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121.
Research conducted on heterosexual women has been generalized to lesbians. However, the question remains whether lesbians differ in their adult development from heterosexual men and women. This article reviews results of 10 one‐on‐one life story interviews conducted with self‐identified lesbians between the ages of 35 and 45. Information from these interviews was analyzed to see if or how they fit into a Levinsonian (D. J. Levinson, 1978) developmental model compared with heterosexual men and women. 相似文献
122.
Joyce M. Alexander Kathy E. Johnson Mary E. Leibham Ken Kelley 《Cognitive development》2008,23(2):324-334
We conducted a longitudinal analysis of the relative intensity and duration of interests associated with conceptual domains between the ages of 4 and 6 years, respectively. Results indicated a significant portion of preschool children do sustain an interest in conceptual domains during some portion of their childhood. Expected gender differences were found, with boys more likely to express an interest in a conceptual domain than girls. A latent growth curve analysis revealed that the probability of exhibiting a conceptual interest declined as school began, though the rate of that decline was similar for both boys and girls. Potential explanations for the decrease in conceptual interests as school begins are considered. 相似文献
123.
We examined the validity and reliability of a self-report outcome measure for children between the ages of 8 and 11. The Ohio
Scales Problem Severity scale is a brief, practical outcome measure available in three parallel forms: Parent, Youth, and
Agency Worker. The Youth Self-Report form is currently validated for children ages 12 and older. The Ohio Scales Problem Severity
scale was administered to a clinical and comparison sample of children, ages 8–11, then readministered 1 week later to a subsample
of children in order to examine test-retest reliability. The Ohio Scales demonstrated acceptable internal consistency and
reliability. The Ohio Scales was significantly correlated with the Behavior Assessment System for Children (BASC) across both
samples, providing evidence for concurrent validity. Children of the clinical sample reporting higher scores (i.e., more symptomatic)
than the children of the comparison sample on the Ohio Scales, thereby demonstrating construct validity. 相似文献
124.
One of the most prominent theories for why children struggle to learn verbs is that verb learning requires the abstraction of relations between an object and its action (Gentner, 2003). Two hypotheses suggest how children extract relations to extend a novel verb: (1) seeing many different exemplars allows children to detect the invariant relation between actions in different contexts (Gentner, 2003), and (2) repetition of fewer exemplars allows children to move beyond the entities involved to extract the relation (Kersten & Smith, 2002). We tested 2 1/2- and 3-year-olds' ability to extend a novel verb after viewing the repetition of one novel actor compared to four different actors performing a novel action. Both ages were better at learning and extending a novel verb to a novel actor when shown only one actor rather than four different actors. These results indicate that during initial verb learning less information is more effective. 相似文献
125.
The discrepancy between traditional (Boulder Model) and professional school (Vail Model) clinical psychology graduate programs on the Examination for Professional Practice in Psychology (EPPP) was greater using 1997-2005 data than in an earlier study using 1988-1995 data. The relative decline of the performance of professional school graduates on the EPPP was attributed in part to the increase of 31.1% in number of listed professional schools over the last decade, in particular, because those schools have lower academic standards. It is recommended that professional programs accept fewer students and have more rigorous quality control mechanisms for the students who have been accepted. It is further recommended that no new professional schools be started and that marginal programs be phased out. 相似文献
126.
Sharon M. Kelley Kathy Lewis Janet Sigal 《Journal of Addictions & Offender Counseling》2004,24(2):67-81
The authors investigated the impact that 5 selected risk factors have on the treatment outcome of adolescent male sex offenders. The results indicated that the greatest risk factor among sex offenders was having a mother who had a substance abuse problem. 相似文献
127.
Karl S. Rosengren Caitlin Carmichael Stevie S. Schein Kathy N. Anderson Isabel T. Gutirrez 《Infant behavior & development》2009,32(3):286-290
Six preschool classrooms, containing children between the ages of 4.0 and 40.0 months, were seeded with miniature items to examine how easily scale errors could be elicited. Observations occurred over a period of 3 months, with a total of 280 min of observations per classroom. A concealed observer documented all interactions with the miniature items. A total of 93 scale errors occurred, with a higher frequency committed by the younger children. These results confirm findings from previous research and suggest that scale errors can be effectively elicited in a preschool classroom. Our approach may provide a useful method for systematically studying the factors that influence scale errors. 相似文献
128.
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130.
Joseph P. Allen Gabe Kuperminc Susan Philliber Kathy Herre 《American journal of community psychology》1994,22(5):617-638
Explored the mechanisms by which a well-validated intervention to prevent school failure, suspension, and teenage pregnancy
produces its effects, using site-level data from 66 sites involving over 1,000 students participating in national replication
of the Teen Outreach Program. Multiple informants provided data on operating characteristics of each site. These were then
used to explain differences across sites in levels of success in reducing youth problem behaviors using a pre-post design
and a well-matched comparison group. In accord with predictions from developmental theory, middle school sites that promoted
student autonomy and relatedness with peers and with site facilitators achieved significantly greater levels of success in
reducing problem behaviors. Offering volunteer experiences perceived as teaching middle school students new skills and leaving
them real choices about the type of work they did was also linked to program success. Although the program was equally sucessful
with students from a wide range of sociodemographic backgrounds, links of program factors to site-level outcomes were found
only for middle school but not high school sites. Implications of these findings for the development of programmatic interventions
targeted at adolescents are discussed.
The Teen Outreach program and its evaluation have been supported by grants from the Charles Stewart Mott Foundation, the Lila
Wallace Reader's Digest Fund and other sources. We also thank the Association of Junior Leagues International, local Junior
Leagues around the country, and the students and facilitators who made this program possible. The Spencer and W. T. Grant
Foundations also provided support to the first author for the write-up of this study. 相似文献