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131.
Ida Sue Baron Jason Brandt Margot D. Ahronovich Robin Baker Kristine Erickson Fern R. Litman 《Child neuropsychology》2013,19(3):299-311
Spatial location memory has rarely been assessed in young children due to a scarcity of developmentally appropriate tests. This study sought to compare nonverbal learning and recall in children born extremely low birth weight (ELBW; <1000 g) and less than 33 gestational weeks (GW) with term-born children at early school age using a recently developed and adapted test. We administered a modification of the Hopkins Board to 210 children at age six; 84 born ELBW (35 born < 26 GW; 49 born 26–33 GW) and 126 term-born. Six measures were obtained: naming, trials-to-criterion, errors-to-criterion, delayed item recall, delayed location recall, and percent retention. After age correction, ELBW children had worse general cognition, item naming, delayed item recall, delayed location recall, and percent retention than term-born children. Delayed item recall and percent retention performances of ELBW children remained worse after correction for general cognition. ELBW groups (< 26 GW and 26–33 GW) groups performed worse than term-born children in naming and delayed item recall with chronological age as covariate. Those born before 26 GW, but not 26–33 GW, performed worse than term-born children in delayed location recall and percent retention. Differences remained significant after controlling for gender, maternal education, and delivery type. All three groups' performance declined from final learning trial to delayed location recall, with a decline greater for less than 26 GW than term-born children. Extreme prematurity (< 26 GW) and ELBW are significant risk factors for spatial location memory deficit. The modified Hopkins Board discriminated high-risk preterm and term-born children at early school age and appears to be a useful test to measure this rarely studied cognitive capacity. 相似文献
132.
The aim of this review is to integrate research on the pharmacological mechanisms of selective serotonin reuptake inhibitors (SSRIs) and the following effects on fetal brain development and child cognitive function seen in children with prenatal exposure to SSRIs. As antidepressants are transferred from the mother to the fetus through the placenta, the fetus is vulnerable to alterations in neurotransmission and possibly altered neural functioning. Because of this risk, pregnant women suffering from depression are often advised to discontinue their use of antidepressants during pregnancy. Though, maternal untreated depression may also have negative consequences for the fetus and child after birth. In the present review, we find a distinction between studies of early versus late development. Studies on early cognitive development indicate no negative effects, while studies on later development report some cognitive difficulties and behavioral problems, indicating latent effects of exposure. However, the reviewed studies are not all converging, and it is not clear whether and to what extent prenatal SSRI exposure affects cognitive development. 相似文献
133.
Methods for determining the degree of similarity between relative motion plots are examined and computational methods outlined. Hypothetical examples are provided to simply illustrate the function of selected indices of pattern shape, size, and orientation. Methods of using a composite of these measures to assess asymmetry, abnormality, or refinements in motor function are discussed. Statistical procedures for determining the reliability of assessments of change in relative motions are presented. A modification to Freeman’s (1961) pattern-recognition method is suggested as a more parsimonious application to angle-angle data derived in human movement research. 相似文献
134.
It is unclear whether, similar to research findings in Western societies, autonomy support is associated with positive child outcomes, and forceful control with negative outcomes in collectivist societies. A two-part study (N = 190 Ghanaian sixth graders) examined the relations of parental structure, control, and autonomy support in Ghana with child outcomes, and whether autonomy support was at odds with Ghanaian children’s values of interdependence and respect for elders. Results showed that structure was related to cognitive perceived competence, parental control was related to controlled regulation around school work and decreased academic engagement, and autonomy support was negatively related to depression and positively related to autonomous forms of motivation, engagement in school, and interestingly, children’s endorsement of collectivist cultural values. The importance of distinguishing between parental control and provision of structure, and the implication of the findings for understanding the role of parental autonomy support in diverse cultures, are discussed. 相似文献
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Despite its prevalence, killing in war is an experience that may not fit neatly into existing models of posttraumatic stress disorder (PTSD) and its treatment. The context in which killing occurred may be complex. Furthermore, while killing may certainly be fear based, an individual may have also killed in response to losing someone close and experiencing sadness and anger, as opposed to fear. While evidence-based treatments for PTSD may be a good starting point for killing-related trauma, we argue that existing treatments need to be expanded. Complex killing-related cognitions that may not be anticipated or identified, moral injury, self-forgiveness, and loss are all important issues that arise that may need to be addressed in greater detail. Consequently, we have developed a 6- to 8-session individual treatment module for those impacted by killing in war, expressly designed for use with existing evidence-based treatments for PTSD, currently being validated for use in clinical practice. We see this module as supplementary, rather than as a replacement, building on the skills that veterans have already learned within these treatments. By expanding the types of treatments we offer those who have killed in war, we can ensure that we are providing veterans with comprehensive treatment that takes the complexities of war and its aftermath into account. 相似文献
140.
The roots of occupational therapy stem from psychosocial practice and embrace concepts of humanism, client-centered practice and therapeutic use of self. These concepts are integral to both clinical and academic settings. As the profession has moved toward graduate level education, increased numbers of non-traditional students are entering the field. Models of teaching that incorporate principles of active learning and therapeutic use of self within the classroom provide a consumer-learner-based model of education that is uniquely suited to students of diverse backgrounds, lifestyles, and educational needs. This article presents a brief overview of andragogical principles and the development of the student-faculty relationship. Mosey's concepts of conscious use of self are introduced as a means by which positive faculty-student relationships can be formed in order to enhance student learning and educational outcomes. 相似文献