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151.
152.
Verena Willenbockel Javid Sadr Daniel Fiset Greg O. Horne Frédéric Gosselin James W. Tanaka 《Behavior research methods》2010,42(3):671-684
Visual perception can be influenced by top-down processes related to the observer’s goals and expectations, as well as by
bottom-up processes related to low-level stimulus attributes, such as luminance, contrast, and spatial frequency. When using
different physical stimuli across psychological conditions, one faces the problem of disentangling the contributions of low-
and high-level factors. Here, we make available the SHINE (spectrum, histogram, and intensity normalization and equalization)
toolbox for MATLAB, which we have found useful for controlling a number of image properties separately or simultaneously.
The toolbox features functions for specifying the (rotational average of the) Fourier amplitude spectra, for normalizing and
scaling mean luminance and contrast, and for exact histogram specification optimized for perceptual visual quality. SHINE
can thus be employed for parametrically modifying a number of image properties or for equating them across stimuli to minimize
potential low-level confounds in studies on higher level processes. 相似文献
153.
Lisa McKay-Brown Rebecca McGrath Leah Dalton Lorraine Graham Alison Smith Judy Ring Kathy Eyre 《Cognitive and behavioral practice》2019,26(1):92-106
School refusal (SR) can result in decreased academic achievement, impaired social connections, and family stress. Current interventions for SR include behavioral and cognitive-behavioral treatments that are not always effective. Incorporating multidisciplinary work that includes therapeutic and educational interventions may enhance outcomes for youth displaying SR. The In2School program fosters a working partnership between mental health clinicians and teachers. It was designed to meet the needs of young people missing more than 50% of school in the previous 6 weeks due to mental health disorders, including anxiety or depression. This paper reports on an action research study in which the In2School program was piloted. Over a 14-week period, therapeutic and educational interventions were integrated into the learning environment via a transitional classroom to support youths’ return to school. Outcomes of this program are reported for the first cohort of 7 youth. Of these youth, 6 returned to mainstream schooling with attendance levels being maintained for 6 months after completing the intervention. Progress was observed in mental health recovery, quality of life reports, increased social interactions with peers, and positive experiences at school. The preliminary results presented in this paper suggest that a multidisciplinary, home-school-clinic intervention holds promise for helping school-refusing youth to return to school. 相似文献
154.
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
155.
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
156.
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
157.
Professor Kathy Sylva Stephen Scott Vasiliki Totsika Katharina Ereky‐Stevens Carolyn Crook 《The British journal of educational psychology》2008,78(3):435-455
Background . Low levels of literacy and high levels of behaviour problems in middle childhood often co‐occur. These persistent difficulties pose a risk to academic and social development, leading to social exclusion in adulthood. Although parent‐training programmes have been shown to be effective in enabling parents to support their children's development, very few parent interventions offer a combination of behavioural and literacy training. Aims . This paper (1) reports on a prevention programme which aimed to tackle behaviour and literacy problems in children at the beginning of school, and (2) presents the effects of the intervention on children's literacy. Sample . One hundred and four 5‐ and 6‐year‐old children selected from eight schools in an inner city disadvantaged community in London participated in the intervention. Methods . This is a randomized control trial with pre‐ and post‐measurements designed to evaluate the effectiveness of an intervention. The behavioural intervention consisted of the ‘Incredible Years’ group parenting programme combined with a new programme designed to train parents to support their children's reading at home. Results . Analyses demonstrated a significant effect of the intervention on children's word reading and writing skills, as well as parents' use of reading strategies with their children. Conclusion . A structured multicomponent preventive package delivered with attention to fidelity can enable parents to support their children's reading at home and increase their literacy skills. Together with the improvement in child behaviour, these changes could improve the life chances of children in disadvantaged communities. 相似文献
158.
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
159.
Twenty children, ten 2-year-olds and ten 3-year-olds, participated in an AB procedure. In the baseline phase, each child was trained the same four matching relations to criterion under intermittent reinforcement. During the subsequent imitation test, the experimenter modeled a total of 20 target gestures (six trials each) interspersed with intermittently reinforced baseline trials. In each session, target gestures were selected in a pre-randomized sequence from: Set 1--ear touches; Set 2--shoulder touches; Set 3--midarm touches; and Set 4--wrist touches; subjects' responses to targets were not reinforced. In each target set, half the gestures featured in nursery matching games and were termed common targets whereas the remainder, which were topographically similar but did not feature in the games, served as uncommon targets. The children produced significantly more matching responses to common target models than to uncommon ones. Common responses were also produced as mismatches to uncommon target models more often than vice versa. Response accuracy did not improve over trials, suggesting that "parity" did not serve as a conditioned reinforcer. All children showed a strong bias for "mirroring"--responding in the same hemispace as the modeler. The 2-year-olds produced more matching errors than the 3-year-olds and most children showed a bias for responding with their right hands. The strong effects of training environment (nursery matching games) are consistent with a Skinnerian account, but not a cognitive goal theory account, of imitation in young children. 相似文献
160.
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