC 《Behaviour research and therapy》2010,48(12):1221-1226
BackgroundParent training (PT) is identified as the most effective intervention for the treatment of conduct disorder (CD). Intervention observational outcomes are often reported as summarised composite scores, providing an overview of overall construct change.Methods and aimsParents of children aged 3–5 years identified ‘at risk’ of developing CD were randomly allocated to either PT intervention or waiting list control group. Parent and child behaviours were assessed before and after the intervention period. The current paper aims to establish which individual observed parenting categories change as a result of PT, and which specific observed leader categories predict these changes.ResultsControlling for baseline scores, ANCOVA demonstrated changes in parent praise and reflective behaviours as significant post-intervention. One-way ANOVAs demonstrated higher levels of leader praise and reflective behaviours resulted in greater change in parental praise and reflective behaviours respectively. Regression analyses indicated these leader behaviours predict positive change in parental praise and reflective behaviours for intervention families.ConclusionsComposite observational scores provide an account of behaviour constructs, whereas individual behaviour categories provide an insight into the core components of these constructs. The results suggest praise and reflection as key leader behaviours that influence the mechanisms of change in parenting behaviours as a result of PT. 相似文献
197.
There is increasing evidence to suggest that the ongoing information and support needs of BRCA gene mutation carriers are
not being met. This qualitative study investigated preferences for an on-going support network for mutation carriers in Wales,
UK. Seventeen female BRCA1/2 mutation carriers participated in focus groups which explored their current and on-going information
and psychological support needs. The interviews were transcribed and thematically analysed. The results reflected a diversity
of experiences and support needs. The majority of participants felt they and their families would benefit from an on-going
‘support network’ which should incorporate information-provision alongside elements of a traditional support group alongside,
internet-based support such as web-based chat forums, matching schemes and professionally led workshops. Some degree of professional
input into any such initiative was believed to be important. This study has informed the development of an appropriate support
network based on a hub and spoke model to help carriers and their families adapt to living and coping with their genetic risk. 相似文献
198.
Brian M. Hughes 《Journal of religion and health》2006,45(4):549-557
Complementary and alternative medicines (CAMs) retain an enduring popularity in spite of the fact that there is poor evidence
of their efficacy. Public attraction toward CAM may be based, in part, on a public appetite for mysticism; in many countries,
increases in interest in CAM may in turn result from decreasing social acceptance of participation in formal religions. The
present study examined patterns of CAM availability and self-declared religious affiliation across 30 geographical regions
in Ireland. After controlling for differences in population, the data show a statistically significant inverse correlation
between CAM availability and religious affiliation. Implications are discussed.
Brian M. Hughes is Lecturer in Psychology at the National University of Ireland, Galway, Ireland 相似文献
199.
This study examined the effectiveness and efficiency of combining classwide peer tutoring (CWPT) and constant time delay (CTD) on the academic performance of 3 students with learning disabilities (LD) and 15 students without LD enrolled in an inclusive sixth-grade language arts class. Treatment integrity checklists were used to measure the extent to which the tutors with LD used the constant time delay procedure correctly. A multiple-probe design across behaviors replicated across students was used to examine the effectiveness of the CTD peer tutoring procedures. The results indicated that students with LD reliably implemented the CTD peer tutoring procedures with a high degree of treatment integrity. When implemented by students without LD, the procedures were effective and efficient for teaching targeted vocabulary words to students with LD. Similarly, students without LD mastered the targeted vocabulary words when tutored by peers with LD and by peers without LD using the CTD peer tutoring procedures. Additionally, students with LD and without LD maintained the targeted vocabulary words over time, generalized the words across context, and generalized the CTD peer tutoring procedures across content. Finally, measures of social validity indicate that students and teachers involved in this study were satisfied with the CTD peer tutoring procedures. 相似文献
200.
Claire V. Crooks George R. Goodall Linda L. Baker Ray Hughes 《Cognitive and behavioral practice》2006,13(1):82-93
Although fathers play a key role in helping their children develop ideas about gender relations and close relationships, they have been largely overlooked as a resource to help prevent violence against women. This paper explores some of the reasons why fathers have not been successfully engaged in violence prevention. Engaging fathers to promote wider definitions of masculinity for themselves and their children is presented as a major mechanism by which fathers could help prevent violence against women. The information-motivation-behavior model of change, developed for preventing high-risk sexual behavior, is applied to the area to provide structure for understanding previous and current attempts to engage fathers. Examples of innovative programs are used to highlight the application of this model. 相似文献