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排序方式: 共有174条查询结果,搜索用时 31 毫秒
61.
Bernhardt BA Geller G Strauss M Helzlsouer KJ Stefanek M Wilcox PM Holtzman NA 《Journal of genetic counseling》1997,6(2):207-222
As an initial part of a project to develop a model informed consent process for BRCA1 testing, we conducted a series of focus groups. At the groups, women initially expressed great interest in testing, but their interest diminished after learning more. If offered testing, women would most want to learn about test accuracy, practical details of testing, and management options if the result was positive. Perceived benefits of testing included gaining information leading to risk reduction, relief of uncertainty, more responsible parenting, and assisting in research. Perceived risks included the discomfort and cost of the testing process itself, and anxiety after a positive result. The risk of possible insurance discrimination was rarely mentioned spontaneously. Many women would want their providers to make recommendations, rather than be nondirective about testing. We observed that women vary greatly in their informational and counseling needs, and suggest that the informed consent process should be individualized, taking into account a woman's perception and her preferences for how testing decisions should be made. 相似文献
62.
Cyd C. Strauss Benjamin B. Lahey Rebecca H. Jacobsen 《Journal of applied developmental psychology》1982,3(4):375-380
Clinical features of depression (short attention span, lethargy, poor memory and shortened task persistence) appear to be incompatible with effective learning. This has led several investigators to suggest that depression is a significant cause of academic underachievement. The most adequate test of this hypothesis (Tesiny, Lefkowitz, & Gordon, 1980), however, found only small correlations between depression and academic achievement when neither IQ nor socioeconomic status were controlled. In the present study, three measures of childhood depression (Peer Nomination Inventory for Depression, Children's Depression Inventory, and an ad hoc teacher rating) were correlated with scores from the Peabody Individual Achievement Test and the Stanford Achievement Test. IQ was statistically controlled to provide a direct measure of underachievement and analyses were conducted separately for males, females, and the combined sample in a sample that was homogeneous for socioeconomic status. Although intercorrelations among the variables indicated that the sample was appropriate to test the hypothesis, only a few significant correlations were found. These findings suggest that if depression causes academic underachievement, it is a weak or uncommon effect. 相似文献
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Three studies examined the nature of the contributions of each hemisphere to the processing of facial expressions and facial identity. A pair of faces, the members of which differed in either expression or identity, were presented to the right or left field. Subjects were required to compare the members of the pair to each other (experiments 1 and 2) or to a previously presented sample (experiment 3). The results revealed that both face and expression perception show an LVF superiority although the two tasks could be differentiated in terms of overall processing time and the interaction of laterality differences with sex. No clear-cut differences in laterality emerged for processing of positive and negative expressions. 相似文献
65.
Reduction of perseverative errors in patients with schizophrenia using monetary feedback. 总被引:1,自引:0,他引:1
A T Summerfelt L D Alphs A M Wagman F R Funderburk R M Hierholzer M E Strauss 《Journal of abnormal psychology》1991,100(4):613-616
The influence of monetary feedback on Wisconsin Card Sort Test (WCST) performance of 14 male schizophrenics was investigated. Patients were administered the test under standard instructions and with monetary feedback in counterbalanced order. Monetary reinforcement reduced perseverative errors and increased correct responses (p less than .05). These findings suggest that the WCST perseverative errors of schizophrenics reflect motivational as well as cognitive factors. 相似文献
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D F Greenwald D W Harder B A Ritzler J S Strauss R F Kokes 《Perceptual and motor skills》1988,67(1):199-207
This study tested the hypothesis that the Last and Weiss (1976) Rorschach Ego-Strength Scale (sigma E) would predict outcome among a representative sample of never-hospitalized psychiatric outpatients. 78 patients were assessed with structured symptom, psychiatric history, and social data interviews at the time of initial clinic contact and at 2-yr. follow-up. Outcome measures included the Menninger Health-Sickness Scale, a multidimensional variable involving social and work functioning and recent symptom level, symptom measures, and an index of diagnostic severity. sigma E, controlled for number of responses, correlated significantly with Health-Sickness, neurotic symptoms, diagnostic severity, and psychotic symptomatology. Among the components of sigma E, M+, and FC+ had significant relationships or contributed to significant relations with outcome variables. Considered with an earlier study of inpatients, in which S+ sigma E component correlated inversely with outcome, this study suggested that sigma E components have differing prognostic significance, depending on adaptational level of the patient. 相似文献
70.
Cyd C. Strauss Rex Forehand Karen Smith Cynthia L. Frame 《Journal of abnormal child psychology》1986,14(4):525-535
Children identified as low-frequency interactors or socially withdrawn were compared to outgoing children to evaluate whether socially withdrawn children display concurrent internalizing problems. From a sample of 640 children in grades 2-5, 48 children were identified by teachers as low-frequency interactors and 72 children were selected as outgoing or sociable. When these two groups were compared on a battery of teacher, peer, and self-report measures that assessed internalizing difficulties, the low-frequency interactors were found to display concurrent problems in adjustment. Children who rarely interacted with peers were less well liked by their peers, displayed poorer self-concepts, and were more depressed and anxious than sociable children. In contrast to these findings regarding internalizing problems, the two groups did not differ on measures of externalizing problems. The results lend support to the concurrent validity of the low-interaction method of identifying socially withdrawn children. 相似文献