全文获取类型
收费全文 | 1402篇 |
免费 | 64篇 |
专业分类
1466篇 |
出版年
2023年 | 5篇 |
2021年 | 10篇 |
2020年 | 24篇 |
2019年 | 42篇 |
2018年 | 35篇 |
2017年 | 40篇 |
2016年 | 44篇 |
2015年 | 26篇 |
2014年 | 31篇 |
2013年 | 167篇 |
2012年 | 52篇 |
2011年 | 75篇 |
2010年 | 51篇 |
2009年 | 36篇 |
2008年 | 64篇 |
2007年 | 55篇 |
2006年 | 70篇 |
2005年 | 48篇 |
2004年 | 42篇 |
2003年 | 46篇 |
2002年 | 44篇 |
2001年 | 18篇 |
2000年 | 18篇 |
1999年 | 21篇 |
1998年 | 28篇 |
1997年 | 10篇 |
1996年 | 28篇 |
1995年 | 18篇 |
1994年 | 14篇 |
1993年 | 18篇 |
1992年 | 20篇 |
1991年 | 21篇 |
1990年 | 16篇 |
1989年 | 10篇 |
1988年 | 12篇 |
1987年 | 11篇 |
1986年 | 15篇 |
1985年 | 16篇 |
1984年 | 18篇 |
1983年 | 11篇 |
1982年 | 15篇 |
1981年 | 13篇 |
1980年 | 17篇 |
1979年 | 9篇 |
1978年 | 15篇 |
1977年 | 8篇 |
1976年 | 5篇 |
1975年 | 8篇 |
1974年 | 7篇 |
1973年 | 12篇 |
排序方式: 共有1466条查询结果,搜索用时 15 毫秒
211.
This article presents charts from The American Psychiatric Association Practice Guideline for the Assessment and Treatment of Patients with Suicidal Behaviors, part of the Practice Guidelines for the Treatment of Psychiatric Disorders Compendium, and a summary of the assessment information in a format that can be used in routine clinical practice. Four steps in the assessment process are presented: the use of a thorough psychiatric examination to obtain information about the patient's current presentation, history, diagnosis, and to recognize suicide risk factors therein; the necessity of asking very specific questions about suicidal ideation, intent, plans, and attempts; the process of making an estimation of the patient's level of suicide risk is explained; and the use of modifiable risk and protective factors as the basis for treatment planning is demonstrated. Case reports are used to clarify use of each step in this process. 相似文献
212.
Lerman DC Tetreault A Hovanetz A Strobel M Garro J 《Journal of applied behavior analysis》2008,41(2):243-248
The purpose of this study was to further evaluate the outcomes of a model program that was designed to train current teachers of children with autism. Nine certified special education teachers participating in an intensive 5-day summer training program were taught a relatively large number of specific skills in two areas (preference assessment and direct teaching). The teachers met the mastery criteria for all of the skills during the summer training. Follow-up observations up to 6 months after training suggested that the skills generalized to their classrooms and were maintained for most teachers with brief feedback only. 相似文献
213.
Collective biography is a research strategy that works at the level of bodily and emotional knowledge and moves beyond individualized versions of the subject, towards subjects-in-process and subjects-in-relation (Davies and Gannon, 2006). In this paper we, the authors, reflect upon and describe our experiences of using collective biography practices as a way of interrogating and writing our way into ‘pivotal moments’ within the Pierre Rivière texts (both book and film). The collective writing about ‘pivotal moments’ that our research group generated during workshops held at a university, exploring the ‘Pierre Rivière’ narratives have then been further reworked into a reflective, layered account, through an ambling conversational process. 相似文献
214.
215.
216.
217.
Margaret A. Neale Gregory B. Northcraft 《Organizational behavior and human decision processes》1986,38(3)
Recently a controversy has arisen among behavioral decision theory researchers concerning the generalizability of research based upon student subject samples to the behavior of expert decision makers. This study compared the influence of framing and performance constraints (goals or limits) on the ability of expert and amateur negotiators to reach integrative agreements in a negotiation task novel to both. The results suggested that while experts did outperform amateurs on comparable competitive market simulations, the patterns of their performance as influenced by framing and performance constraints were consistent. 相似文献
218.
Margaret P. Wardlaw 《Journal of religion and health》2011,50(1):62-74
Modern medicine serves a religious function for modern Americans as a conduit through which science can be applied directly
to the human body. The first half of this paper will focus on the theoretical foundations for viewing medicine as a religious
practice arguing that just as a hierarchical structured authoritarian church historically mediated access to God, contemporary
Western medicine provides a conduit by which the universalizable truths of science can be applied to the human being thereby
functioning as a new established religion. I will then illustrate the many parallels between medicine and religion through
an analysis of rituals and symbols surrounding and embedded within the modern practice of medicine. This analysis will pay
special attention to the primacy placed on secret interior knowledge of the human body. I will end by responding to the hope
for a “secularization of American medicine,” exploring some of the negative consequences of secularization, and arguing that,
rather than seeking to secularize, American medicine should strive to use its religious features to offer hope and healing
to the sick, in keeping with its historically religious legacy. 相似文献
219.
Margaret H. Sibley William E. Pelham Brooke S. G. Molina Elizabeth M. Gnagy Daniel A. Waschbusch Aparajita Biswas Michael G. MacLean Dara E. Babinski Kathryn M. Karch 《Journal of abnormal child psychology》2011,39(1):21-32
This study examined the association between childhood ADHD and juvenile delinquency by examining data from the Pittsburgh
ADHD Longitudinal Study (PALS), a follow-up study of individuals diagnosed with ADHD in childhood (ages 5–12) and recontacted
in adolescence and young adulthood for yearly follow-up (age at first follow-up interview M = 17.26, SD = 3.17). Participants were 288 males with childhood ADHD and 209 demographically similar males without ADHD who were recruited
into the follow-up study. Delinquency information gathered yearly during the second through eighth follow-up provided a comprehensive
history of juvenile delinquency for all participants. Four childhood diagnostic groups [ADHD-only (N = 47), ADHD + ODD (N = 135), ADHD + CD (N = 106), and comparison (N = 209)] were used to examine group differences on delinquency outcomes. Analyses were conducted across three dimensions of
delinquency (i.e., severity, age of initiation, and variety). Individuals with childhood ADHD + CD displayed significantly
worse delinquency outcomes than the other three groups, across almost all indices of offending. When compared to comparison
participants, boys with ADHD-only and ADHD + ODD in childhood displayed earlier ages of delinquency initiation, a greater
variety of offending, and higher prevalence of severe delinquency. These findings suggest that although childhood ADHD + CD
creates the greatest risk for delinquency, boys with ADHD-only and ADHD + ODD also appear at a higher risk for later offending.
The patterns of offending that emerged from the PALS are discussed in the context of the relationship between ADHD, comorbidity,
and delinquency. 相似文献
220.
Margaret Mitchell Danielle Every Rob Ranzijn 《Journal of community & applied social psychology》2011,21(4):329-341
Everyday conversations among non‐Indigenous Australians are a significant site in which racism towards Indigenous Australians is reproduced and maintained. This study explores the possibilities of everyday antiracism by asking how people negotiate racist discourses in interpersonal contexts. Twelve first year psychology students (10 female, 2 male, aged 18–50) who had completed a compulsory Indigenous studies course were recruited as participants. Semi‐structured interviews were thematically analysed for the constraints and facilitators for responding to racism in everyday contexts. As constraints against speaking up, participants offered ‘social expectations to fit in’, ‘fear of provoking aggression and conflict’, assessments of ‘the type of relationship’, whether they ‘could make a difference’ and the ‘type of racism’. As a facilitator for speaking up, participants reported they were confident in challenging erroneous statements when they felt well informed and authoritative about the facts. The research suggests that everyday antiracism requires a preparedness to deal with possible discomfort and ‘bad feeling’ which participants reported avoiding. The paper concludes with suggestions for stimulating critical thinking and intergroup dialogue in relation to everyday antiracism. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献