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41.
Karin Ensink Marko Biberdzic Lina Normandin John Clarkin 《Journal of Infant, Child, and Adolescent Psychotherapy》2015,14(1):46-69
The antecedents and risk factors and for developing borderline personality disorder (BPD) are now well documented, but there is a paucity of developmental models to understand the key processes through which they impact on the development of BPD in adolescents. In this article, we present a developmental psychopathology model of BPD in adolescence and link the difficulties adolescents with BPD have with impulsivity and self regulation, with risk factors such as genetic vulnerability, parenting and trauma. We propose a number of psychological processes through which these risk factors undermine personal and interpersonal functioning, and makes it particularly difficult to engage with the challenges of adolescence. These key psychological processes undermine the integration of the self, with extreme unintegrated affects and extreme representations of self and others, undermining the capacity to mentalize. We then make links to possible neurobiological underpinnings of the disturbances in affect, Theory of Mind and interpersonal difficulties in adolescents with BPD. 相似文献
42.
Kara. A. Hirano S. Andrew Garbacz Lina Shanley Dawn A. Rowe 《Journal of child and family studies》2016,25(12):3537-3553
An increased level of parent involvement in education has been identified as a predictor of positive postschool outcomes for students with disabilities who have traditionally experienced lower rates of employment and postsecondary education than their peers without disabilities. The purpose of this study was to explore the factor structure of scales adapted from the Hoover-Dempsey and Sandler Model of Parent Involvement that might be used to predict parent involvement in secondary special education. An iterative adaption process included adding and revising scale items to reflect parent beliefs and involvement activities related to transition planning and secondary education for parents of high school students with disabilities. Participants were 149 parents of students with disabilities, ages 16–21. Two exploratory factor analyses (EFA) were conducted to examine the psychometric properties of the scales. Results of the EFA for involvement activities suggested a three-factor solution including: Future Planning; Home-based Involvement; and Agency/School-based Involvement. Results of the EFA for Motivators for Involvement suggested a seven-factor solution including: Parent Expectations for the Future; General School Invitations; Role Construction; Perceptions of Time and Energy; Knowledge, Skills, and Self-efficacy; Specific Child Invitations, and Specific Teacher Invitations. Implications and future research directions are discussed. 相似文献
43.
Cultural differences in body dissatisfaction: Japanese adolescents compared with adolescents from China,Malaysia, Australia,Tonga, and Fiji
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Miki Brockhoff Alexander J. Mussap Matthew Fuller‐Tyszkiewicz David Mellor Helen Skouteris Marita P. McCabe Lina A. Ricciardelli 《Asian Journal of Social Psychology》2016,19(4):385-394
Cultural influences on the body image of 133 female and 99 male Japanese adolescents aged 12–18 years (M = 15.9, SD = 1.2) were compared to those of a databank of 1233 female and 1149 male adolescents also aged 12–18 years (M = 14.9, SD = 1.5) from five cultures – Chinese, Malaysian, Australian, Tongan, and indigenous Fijian – surveyed previously using identical body image measures (Fuller‐Tyszkiewicz et al., 2012). Japanese adolescents reported the highest levels of body dissatisfaction despite possessing among the lowest body mass index (BMI) and also reported among the highest levels of media influence on their body image. Subsequent path analyses revealed that for Japanese adolescents cultural identification with modern Japanese values were associated with increased body dissatisfaction, and that this association was mediated by level of media influence. These results highlight the importance of cultural influences, as well as individual differences in cultural values, in shaping Japanese adolescents' body image. 相似文献
44.
研究通过三个实验,比较了普通样例和类比比较样例在学习物理综合题中的效果,并在此基础上,进一步分析两种不同类型的类比比较样例对物理综合题学习的迁移效果以及“提示”这一样例设计方法的促进作用。结果发现:(1)通过类比比较样例学习物理综合题的效果优于普通样例;(2)相比于单综概念类比比较样例,综合概念类比比较样例能更好地提高物理综合题学习的近迁移成绩,但未提高其远迁移成绩;(3)提示能明显促进类比比较样例在物理综合题学习中的作用,但不同提示类型的影响无显著差异。该结果表明:类比比较样例是学习物理综合题的有效样例形式,而其中综合概念类比比较样例效果最佳;开放式提示和支架式提示均能较好地促进类比比较样例的学习。 相似文献
45.
46.
Animal Cognition - The communicating skills of dogs are well documented and especially their contact-seeking behaviours towards humans. The aim of this study was to use the unsolvable problem... 相似文献
47.
Fuller-Tyszkiewicz M Skouteris H McCabe M Mussap A Mellor D Ricciardelli L 《Journal of personality assessment》2012,94(4):410-417
We evaluated gender-based and cross-cultural equivalence of the Body Dissatisfaction Scale of the Body Change Inventory in a sample of 4,005 adolescents from 7 cultures that represent diverse body image ideals and response styles. Results of multigroup confirmatory factor analyses demonstrated equivalence of the scale across gender but not across cultures. Follow-up analyses identified small but significant cross-cultural differences in response styles (specifically, acquiescence and middle response option endorsement) as the source of this noninvariance. We recommend use of this scale for gender-based comparisons but caution that researchers should evaluate the presence of response biases before making substantive conclusions about cross-cultural differences in body dissatisfaction. 相似文献
48.
史前时期海岱地区的东夷先民有浓烈的太阳崇拜情结,并与鸟信仰有一定程度的结合,其表现载体主要有刻划于陶器之上的图案纹饰及具有仿生意义的器物。从北辛文化和大汶口文化早期易懂直白的太阳纹,大汶口文化中期流行的八角星纹,到中期偏晚时段盛行的具有鸟类象征意义的陶鬶,直至龙山时代的鸟喙形鼎足,可以清晰窥见海岱地区新石器时代太阳崇信观念之演进历程,并探知其中所蕴涵的文化人类学意义。 相似文献
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50.
Geoffrey B. Saxe Darrell Earnest Yasmin Sitabkhan Lina C. Haldar Katherine E. Lewis Ying Zheng 《认知与教导》2013,31(4):433-474
This report provides evidence of the influence of a tutorial “communication game” on fifth graders’ generative understanding of the integer number line. Students matched for classroom and pretest score were randomly assigned to a tutorial (n = 19) and control group (n = 19). The tutorial group students played a 13-problem game in which student and tutor each were required to mark the same position on a number line but could not see one another's activities. To resolve discrepant solutions, tutor and student constructed agreements about number line principles and conventions to guide subsequent placements. Pre-/posttest contrasts showed that (a) tutorial students gained more than controls and (b) agreement use predicted gain. Analyses of micro-constructions during play revealed properties of student learning trajectories. 相似文献