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141.
Memantine is a non-competitive N-methyl-d-aspartate (NMDA) receptor antagonist that has been approved for the treatment of the cognitive deficits noted in Alzheimer's disease. While there is a body of research that supports memantine's facilitative action upon memory compromise, this series of studies aimed to investigate the effects of this drug in healthy animals with intact memory functioning. A 0.1 mM dose of memantine injected immediately after a weakly aversive training event (i.e. 20% v/v methyl anthranilate) was found to enhance passive avoidance learning for this event in day-old chicks up to 24 h following training. The same dose of memantine was also observed to enhance memory for the training event when it was administered in conjunction with a reminder trial. These results suggest that memantine is capable of facilitating both memory consolidation as well as memory reconsolidation. It was concluded that memantine's mechanism may involve the short-term or intermediate memory phases of the Gibbs and Ng model of memory, and that the current findings represent enhancement of intact memory, rather than amelioration of memory compromise. 相似文献
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This study sought to examine college students' attributions to failure in biology. Through the use of scenarios, we were interested in determining how males and females viewed the attributions of ability, effort, and learning strategy use. A 3 (attribution: ability, effort, strategies) 2 2 (scenario gender) 2 2 (respondent gender) factorial design was used to analyze four future goal statements and four emotional response statements. Results indicated a significant effect for attribution for three of the four future goal items, with participants believing most strongly that future goals could be met if the scenario student used the appropriate strategies. There was also a significant effect for attribution for all four of the emotional response items, with participants having the strongest emotional reaction when the attribution was to effort. Respondent gender interacted with attribution only on one emotional response item. Collectively these results indicate differences in patterns of responses between future goal and emotional items. Moreover,these results are important for learning-to-learn courses designed to teach effective strategy use. 相似文献
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Animal Cognition - The ability to recognize conspecifics by their acoustic signals is of crucial importance to social animals, especially where visibility is limited, because it allows for... 相似文献
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Jodi J. Frey PhD Philip J. Osteen PhD Tanya L. Sharpe PhD Amanda O. Mosby MA Thomas Joiner PhD Brian Ahmedani PhD Derek Iwamoto PhD Boyoung Nam PhD Sally Spencer-Thomas PsyD Jungyai Ko PhD Orrin D. Ware MSW Rachel Imboden MSW Michelle M. Cornette PhD Jon Gilgoff MSW 《Suicide & life-threatening behavior》2023,53(1):137-153
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Jodi Michelle Jacobson PhD Philip Osteen PhD Andrea Jones MSW Alan Berman PhD 《Suicide & life-threatening behavior》2012,42(5):471-485
Changes in attitudes, confidence, and practice behaviors were assessed among 452 clinicians who completed the training, Recognizing and Responding to Suicide Risk, and who work with clients at risk for suicide. Data were collected at three time points. Scores on measures of attitudes toward suicide prevention and confidence to work with clients at risk for suicide improved over time. Clinical practice behaviors improved for assessing and formulating suicide risk, developing suicide prevention treatment plans, and responding to vignettes. Results suggest training can improve clinicians’ attitudes toward suicide, confidence to work with clients at risk for suicide, and, most importantly, clinical practice skills. 相似文献
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Modeling the Longitudinal Direct and Indirect Effects of Attitudes,Self‐Efficacy,and Behavioral Intentions on Practice Behavior Outcomes of Suicide Intervention Training
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Philip Osteen PhD Jodi M. Frey PhD MaKenna N. Woods MSW Jungyai Ko MSSW Stacey Shipe MSW 《Suicide & life-threatening behavior》2017,47(4):410-420
The purpose of this study was to use a longitudinal path analysis to test attitudes toward suicide prevention, self‐efficacy, and behavioral intentions as mediators/moderators of clinical skill development over time following suicide intervention training. Results support a direct effect of attitudes on practice behaviors and self‐efficacy, but no moderating effect. Self‐efficacy performed as a mediator of practice behaviors over time. Behavioral intention had a direct effect on practice behaviors and mediated the relationship between attitudes and practice behaviors. Implications for research and practice are discussed. 相似文献