全文获取类型
收费全文 | 452篇 |
免费 | 8篇 |
出版年
2022年 | 1篇 |
2021年 | 6篇 |
2020年 | 2篇 |
2019年 | 7篇 |
2018年 | 6篇 |
2017年 | 13篇 |
2016年 | 11篇 |
2015年 | 5篇 |
2014年 | 4篇 |
2013年 | 43篇 |
2012年 | 20篇 |
2011年 | 18篇 |
2010年 | 17篇 |
2009年 | 10篇 |
2008年 | 19篇 |
2007年 | 20篇 |
2006年 | 16篇 |
2005年 | 25篇 |
2004年 | 32篇 |
2003年 | 20篇 |
2002年 | 28篇 |
2001年 | 11篇 |
2000年 | 12篇 |
1999年 | 5篇 |
1998年 | 9篇 |
1997年 | 10篇 |
1996年 | 4篇 |
1995年 | 4篇 |
1994年 | 6篇 |
1993年 | 7篇 |
1992年 | 10篇 |
1991年 | 11篇 |
1990年 | 6篇 |
1989年 | 6篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1980年 | 1篇 |
1979年 | 5篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1957年 | 1篇 |
排序方式: 共有460条查询结果,搜索用时 437 毫秒
211.
Neurocognitive perspectives in language outcomes of Early Head Start: Language and cognitive stimulation and maternal depression 总被引:1,自引:0,他引:1
A neurocognitive, developmental framework was used to examine the effectiveness of Early Head Start (EHS) programs. Evidence has shown that caregiver variables impact early brain development. This study aimed to better understand this relation. Results showed that the EHS program made no significant impact, and at 3 years old, children were significantly behind population norms in language development, partially replicating previous findings with children from poverty backgrounds. EHS and parental depression were significant predictors of language and cognitive stimulation; however, depression and stimulation, but not involvement in EHS, were significant predictors of vocabulary. Implications for EHS programs are discussed, such as addressing caregiver variables (e.g., depression) and increasing focus on services to expectant families. Future directions also are discussed, such as understanding how young children's stress, within the context of caregiver variables, is related to neurocognitive outcomes. 相似文献
212.
A meta‐analysis of home visiting programs for at‐risk families (K = 35, N = 6,453) examined differences in the effects of programs on maternal behavior. On average, programs with more frequent visitation had higher success rates. The frequency of home visits explained significant variance of effect sizes among studies in the United States, with two visits per month predicting a small, substantive effect. Intensive programs or programs with at least three visits per month were more than twice as effective as were less intensive programs. Home visiting programs using nurses or mental health professionals as providers were not significantly more effective than were programs using paraprofessionals. In general, programs showed a positive effect on maternal behavior, but programs with frequent home visits were more successful. 相似文献
213.
Maryna Vashchenko M. Ann Easterbrooks Laurie C. Miller 《Infant mental health journal》2010,31(5):570-590
Institutional caregiving can have adverse effects on children, yet little is known about the caregivers of institutionalized young children. We surveyed staff in three Ukrainian Baby Homes about their attitudes toward the nature of their work and the needs of the young children in their care. Seventy‐one caregivers completed anonymous, semistructured surveys. Popular reasons for working in Baby Homes included benefits and convenient work shifts, morality, and affection for children. Caregivers reported both favorable aspects of the work (enjoyment of children, professional satisfaction) and work difficulties (conflicts, lack of cooperation, little administrative support). In addition, they noted deficiencies in care: high caregiver–child ratio, frequent care disruptions, and lack of stimulation. Direct caregivers (in‐room “nannies,” educators, and nurses) and other providers (e.g., clinic nurses, physicians, therapists) differed in university‐degree attainment, professional motivation, enjoyment of children, professional satisfaction, and perceptions of self as substitute mother. A number of potential “windows for change” were identified, including recognition of deficiencies in institutional care and possibilities for improvement. Implications for interventions are discussed, including the need to consider lack of staff support, high emotional stress, internal conflicts, beliefs and attitudes about institutionalized children and their biological parents, and differences in staff educational achievement. 相似文献
214.
215.
Patrick J. Curran James S. McGinley Daniel J. Bauer Andrea M. Hussong Alison Burns Laurie Chassin 《Multivariate behavioral research》2013,48(3):214-231
Integrative data analysis (IDA) is a methodological framework that allows for the fitting of models to data that have been pooled across 2 or more independent sources. IDA offers many potential advantages including increased statistical power, greater subject heterogeneity, higher observed frequencies of low base-rate behaviors, and longer developmental periods of study. However, a core challenge is the estimation of valid and reliable psychometric scores that are based on potentially different items with different response options drawn from different studies. In Bauer and Hussong (2009) we proposed a method for obtaining scores within an IDA called moderated nonlinear factor analysis (MNLFA). Here we move significantly beyond this work in the development of a general framework for estimating MNLFA models and obtaining scale scores across a variety of settings. We propose a 5-step procedure and demonstrate this approach using data drawn from n = 1,972 individuals ranging in age from 11 to 34 years pooled across 3 independent studies to examine the factor structure of 17 binary items assessing depressive symptomatology. We offer substantive conclusions about the factor structure of depression, use this structure to compute individual-specific scale scores, and make recommendations for the use of these methods in practice. 相似文献
216.
Ming‐Ching Wen Laurie T. Butler Wilma Koutstaal 《British journal of psychology (London, England : 1953)》2013,104(1):97-118
Developing brief training interventions that benefit different forms of problem solving is challenging. In earlier research, Chrysikou (2006) showed that engaging in a task requiring generation of alternative uses of common objects improved subsequent insight problem solving. These benefits were attributed to a form of implicit transfer of processing involving enhanced construction of impromptu, on‐the‐spot or ‘ad hoc’ goal‐directed categorizations of the problem elements. Following this, it is predicted that the alternative uses exercise should benefit abilities that govern goal‐directed behaviour, such as fluid intelligence and executive functions. Similarly, an indirect intervention – self‐affirmation (SA) – that has been shown to enhance cognitive and executive performance after self‐regulation challenge and when under stereotype threat, may also increase adaptive goal‐directed thinking and likewise should bolster problem‐solving performance. In Experiment 1, brief single‐session interventions, involving either alternative uses generation or SA, significantly enhanced both subsequent insight and visual–spatial fluid reasoning problem solving. In Experiment 2, we replicated the finding of benefits of both alternative uses generation and SA on subsequent insight problem‐solving performance, and demonstrated that the underlying mechanism likely involves improved executive functioning. Even brief cognitive– and social–psychological interventions may substantially bolster different types of problem solving and may exert largely similar facilitatory effects on goal‐directed behaviours. 相似文献
217.
Myrna L. Friedlander Laurie Heatherington Abbe L. Marrs 《The American journal of family therapy》2013,41(2):133-146
Blaming events (N=25) were identified in seven interviews conducted by prominent theorists who espouse a constructionist or narrative approach to family treatment. Congruent with this perspective, we used conversation analysis (Gale, 1996) and the grounded theory method of constant comparison (Corbin & Strauss, 1990) to identify the therapists’ behaviors and strategies following blame expressed by family members. Results indicated three core categories or themes of therapists’ responses to blame?Ignoring/Diverting, Acknowledging/Challenging, and Reframing?subsuming 17 individual codes (e.g., challenging all-or-none thinking, highlighting neutral information, interrupting, focusing on competence). The most frequent code was focusing on the positive. 相似文献
218.
The authors examined whether smoking cessation and relapse were associated with changes in stress, negative affect, and smoking-related beliefs. Quitters showed decreasing stress, increasing negative health beliefs about smoking, and decreasing beliefs in smoking's psychological benefits. Quitters became indistinguishable from stable nonsmokers in stress and personalized health beliefs, but quitters maintained stronger beliefs in the psychological benefits of smoking than stable nonsmokers. Relapse was not associated with increases in stress or negative affect However, relapsers increased their positive beliefs about smoking and became indistinguishable from smokers in their beliefs. For quitters, decreased stress and negative beliefs about smoking may help maintain successful cessation. However, for relapsers, declining health risk perceptions may undermine future quit attempts. 相似文献
219.
Scientific interest in retrograde memory has grown considerably over the last two decades. Studies have demonstrated that several brain regions, including the temporal lobes, participate in the formation, maintenance and storage of past memories. Different patterns and extents of retrograde memory deficits have been recorded in patients with temporal lobe lesions. It has been argued that the pattern of retrograde memory deficits is determined not only by the side and specific location of lesion within this region, but also by methodology, medical variables (such as etiology or seizure history), and coexisting cognitive deficits. In this paper we will review published case and group studies of patients with temporal lobe lesions to evaluate the impact of these factors on retrograde memory. 相似文献
220.
Studies of cognitive control in attention-deficit/hyperactivity disorder (ADHD) have emphasized the ability to suppress motor responses (i.e., behavioral inhibition) rather than the ability to actively suppress prepotent mental representations (i.e., cognitive inhibition). Further, working memory deficits are suspected in ADHD, yet their distinction from cognitive inhibition is unclear. Two hundred and eighty-eight adolescent and adult participants, 115 of whom met criteria for ADHD and 173 of whom were for non-ADHD comparison, completed a sentence processing task that required the suppression of an incorrect interpretation and a working memory task. The results failed to support cognitive inhibition problems in ADHD. Moreover, the ability to reanalyze sentences with a temporary misinterpretation was at least partially related to working memory performance. The results challenge a unitary inhibition problem in ADHD and suggest inhibition problems do not extend to cognitive suppression in this age range. 相似文献