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371.
The Application of Behavior Change Theory to Family-Based Services: Improving Parent Empowerment in Children’s Mental Health 总被引:1,自引:0,他引:1
S. Serene Olin Kimberly E. Hoagwood James Rodriguez Belinda Ramos Geraldine Burton Marlene Penn Maura Crowe Marleen Radigan Peter S. Jensen 《Journal of child and family studies》2010,19(4):462-470
We describe the development of a parent empowerment program (PEP) using a community-based participatory research approach.
In collaboration with a group of dedicated family advocates working with the Mental Health Association of New York City and
state policy makers, academic researchers took an iterative approach to crafting and refining PEP to better prepare family
advocates to help bridge the gaps in service access among children with emotional and behavioral problems. Despite the growth
of family-led, family support programs nationally, research that demonstrates the positive benefits of such programs is scarce
in the children’s mental health literature. The PEP model is based on research data about barriers families face in mental
health service utilization (e.g., stigma, perceptions of providers, attitudes towards mental illness, service availability,
etc.). PEP is premised on (a) the concept of empowerment as a process, (b) the need to engage parents in becoming active agents
of change, and (c) the application of an integrated framework to empower parents, called the Parents as Agents of Change model.
Our paper focuses on describing the application of a Unified Theory of Behavior Change as a theoretical framework to help
activate parents as change agents in meeting their children’s mental health needs. Based on an integrated model of grassroots
driven Principles of Parent Support and research-based Unified Theory of Behavior Change, PEP’s Parents as Agents of Change
model provides a conceptual framework for testing the effectiveness of family support services in children’s mental health,
a much-needed area for future research. 相似文献
372.
It seems uncontroversial that providing feedback after a test, in the form of the correct answer, enhances learning. In real-world
educational situations, however, the time available for learning is often constrained— and feedback takes time. We report
an experiment in which total time for learning was fixed, thereby creating a trade-off between spending time receiving feedback
and spending time on other learning activities. Our results suggest that providing feedback is not universally beneficial.
Indeed, under some circumstances, taking time to provide feedback can have a negative net effect on learning. We also found
that learners appear to have some insight about the costs of feedback; when they were allowed to control feedback, they often
skipped unnecessary feedback in favor of additional retrieval attempts, and they benefited from doing so. These results underscore
the importance of considering the costs and benefits of interventions designed to enhance learning. 相似文献
373.
Ted K. Turesky Sarah K.G. Jensen Xi Yu Swapna Kumar Yingying Wang Danielle D. Sliva Borjan Gagoski Joseph Sanfilippo Lilla Zllei Emma Boyd Rashidul Haque Shahria Hafiz Kakon Nazrul Islam William A. Petri Charles A. Nelson Nadine Gaab 《Developmental science》2019,22(5)
Childhood poverty has been associated with structural and functional alterations in the developing brain. However, poverty does not alter brain development directly, but acts through associated biological or psychosocial risk factors (e.g. malnutrition, family conflict). Yet few studies have investigated risk factors in the context of infant neurodevelopment, and none have done so in low‐resource settings such as Bangladesh, where children are exposed to multiple, severe biological and psychosocial hazards. In this feasibility and pilot study, usable resting‐state fMRI data were acquired in infants from extremely poor (n = 16) and (relatively) more affluent (n = 16) families in Dhaka, Bangladesh. Whole‐brain intrinsic functional connectivity (iFC) was estimated using bilateral seeds in the amygdala, where iFC has shown susceptibility to early life stress, and in sensory areas, which have exhibited less susceptibility to early life hazards. Biological and psychosocial risk factors were examined for associations with iFC. Three resting‐state networks were identified in within‐group brain maps: medial temporal/striatal, visual, and auditory networks. Infants from extremely poor families compared with those from more affluent families exhibited greater (i.e. less negative) iFC in precuneus for amygdala seeds; however, no group differences in iFC were observed for sensory area seeds. Height‐for‐age, a proxy for malnutrition/infection, was not associated with amygdala/precuneus iFC, whereas prenatal family conflict was positively correlated. Findings suggest that it is feasible to conduct infant fMRI studies in low‐resource settings. Challenges and practical steps for successful implementations are discussed. 相似文献
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Animal Cognition - Red junglefowl (RJF), ancestor of all domesticated chickens, is a highly social, omnivorous bird species, presumably with a capacity for social information sharing. During... 相似文献
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Jakob D. Jensen 《人类交流研究》2008,34(3):347-369
News reports of scientific research are rarely hedged; in other words, the reports do not contain caveats, limitations, or other indicators of scientific uncertainty. Some have suggested that hedging may influence news consumers’ perceptions of scientists’ and journalists’ credibility (perceptions that may be related to support for scientific research and/or adoption of scientific recommendations). But whether hedging does affect audience perceptions is unknown. A multiple‐message experiment (N= 601) found that across five messages, both scientists and journalists were viewed as more trustworthy (a) when news coverage of cancer research was hedged (e.g., study limitations were reported) and (b) when the hedging was attributed to the scientists responsible for the research (as opposed to scientists unaffiliated with the research). 相似文献
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