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231.
Kristie L. Austin PGDipPsych Annie O'Connell MAppSc 《Child & family behavior therapy》2013,35(3):195-211
Sleep disturbances are very prevalent in children with developmental delay. Parental-assisted behavioral strategies have been used effectively in school-aged children; however, multimodal treatment for preschool-aged children is lacking. The current study is a preliminary investigation of the effectiveness of a parent group program called Sleepwise designed for young children with developmental delay and incorporating behavioral, communicative, and sensory strategies. Six parents attended three workshop sessions and implemented individualized treatment plans. Initial results revealed significant posttreatment reductions in child sleep disturbances and behavioral problems, with high treatment acceptability ratings by parents. Outcomes were generally maintained at 1-month follow-up. 相似文献
232.
Sudeep Sharma Mugdha Gangopadhyay Elizabeth Austin Manas K. Mandal 《International Journal of Selection & Assessment》2013,21(1):57-73
The present study describes the development and validation of a situational judgment test (SJT) of emotional intelligence (EI). Initially, 80 situations and three response alternatives for each situation were created based on the available theoretical models. Principal component factor analysis with direct oblimin rotation of data (N = 213) yielded a three‐factor structure with 46 items. These factors were (1) utilizing own emotion, (2) sensing other's emotion, and (3) understanding emotional context. Additional studies showed that the measure had good internal consistency and test‐retest reliability. None of the three factors strongly correlated with the Big Five factors of personality (NEO Five‐Factor Inventory, thus establishing its identity as a construct distinct from personality. Findings of confirmatory factor analysis on secondary data reconfirm the three‐factor model for a 46‐item SJT of EI. The second study also found no correlation among these three factors, intelligence scores measured using Raven's Matrices, and trait EI score measured using the Trait Emotional Intelligence Questionnaire. The third study was conducted in order to determine the relationship of SJT of EI with academic achievement and life satisfaction. All three factors of SJT‐based EI measure were significantly associated with academic achievement and life satisfaction. 相似文献
233.
234.
James H. Austin 《当代佛教》2013,14(1):61-81
Increasingly open to question are the efficacies and timing of some traditional, conventional and current meditative techniques. Recent brain research emphasizes that it is important to distinguish between the Self-centred (egocentric) and other-centred (allocentric) streams of processing. It also proves useful to view as complementary the assets of the concentrative and receptive styles of meditation, especially when one's practices cultivate an appropriate balance between their top-down and bottom-up systems of attentive processing. From this neural perspective, Part I ventures a small sample of empirical suggestions. Some of these could help practitioners engage in more open, effortless, choiceless, varieties of receptive meditation–indoors and outdoors. Part II discusses recent research that illuminates issues arising at the interface between Self and other. The evidence suggests how a balanced attentiveness might enable long-term meditators to enhance mindfulness of the present moment, while simultaneously becoming much less fearful and, ultimately, freer to openly express their most objective, innate instincts of selfless compassion.
The art of Progress is to preserve order amid change and to preserve change amid order. (Alfred North Whitehead 1861–1947) 相似文献
235.
Mandy Rispoli Mark O’Reilly Russell Lang Jeff Sigafoos Austin Mulloy Jeannie Aguilar George Singer 《Journal of Behavioral Education》2011,20(4):224-232
This study evaluated the influence of language of implementation on functional analysis outcomes for a child with a severe
intellectual disability from a Spanish-speaking home. Challenging behavior was assessed during 5-min sessions under 4 conditions;
attention, play-verbal, play-nonverbal, and demand and across 2 phases; implementation in English versus Spanish. The highest
levels of challenging behavior occurred during the attention and demand conditions of the English phases. These results suggest
that the language of implementation may influence the overall levels of challenging behavior within functional analysis conditions. 相似文献
236.
Sathiyaprakash?RamdossEmail author Russell?Lang Austin?Mulloy Jessica?Franco Mark?O’Reilly Robert?Didden Giulio?Lancioni 《Journal of Behavioral Education》2011,20(1):55-76
The purpose of this review is to provide a systematic analysis of studies involving the use of computer-based interventions
(CBI) to teach communication skills to children with autism spectrum disorders (ASD). This review evaluates intervention outcomes,
appraises the certainty of evidence, and describes software and system requirements for each included study. This review has
three main aims: (a) to evaluate the evidence-base regarding CBI, (b) to inform and guide practitioners interested in using
CBI, and (c) to stimulate and guide future research aimed at improving the efficiency and effectiveness of CBI in communication
for individuals with ASD. Results suggest that CBI should not yet be considered a researched-based approach to teaching communication
skills to individuals with ASD. However, CBI does seem a promising practice that warrants future research. 相似文献
237.
Byron Newberry Katherine Austin William Lawson Greta Gorsuch Thomas Darwin 《Science and engineering ethics》2011,17(1):171-194
This article describes the education portion of an ongoing grant-sponsored education and research project designed to help
graduate students in all engineering disciplines learn about the basic ethical principles, rules, and obligations associated
with engineering practice in the United States. While the curriculum developed for this project is used for both domestic
and international students, the educational materials were designed to be sensitive to the specific needs of international
graduate students. In recent years, engineering programs in the United States have sought to develop a larger role for professional
ethics education in the curriculum. Accreditation requirements, as well as pressures from the private sector, have helped
facilitate this shift in focus. Almost half of all engineering graduate students in the U.S. are international students. Further,
research indicates that the majority of these students will remain in the U.S. to work post-graduation. It is therefore in
the interest of the profession that these students, coming from diverse backgrounds, receive some formal exposure to the professional
and ethical expectations and norms of the engineering profession in the United States to help ensure that they have the knowledge
and skills—non-technical as well as technical—required in today’s engineering profession. In becoming acculturated to professional
norms in a host country, international students face challenges that domestic students do not encounter; such as cultural
competency, language proficiency, and acculturation stress. Mitigating these challenges must be a consideration in the development
of any effective education materials. The present article discusses the project rationale and describes the development of
on-line instructional materials aimed at helping international engineering graduate students acclimate to professional engineering
ethics standards in the United States. Finally, a brief data summary of students’ perceptions of the usefulness of the content
and instructional interface is provided to demonstrate the initial effectiveness of the materials and to present a case for
project sustainability. 相似文献
238.
One of the key facets of emotional intelligence (EI) is the capacity of an individual to recognise emotions in others. However, this has not been tested cross-culturally, despite the body of research indicating that people are better at recognising facial affect of members of their own culture. Given the emotion recognition aspect of EI, it would seem that EI should be related to correctly identifying emotion in others regardless of race. In order to test this, a social perception inspection time task was carried out in which participants (41 Caucasian and 46 Far-East Asian) were required to identify the emotion on Caucasian and Far-East Asian faces that were happy, sad, or angry. Results from this study indicate that EI was not related to correctly identifying facial expressions. The results did confirm that participants are better able to recognise people of their own ethnicity, though this was only applicable to negative emotions. 相似文献
239.
A reversal (ABABAB) design was used to assess the effects of a verbal prompt on safety belt use of restaurant patrons. A verbal prompt delivered by employees at the exit door resulted in an average increase of 20% in safety belt use by drivers leaving the restaurant. A previous study provided this type of antecedent immediately before supermarket patrons entered their vehicles. This effort demonstrates the effects of a verbal prompt with greater latency between the prompt and target response. 相似文献
240.