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Daniel F. K. Wong Ting Kin Ng Priscilla S. Y. Ip Mei Ling Chung Joe Choi 《Journal of child and family studies》2018,27(1):227-239
Improvements in parenting skills do not necessarily lead to improvements in child and parent outcomes for children with attention deficit and hyperactivity disorder (ADHD). Cognitive factors such as parental cognitions and parenting self-efficacy may influence such outcomes. Clinical research on the effects of cognitive-behaviour therapy (CBT) on parental cognitions, parenting self-efficacy and mental health in Chinese parents of children with ADHD is lacking. This quasi-experimental study intended to assess the effects of a culturally attuned group CBT treatment on the mental health and quality of life of Chinese parents aged 26–58 years, with children with ADHD in Hong Kong. Participants in the experimental group received group CBT and standard treatment and their counterparts in the control group received standard treatment. Primary outcome variables of mental health and quality of life and process variables including parenting stress, parenting efficacy and dysfunctional attitudes were measured at baseline, post-treatment and 3-month follow-up. Data were analysed using 2?×?3 ANCOVAs, Cohen’s d statistics and multiple mediation analyses. Group by time interactions were found for most outcome variables. Effect size statistics indicated that group CBT had small to moderate effects on most outcome variables at post-treatment and follow-up assessments. The effect of CBT on mental health was mediated by the reduction in parenting stress and the effect of CBT on quality of life was mediated by the reductions in parenting stress and dysfunctional attitudes. Given its potential benefit, it is worth considering incorporating this group CBT programme into interventions for Chinese parents with ADHD children. 相似文献
84.
Children's academic attainment is linked to the global organization of the white matter connectome 下载免费PDF全文
Joe Bathelt Susan E Gathercole Sally Butterfield the CALM team Duncan E Astle 《Developmental science》2018,21(5)
Literacy and numeracy are important skills that are typically learned during childhood, a time that coincides with considerable shifts in large‐scale brain organization. However, most studies emphasize focal brain contributions to literacy and numeracy development by employing case‐control designs and voxel‐by‐voxel statistical comparisons. This approach has been valuable, but may underestimate the contribution of overall brain network organization. The current study includes children (N = 133 children; 86 male; mean age = 9.42, SD = 1.715; age range = 5.92–13.75y) with a broad range of abilities, and uses whole‐brain structural connectomics based on diffusion‐weighted MRI data. The results indicate that academic attainment is associated with differences in structural brain organization, something not seen when focusing on the integrity of specific regions. Furthermore, simulated disruption of highly‐connected brain regions known as hubs suggests that the role of these regions for maintaining the architecture of the network may be more important than specific aspects of processing. Our findings indicate that distributed brain systems contribute to the etiology of difficulties with academic learning, which cannot be captured using a more traditional voxel‐wise statistical approach. 相似文献
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Hans Saint-Eloi Cadely Jennifer L. Kerpelman Joe F. Pittman 《Identity: An International Journal of Theory and Research》2018,18(1):44-59
The collective influence of identity styles and romantic attachment insecurity on psychological dating aggression was examined for 1,975 adolescents living in a southern state in the United States. Informational identity style related negatively to psychological dating aggression, but anxious romantic attachment related positively to this behavior. Diffuse-avoidant identity style and using psychological dating aggression were associated positively, whereas normative identity style and receiving psychological dating aggression were associated negatively. In addition, the combination of high informational or normative identity style with high avoidant romantic attachment was linked to lower psychological dating aggression. Our findings build on the previously noted parallelism between identity styles and romantic attachment insecurity by showing how they work together to explain variability in psychological dating aggression. 相似文献
87.
Using a psychometric methodology the present study explored the associations between natural environments and experiential feeling states. The effects of the frequency of participants? (N = 90) experience of the natural environment and of the location of their childhood upbringing were also investigated. Ten natural environments mapped on to an orthogonal two-component experiential structure labeled Eudemonia (ostensibly positive feelings) and Apprehension (ostensibly negative feelings). Generally, the more natural environments tended to be associated with higher eudemonia and higher apprehension, the less natural environments with both lower eudemonia and lower apprehension. In line with expectations, participants from rural childhood locations, compared with urban participants, reported less Apprehension and participants with greater experience of the natural environment, compared with participants with less experience, reported greater Eudemonia and less Apprehension. Results are discussed in relation to environmental experiences and affective psychological wellbeing. 相似文献
88.
We tested the predictions of Attentional Control Theory (ACT) by examining the effect of anxiety on attention control and the subsequent influence on both performance effectiveness and performance efficiency within a perceptual-motor context. A sample (N = 16) of elite shotgun shooters was tested under counterbalanced low (practice) and high (competition) anxiety conditions. A head-mounted, corneal reflection system allowed point of gaze to be calculated in relation to the scene, while motion of the gun was evaluated using markers placed on the barrel which were captured by two stationary cameras and analyzed using optical tracking software. The quiet eye (QE) duration and onset were analyzed along with gun barrel displacement and variability; performance outcome scores (successful vs. unsuccessful) were also recorded. QE (Vickers, 1996) is defined as the final fixation or tracking gaze that is located on a specific location/object in the visual display for a minimum of 100 ms. Longer QE durations have been linked to successful performance in previous research involving aiming tasks. Participants demonstrated shorter quiet eye durations, and less efficient gun motion, along with a decreased performance outcome (fewer successful trials) under high compared with low anxiety conditions. The data support the predictions of ACT with anxiety disrupting control processes such that goal-directed attention was compromised, leading to a significant impairment in performance effectiveness. 相似文献
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The Psychological Record - We may marvel at both the creativity and quality of work in a piece of pottery or a sculpture, or of a well-played basketball game or well-acted play. Although each may... 相似文献
90.
Power and perspectives not taken 总被引:2,自引:0,他引:2
Four experiments and a correlational study explored the relationship between power and perspective taking. In Experiment 1, participants primed with high power were more likely than those primed with low power to draw an E on their forehead in a self-oriented direction, demonstrating less of an inclination to spontaneously adopt another person's visual perspective. In Experiments 2a and 2b, high-power participants were less likely than low-power participants to take into account that other people did not possess their privileged knowledge, a result suggesting that power leads individuals to anchor too heavily on their own vantage point, insufficiently adjusting to others' perspectives. In Experiment 3, high-power participants were less accurate than control participants in determining other people's emotion expressions; these results suggest a power-induced impediment to experiencing empathy. An additional study found a negative relationship between individual difference measures of power and perspective taking. Across these studies, power was associated with a reduced tendency to comprehend how other people see, think, and feel. 相似文献