收费全文 | 5559篇 |
免费 | 319篇 |
国内免费 | 3篇 |
2024年 | 11篇 |
2023年 | 59篇 |
2022年 | 47篇 |
2021年 | 98篇 |
2020年 | 137篇 |
2019年 | 175篇 |
2018年 | 250篇 |
2017年 | 250篇 |
2016年 | 264篇 |
2015年 | 177篇 |
2014年 | 199篇 |
2013年 | 635篇 |
2012年 | 372篇 |
2011年 | 369篇 |
2010年 | 198篇 |
2009年 | 213篇 |
2008年 | 312篇 |
2007年 | 314篇 |
2006年 | 234篇 |
2005年 | 220篇 |
2004年 | 215篇 |
2003年 | 211篇 |
2002年 | 183篇 |
2001年 | 86篇 |
2000年 | 75篇 |
1999年 | 78篇 |
1998年 | 72篇 |
1997年 | 59篇 |
1996年 | 45篇 |
1995年 | 41篇 |
1994年 | 33篇 |
1993年 | 38篇 |
1992年 | 25篇 |
1991年 | 14篇 |
1990年 | 15篇 |
1989年 | 14篇 |
1988年 | 7篇 |
1987年 | 15篇 |
1986年 | 16篇 |
1985年 | 10篇 |
1984年 | 14篇 |
1983年 | 14篇 |
1982年 | 7篇 |
1981年 | 10篇 |
1980年 | 11篇 |
1979年 | 8篇 |
1978年 | 5篇 |
1977年 | 5篇 |
1976年 | 6篇 |
1974年 | 4篇 |
Prompting procedures are effective for teaching skills, but limited comparative data exist to guide practitioners to select the best procedures for individuals. This study compared efficiency of two prompting procedures—constant time delay (CTD) and system of least prompts (SLP)—to teach expressive identification of 32 targets to 10 preschoolers with and without disabilities. To assess efficiency differences between conditions and analyze changes in learning over time, we used adapted alternating treatments designs in the measurement context of cumulative records. CTD was more efficient for five children, SLP was more efficient for three children, and results were inconclusive for two children. We measured children’s choices between procedures via simultaneous treatments designs, to assess child preference and whether preferences and efficiency aligned. Preference outcomes were mixed and did not consistently align with efficiency. We used exploratory analyses to assess whether child characteristics moderated outcomes. Children for whom CTD was more efficient had significantly fewer sessions to mastery, non-significantly fewer errors, and non-significantly higher developmental assessment scores, compared to children for whom SLP was more efficient.
相似文献Anxiety and depressive disorders are global public health concerns, and research suggests that these disorders are common in parents and can adversely influence family functioning. However, little is known about normative levels of anxiety and depressive symptoms in parents of school-age children. The present study reports on generalized anxiety and depressive symptoms in 1570 parents and guardians of a nationally representative sample of children ages five to twelve years using two widely used and validated questionnaires: the eight-item variant of the Patient Health Questionnaire depression scale (PHQ-8) and the seven-item Generalized Anxiety Disorder scale (GAD-7). Moderate to severe levels of generalized anxiety symptoms were reported in 12.7% of the total sample and moderate to severe levels of depressive symptoms were reported in 14.1% of the sample; 17.7% of the sample reported moderate to severe levels of either generalized anxiety or depressive symptoms. This percentage was higher for females, younger parents and guardians, and parents and guardians reporting lower household incomes. These data, collected online in early 2018, may be useful for researchers and clinicians studying and treating anxiety and depression in parents. Further, these data provide a baseline for researchers currently studying the impact of changes related to the novel coronavirus (COVID-19) pandemic (e.g., school closures) on the mental health of parents of school-age children.
相似文献