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211.
George Silberschatz Katie Aafjes-van Doorn 《Journal of aggression, maltreatment & trauma》2017,26(3):258-275
Negative parenting style, such as abuse, neglect, and intrusiveness, is significantly related to subsequent development of psychopathology. Here we sought to examine pathogenic beliefs as a potential mechanism of change. We explored whether pathogenic beliefs help explain the relationship between perceived negative parenting style and common psychopathology symptoms. This study assessed the psychometric properties of the self-report Pathogenic Beliefs Scale and tested its mediating effect on the relationship between negative parenting and psychopathology. A community sample of 732 adults completed an online survey that included measures of perceived negative parenting style (MOPS), pathogenic beliefs (PBS), and a transdiagnostic measure of common indicators of psychopathology (anxiety, low self-esteem, emotional instability, pessimistic attitude, and depression). Results showed that pathogenic beliefs were significantly associated with negative parenting experiences in childhood and adult psychopathology symptoms. Moreover, pathogenic beliefs mediated the relationship between negative parenting style and psychopathology. Implications for clinical practice are discussed. 相似文献
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213.
Katie Van Sluys 《American journal of community psychology》2010,46(1-2):139-151
This article explores the role of collaborative, ethnographic, participatory action research (PAR) with eighth grade students as a set of possible literacy practices for involving students with issues connected to their lives, resources, language(s), and communities. Findings are based on a year of fieldwork conducted as part of shared inquiry into one public school community’s experiences with gentrification and meeting the complex needs of diverse learners. Findings bring to life the ways in which PAR facilitates the redefining of reading, writing, and research; the reconsideration of languages; the rethinking of literacy practices; and the repositioning of participants within and beyond given research endeavors. 相似文献
214.
Neider MB Chen X Dickinson CA Brennan SE Zelinsky GJ 《Psychonomic bulletin & review》2010,17(5):718-724
To better understand the problem of referencing a location in space under time pressure, we had two remotely located partners
(A, B) attempt to locate and reach consensus on a sniper target, which appeared randomly in the windows of buildings in a
pseudorealistic city scene. The partners were able to communicate using speech alone (shared voice), gaze cursors alone (shared
gaze), or both. In the shared-gaze conditions, a gaze cursor representing Partner A’s eye position was superimposed over Partner
B’s search display and vice versa. Spatial referencing times (for both partners to find and agree on targets) were faster
with shared gaze than with speech, with this benefit due primarily to faster consensus (less time needed for one partner to
locate the target after it was located by the other partner). These results suggest that sharing gaze can be more efficient
than speaking when people collaborate on tasks requiring the rapid communication of spatial information. Supplemental materials
for this article may be downloaded from http://pbr.psychonomic-journals.org/content/supplemental. 相似文献
215.
Ann Dalzell Christine Bonsmann Deborah Erskine Maria Kefalogianni Katie Keogh Kalliopi Maniorou 《Counselling and Psychotherapy Research》2010,10(2):126-138
Aims: Drawing on their engagement in a specific collective biography research project, the co-authors aim to demonstrate how the weaving together of creative story-telling and the theory underlining collective biography practices resulted in an understanding of rhizomatic research methodologies from within the process. This paper aims to demonstrate one way in which research methodologies training can become more firmly embedded within counsellor training courses. Method: A collective of counselling students and a session tutor colleague used collective biography practices to research their memories of traversing the liminal space between ‘counsellor’ and ‘counselling researcher’. Alongside the resulting collective stories, a collaborative review of the research process examined our chosen ways of working within the project. Outcomes: Engaging in collective biography practices resulted in an experiential shift from ‘learning to do counselling research’ to ‘becoming counselling researchers’. Weaving together research processes and researcher reflexivity generated personal and professional learning. Ways in which these research methodologies complement core components of counselling training, within and beyond the teaching of research, were identified. Conclusions: Collective biography practices offer a way of introducing non-arboreal creative research methodologies into counsellor training. Careful consideration of potential challenges surrounding the introduction of these practices is required. 相似文献
216.
Katie R. Kryski Eric J. Mash Jerilyn E. Ninowski Deborah L. Semple 《Journal of child and family studies》2010,19(3):270-277
The relationship between maternal ADHD symptoms and maternal language was examined in a community sample of 50 mothers of
infants age 3–12 months. It was hypothesized that higher maternal symptoms of ADHD would be related to lower quality of maternal
language use. Recordings of mothers’ speech were coded for complexity and elaboration of speech and vocabulary diversity during
an interview with an adult and during mother–infant play interactions in the home. Hierarchical regression analysis revealed
that maternal ADHD symptoms were significantly related to mothers’ lower mean length of utterances during the interview and
during mother–infant play interactions. Maternal ADHD symptoms were not related to maternal vocabulary use in either of these
situations. Our findings suggest that mothers with higher ADHD symptoms may display exiguous language behaviors when interacting
with their infants and with adults. In addition, findings suggest one reason why current parent-management programs for children
with ADHD, which are verbally based and rely heavily on the parent’s communication skills, are relatively ineffective when
ADHD may be present in the parent. 相似文献
217.
Researchers have previously suggested that interventions designed to decrease stereotypic behavior are most effective when they include access to stimuli that are matched to the specific sensory consequences hypothesized to maintain the stereotypy. In an attempt to replicate this finding, we used stimulus preference assessments and a reversal design to evaluate the effectiveness of noncontingent access to highly preferred stimuli that were matched to the specific sensory consequences hypothesized to be maintaining the stereotypic behavior of an individual with developmental disabilities. The participant was also given noncontingent access to a highly preferred edible stimulus as a control condition. Results indicated that noncontingent access to a matched sensory stimulus produced consistent decreases in aberrant behavior while access to a highly preferred edible stimulus did not. Copyright © 2005 John Wiley & Sons, Ltd. 相似文献
218.
Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students 总被引:1,自引:0,他引:1
This study examined the associations among child demographic variables, teacher perceptions of parent-teacher and student-teacher relationship quality, and teacher perceptions of children's academic abilities in an ethnically diverse sample of 607 academically at-risk first grade children. Relative to relationships with African American children and parents, teachers rated their relationships with White and Hispanic children and parents more positively. Measures of relationship quality added unique variance to teachers' perceptions of children's abilities, controlling for parent educational level and measured ability. Relationship variables fully mediated the association between African American status and teachers' perceptions of children's abilities. Implications of the findings for teacher in-service and professional development and for parent involvement programs are discussed. 相似文献
219.
220.
Jake Linardon John Gleeson Keong Yap Kylie Murphy Leah Brennan 《Cognitive behaviour therapy》2019,48(1):15-38
Third-wave behavioural interventions are increasingly popular for treating and preventing mental health conditions. Recently, researchers have begun testing whether these interventions can effectively targeting eating disorder risk factors (disordered eating, body image concerns). This meta-analysis examined whether third-wave behavioural interventions (acceptance and commitment therapy; dialectical behaviour therapy; mindfulness-based interventions; compassion-focused therapy) show potential for being effective eating disorder prevention programs, by testing their effects on eating disorder risk factors in samples without an eating disorder. Twenty-four studies (13 randomized trials) were included. Most studies delivered selective prevention programs (i.e. participants who reported elevated risk factor). Third-wave interventions led to significant pre–post (g = 0.59; 95% CI = 0.43, 0.75) and follow-up (g = 0.83; 95% CI = 0.38, 1.28) improvements in disordered eating, and significant pre–post improvements in body image (g = 0.35; 95% CI = 0.13, 0.56). DBT-based interventions were associated with the largest effects. Third-wave interventions were also significantly more efficacious than wait-lists (g = 0.39; 95% CI = 0.09, 0.69) in reducing disordered eating, but did not differ to other interventions (g = 0.25; 95% CI = –0.06, 0.57). Preliminary evidence suggests that third-wave interventions may have a beneficial effect in ameliorating eating disorder risk. 相似文献