全文获取类型
收费全文 | 991篇 |
免费 | 34篇 |
出版年
2023年 | 3篇 |
2021年 | 7篇 |
2020年 | 16篇 |
2019年 | 10篇 |
2018年 | 24篇 |
2017年 | 27篇 |
2016年 | 26篇 |
2015年 | 17篇 |
2014年 | 17篇 |
2013年 | 127篇 |
2012年 | 34篇 |
2011年 | 40篇 |
2010年 | 26篇 |
2009年 | 27篇 |
2008年 | 32篇 |
2007年 | 40篇 |
2006年 | 36篇 |
2005年 | 29篇 |
2004年 | 26篇 |
2003年 | 29篇 |
2002年 | 51篇 |
2001年 | 14篇 |
2000年 | 15篇 |
1999年 | 24篇 |
1998年 | 22篇 |
1997年 | 17篇 |
1996年 | 13篇 |
1995年 | 8篇 |
1994年 | 11篇 |
1993年 | 14篇 |
1992年 | 20篇 |
1991年 | 9篇 |
1990年 | 10篇 |
1989年 | 10篇 |
1988年 | 13篇 |
1987年 | 11篇 |
1986年 | 10篇 |
1985年 | 12篇 |
1984年 | 17篇 |
1983年 | 12篇 |
1982年 | 8篇 |
1981年 | 11篇 |
1980年 | 12篇 |
1979年 | 13篇 |
1978年 | 23篇 |
1977年 | 10篇 |
1976年 | 13篇 |
1975年 | 9篇 |
1973年 | 4篇 |
1969年 | 3篇 |
排序方式: 共有1025条查询结果,搜索用时 31 毫秒
941.
Beth N. Peshkin Scott Kelly Rachel H. Nusbaum Morgan Similuk Tiffani A. DeMarco Gillian W. Hooker Heiddis B. Valdimarsdottir Andrea D. Forman Jessica Rispoli Joines Claire Davis Shelley R. McCormick Wendy McKinnon Kristi D. Graves Claudine Isaacs Judy Garber Marie Wood Lina Jandorf Marc D. Schwartz 《Journal of genetic counseling》2016,25(3):472-482
Telephone genetic counseling (TC) for hereditary breast/ovarian cancer risk has been associated with positive outcomes in high risk women. However, little is known about how patients perceive TC. As part of a randomized trial of TC versus usual care (UC; in-person genetic counseling), we compared high risk women’s perceptions of: (1) overall satisfaction with genetic counseling; (2) convenience; (3) attentiveness during the session; (4) counselor effectiveness in providing support; and (5) counselor ability to recognize emotional responses during the session. Among the 554 participants (TC, N?=?272; UC, N?=?282), delivery mode was not associated with self-reported satisfaction. However, TC participants found counseling significantly more convenient than UC participants (OR?=?4.78, 95 % CI?=?3.32, 6.89) while also perceiving lower levels of support (OR?=?0.56, 95 % CI?=?0.40–0.80) and emotional recognition (OR?=?0.53, 95 % CI?=?0.37–0.76). In exploratory analyses, we found that non-Hispanic white participants reported higher counselor support in UC than in TC (69.4 % vs. 52.8 %; OR?=?3.06, 95 % CI?=?1.39–6.74), while minority women perceived less support in UC vs. TC (58.3 % vs. 38.7 %; OR?=?0.80, 95 % CI?=?0.39–1.65). We discuss potential research and practice implications of these findings which may further improve the effectiveness and utilization of TC. 相似文献
942.
Debra Lochner Doyle Rawan I. Awwad Jehannine C. Austin Bonnie J. Baty Amanda L. Bergner Stephanie J. Brewster Lori A. H. Erby Cathi Rubin Franklin Anne E. Greb Robin E. Grubs Gillian W. Hooker Sarah Jane Noblin Kelly E. Ormond Christina G. Palmer Elizabeth M. Petty Claire N. Singletary Matthew J. Thomas Helga Toriello Carol S. Walton Wendy R. Uhlmann 《Journal of genetic counseling》2016,25(5):868-879
943.
While salespeople use adaptive influence tactics in interactions with consumers, consumers can act as goal-oriented individuals attempting to manage those interactions. Prior research has documented a repertoire of consumer response behaviours, but little is known about the motivational forces. The present research examines the effects of regulatory focus on consumer behavioural tendencies in response to personal selling attempts. The findings suggest that the more promotion-focused consumers are more likely to engage in goal-seeking behaviours. This research not only addresses a void in the literature, but more importantly, sheds light on motivational antecedents driving consumer behaviours in customer–salesperson interactions. 相似文献
944.
Conversation with 2017 American Academy of Religion Excellence in Teaching award winner Lynn Neal
下载免费PDF全文
![点击此处可从《Teaching Theology & Religion》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Lynn S. Neal Eugene V. Gallagher Pui Lan Kwok Thomas Pearson 《Teaching Theology & Religion》2018,21(2):142-157
This conversation between the 2017 American Academy of Religion Excellence in Teaching award winner Lynn Neal and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and the 2016 Teaching award winner Joanne Maguire Robinson. The exchange takes as its point of departure the AAR teaching statement that Professor Neal submitted. Topics discussed include introductory courses, active learning assignments, religious intolerance and privatization, student learning outcomes, different levels of student skills and preparation, augmenting assignments through the production of video interviews with scholars, and finding conversation partners for reflecting on teaching under the life balance stresses of the academy today. 相似文献
945.
This study introduces a new reflective practice questionnaire (RPQ) that can be used to assess self-reported measures for investigating the experiences, benefits, and potential pitfalls of reflective practice and reflective supervision. This questionnaire sets itself apart from previous self-report measures of reflective practice by the ability to administer to individuals working in any service industry (e.g. psychology, nursing, education, and others). This will allow for future investigations that can compare and contrast across different contexts and professions. This will further the understanding of how reflective practice impacts those engaged with the process. The present study provides preliminary evaluation of the questionnaire with samples from the general public (Study 1), and mental health practitioners (Study 2). The questionnaire includes a number of short four-item sub-scales for evaluating reflective practice including: reflective-inaction; reflective-on-action; reflective with others self-appraisal; desire for improvement; confidence (general); confidence (communication); uncertainty; stress interacting with clients; and job satisfaction. A six-item attitude towards reflective supervision scale is also included in the research. Results suggest that reflective practice can foster confidence and further a desire for self-improvement. However, results also indicate how reflective practice might increase uncertainty and stress in some individuals. Study 2 reveals that a more positive appraisal of reflective supervision is associated with greater selfreported reflection, desire for improvement, and confidence. 相似文献
946.
Several factors may impede ethnoracial minority inclusion in Mindfulness- and Meditation-Based Intervention (MMBI) studies, such as healthcare disparities, historical underrepresentation in clinical research, and a conceptual perspective that emphasizes the universality of Buddhist teachings. This systematic review was performed with the aim of describing MMBI studies with a significant diversity focus, defined as involving minority inclusion in sample composition, cultural adaptations of interventions, and/or planned comparisons of outcomes for different ethnoracial groups. Studies were identified through PsycINFO and MEDLINE databases from 1990 to 2016 in the United States. We reviewed 12,265 citations to include 24 MMBI diversity-focused studies. Aside from Native Alaskans, all other major US ethnoracial minority groups were included in at least one study. Most of the studies (75%) were conducted with child and youth samples; the others included only women. Most (58%) included participants selected for a health or mental health condition, but none required specific diagnoses for study inclusion. The most commonly used MMBI was mindfulness-based stress reduction (29%), and only 12.5% of all studies used a culturally adapted intervention. Only one study reported planned ethnoracial comparisons of treatment outcomes. Cohen’s d effect sizes for single-sample studies ranged from 0.10 to 0.62 and for randomized controlled trials ranged from 0.02 to 0.99. Results from this systematic review highlight the dearth of diversity focus in MMBI research. Future work should include indicators of feasibility, acceptability, and safety; address underrepresentation of ethnoracial minorities, men, and participants with clinically or functionally significant symptoms; and investigate cultural adaptations to optimize treatment effectiveness. 相似文献
947.
Thomas R. Kratochwill Lynn McDonald Holly Young Bear-Tibbetts 《Journal of School Psychology》2004,42(5):359
The goals of this randomized intervention study were to: (a) increase academic performance among American Indian children ages 4-9 years and (b) reduce classroom problem behaviors. To achieve these goals, the multi-family group program called Families and Schools Together (FAST) was adapted with three American Indian Nations in Wisconsin. Over 3 years, seven multi-family group cycles of FAST were implemented, each lasting 8 weeks. In collaboration with the College of Menominee Nation, this parent intervention approach was adapted to express tribal values while maintaining its core components. Fifty pairs of universally recruited American Indian students at three schools who were assessed, matched on five variables, and then randomly assigned to either the FAST or non-FAST control condition. Pretest, posttest, and 9- to 12-month follow-up data were collected by American Indian staff and university students on multiple indicators of academic and behavioral performance. Of the 50 families that attended FAST meetings at least once, 40 graduated (80%) from the 7 FAST cycles. On the immediate posttest, statistically significant differences in improvement, favoring FAST participants were found on the Aggressive Behavior scale of the teacher-rated Child Behavior Checklist (CBCL) and on the parent-rated Withdrawn scale of the same instrument. On the 1-year follow-up assessment, parent CBCL ratings indicated that FAST students had maintained their less withdrawn status and teacher ratings on the Social Skills Rating Scale (SSRS) revealed that FAST participants had exhibited relatively greater improvement in their academic competence. Parent surveys of the graduated students generally showed satisfaction with the program. Implications of the present results and future research directions are discussed. 相似文献
948.
Lynn Fendler 《Studies in Philosophy and Education》2004,23(5-6):445-466
This paper examines the consequences for agency that Foucault’s historiographical approach constructs. The analysis begins by explaining the difference between ‘legislative history’ and ‘exemplary history,’ drawing parallels to similar theoretical distinctions offered in the works of Max Weber, J.L. Austin, and Zygmunt Bauman. The analysis continues by reading Habermas’s critique of Foucault through the tropological lenses suggested by White [Metahistory. Baltimore, MD: Johns Hopkins University Press, 1973]; it argues that Habermas’s critique misrecognizes the tropes of Foucaultian genealogy. The paper draws implications for education by articulating possibilities for praxis and agency in terms of pedagogy specifically related to the distinction between didactics and modeling. The paper concludes by suggesting that genealogy does not ‘play by Hegel’s rules,’ but rather exemplifies agency in ways that are not recognizable from a modernist perspective. 相似文献
949.
Lynn Seskin Eileen Feliciano Gil Tippy Ruby Yedloutschnig K. Mark Sossin Anastasia Yasik 《Journal of abnormal child psychology》2010,38(7):949-960
While attachment research has demonstrated that parents’ internal working models of attachment relationships tend to be transmitted
to their children, affecting children’s developmental trajectories, this study specifically examines associations between
adult attachment status and observable parent, child, and dyadic behaviors among children with autism and associated neurodevelopmental
disorders of relating and communicating. The Adult Attachment Interview (AAI) was employed to derive parental working models
of attachment relationships. The Functional Emotional Assessment Scale (FEAS) was used to determine the quality of relational
and functional behaviors in parents and their children. The sample included parents and their 4- to 16-year-old children with
autism and associated neurodevelopmental disorders. Hypothesized relationships between AAI classifications and FEAS scores
were supported. Significant correlations were found between AAI classification and FEAS scores, indicating that children with
autism spectrum disorders whose parents demonstrated secure attachment representations were better able to initiate and respond
in two-way pre-symbolic gestural communication; organize two-way social problem-solving communication; and engage in imaginative
thinking, symbolic play, and verbal communication. These findings lend support to the relevance of the parent’s state of mind
pertaining to attachment status to child and parent relational behavior in cases wherein the child has been diagnosed with
autism or an associated neurodevelopmental disorder of relating and communicating. A model emerges from these findings of
conceptualizing relationships between parental internal models of attachment relationships and parent-child relational and
functional levels that may aid in differentiating interventions. 相似文献
950.
Richard Lynn 《Intelligence》2010,38(5):451-455
Beraldo (2010) and Cornoldi, Belacchi, Giofre, Martini, and Tressoldi (2010) (CBGMT) have eight criticisms of my paper (Lynn, 2010) claiming that the large north–south differences in per capita income in Italy are attributable to differences in the average levels of intelligence in the populations. CBGMT give results for seven data sets for IQs in the north and south of Italy. All of these show that IQs are higher than in the north than in the south, although the differences are not as great as those I calculated. Other criticisms to the effect that the PISA tests are not measures of intelligence are refuted. The results of two further studies are given that confirm that IQs in the north of Italy are approximately 10 IQ points higher than in south. 相似文献