全文获取类型
收费全文 | 1035篇 |
免费 | 55篇 |
国内免费 | 1篇 |
专业分类
1091篇 |
出版年
2023年 | 9篇 |
2022年 | 8篇 |
2021年 | 14篇 |
2020年 | 29篇 |
2019年 | 29篇 |
2018年 | 43篇 |
2017年 | 32篇 |
2016年 | 31篇 |
2015年 | 26篇 |
2014年 | 20篇 |
2013年 | 129篇 |
2012年 | 39篇 |
2011年 | 36篇 |
2010年 | 38篇 |
2009年 | 41篇 |
2008年 | 36篇 |
2007年 | 41篇 |
2006年 | 36篇 |
2005年 | 36篇 |
2004年 | 36篇 |
2003年 | 37篇 |
2002年 | 32篇 |
2001年 | 21篇 |
2000年 | 22篇 |
1999年 | 19篇 |
1998年 | 11篇 |
1997年 | 15篇 |
1996年 | 9篇 |
1995年 | 6篇 |
1994年 | 12篇 |
1993年 | 11篇 |
1992年 | 16篇 |
1991年 | 13篇 |
1990年 | 9篇 |
1988年 | 12篇 |
1987年 | 10篇 |
1986年 | 5篇 |
1985年 | 8篇 |
1984年 | 9篇 |
1983年 | 15篇 |
1982年 | 9篇 |
1981年 | 11篇 |
1979年 | 5篇 |
1978年 | 8篇 |
1977年 | 6篇 |
1976年 | 6篇 |
1975年 | 6篇 |
1969年 | 4篇 |
1967年 | 5篇 |
1966年 | 4篇 |
排序方式: 共有1091条查询结果,搜索用时 15 毫秒
151.
Sex Roles - Selfies are self-taken self-portrait photographs captured with mobile phones, and they are among the most common forms of self-expression on the photo-based social network Instagram.... 相似文献
152.
Aja Louise Murray Tom Booth Manuel Eisner Bonnie Auyeung George Murray Denis Ribeaud 《Developmental science》2019,22(1)
Previous studies have hinted at sex differences in developmental trajectories in ADHD symptoms; however, little is known about the nature or cause of these differences and their implications for clinical practice. We used growth mixture modelling in a community‐ascertained cohort of n = 1,571 participants to study sex differences in ADHD symptom developmental trajectories across the elementary and secondary school years. Participants were measured at ages 7, 8, 9, 10, 11, 12, 13, and 15. We found that females were more likely to show large symptom increases in early adolescence while males were more likely to show elevated symptoms from childhood. For both males and females, early adolescence represented a period of vulnerability characterized by relatively sudden symptom increases. Females affected by hyperactivity/impulsivity may be more likely to be excluded from diagnosis due to current age of onset criteria. More attention should be paid to early adolescence as a period of risk for hyperactivity/impulsivity symptom onset or worsening. 相似文献
153.
Michael Barkham Emma Broglia Graldine Dufour Mark Fudge Louise Knowles Alan Percy Afra Turner Charlotte Williams 《Counselling and Psychotherapy Research》2019,19(4):351-357
Against a background of huge changes in the world of university and college students since the turn of the millennium, together with a multitude of reports on student mental health/wellbeing, this article argues that the field of student mental health is hampered by the imprecise use of terms, a rush to action by universities in the absence of a robust evidence‐base, and a lack of overall coordination and collaboration in the collection and use of data. In response, we argue for clearer and more consistent use of definitions of, as well as differentiations between, student wellbeing and mental health, for a longitudinal approach to the student body that captures their developmental transitions to and through university, and a strategic and systematic approach to the use of bona fide measures in the collection of data on wellbeing and on the process of outcomes in embedded university counselling services. Such a coordinated approach will provide the necessary evidence‐base upon which to develop and deliver appropriate support and interventions to underpin and enhance the quality of students’ lives and learning while at university or college. 相似文献
154.
Many social welfare and social work students struggle to demonstrate competence in the complex process of critical reflection through to the stage of transformed thinking and action. Examples of how students learn critical reflection as an interpretive experience are scarce. This paper presents, as a case study, the process one of the authors experienced while critically reflecting on teaching critical reflection. The paper explores how this approach unlocked disturbing insights into how personally held values, views and knowledge influenced her performance relating to teaching critical reflection. Experiencing what she asks of her students raised questions regarding the duty of care that social welfare and social work educators have to ensure their students engage in critical, and transformative, self-discovery in safe and supportive ways. We propose that in the early stages of social welfare and social work degrees, rather than assessing students’ critical reflection of an event, educators examine students’ capacity to learn critical reflection in a different way. Drawing on critical hermeneutics, and a theory of visual thinking, the paper outlines the cognitive map of a process of critical reflection on teaching critical reflection. We present this as a metaphor of walking through a rainforest. 相似文献
155.
156.
157.
Mark R. Dixon Kyle E. Rowsey Karl F. Gunnarsson Jordan Belisle Caleb R. Stanley Jacob H. Daar 《Journal of Behavioral Education》2017,26(1):101-122
With the rising number of individuals diagnosed with autism and other developmental disabilities comes an increased need for effective assessment and treatment options. Previous research has indicated that applied behavior analytic techniques are among the most empirically supported and utilized treatments for this population; however, curriculum and assessment tools rooted in utilizing these techniques have very little empirical support for their reliability and validity. The current studies sought to assess the performance of both a normative sample and a sample with autism on one such assessment tool: The PEAK Generalization Module. Altogether, 183 typically developing children participated in study 1 and 84 children with a diagnosis of autism participated in study 2. The results indicated that the normative sample demonstrated a strong positive correlation between the PEAK Generalization Assessment and age, whereas the sample with autism demonstrated no significant relationship between the two. Further analysis indicates that the PEAK Generalization Assessment may be an appropriate tool for assessing individuals with autism across a wide range of ages, and provides a preliminary benchmark against which to measure both current functioning and progress in individuals with developmental disabilities. 相似文献
158.
Andres G. Viana Elizabeth J. Kiel Candice A. Alfano Laura J. Dixon Cara A. Palmer 《Journal of child and family studies》2017,26(1):194-204
This study examined the role of anxiety sensitivity as an explanatory variable in the link between two temperamental dimensions (i.e., behavioral inhibition and negative affect) and anxiety disorder symptom severity in a sample of children with anxiety disorders. Forty-four children (52?% African American) between 8 and 12 years of age and their mothers participated in this study. An assessment battery consisting of diagnostic interviews, questionnaires, and behavioral assessment of behavioral inhibition was administered. Findings revealed that anxiety sensitivity was a significant explanatory variable linking child self-reports of behavioral inhibition and negative affect to anxiety disorder symptom severity. For parent-completed measures, only direct effects of behavioral inhibition on anxiety disorder symptom severity were found. The clinical implications of our findings, including the importance and feasibility of anxiety sensitivity and behavioral inhibition assessments as part of routine clinical care of children with anxiety disorders are discussed, along with the limitations of our study. 相似文献
159.
Louise Cummings 《Metaphilosophy》2005,36(4):476-489
Abstract: Hilary Putnam's philosophical views have undergone extensive interpretation over many years. One such interpretive work is George Myerson's book Rhetoric, Reason and Society. Myerson's interest in dialogic rationalism leads him to examine the views of many theorists of rationality, philosophers and nonphilosophers alike. As a prominent philosopher of rationality, Putnam is at the very center of this examination. Notwithstanding this fact, I contend that Myerson misinterprets the dialectical character of Putnam's philosophy in general and of Putnam's views on rationality in particular. This misinterpretation, I argue, is revealing of an illusion of thought to which Myerson is subject, an illusion that makes it seem that it is possible to theorize intelligibly about rationality from a metaphysical standpoint. This same illusion, I claim, also makes it seem that Myerson's positive views on rationality are intelligible. Employing a close textual analysis of Myerson's book, I argue that neither scenario is the case. 相似文献
160.
Victoria E. White Kress Karen P. Eriksen Andrea Dixon Rayle Stephanie J. W. Ford 《Journal of counseling and development : JCD》2005,83(1):97-104
Although counselors receive training in both diagnosis and cultural foundations of human behavior, little literature or research integrates these 2 areas in order to facilitate culturally sensitive diagnostic practices. The authors attempt to rectify that lack by providing a review of the literature on the controversies associated with traditional diagnosis of cultural groups that differ from the dominant culture. Practical guidelines for culturally sensitive diagnosis are provided. 相似文献