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951.
952.
Maria Grazia Tosto Gabrielle Garon-Carrier Susan Gross Stephen A. Petrill Sergey Malykh Karim Malki Sara A. Hart Lee Thompson Rezhaw L. Karadaghi Nikita Yakovlev Tatiana Tikhomirova John E. Opfer Michèle M. M. Mazzocco Ginette Dionne Mara Brendgen Frank Vitaro Richard E. Tremblay Michel Boivin Yulia Kovas 《The British journal of educational psychology》2019,89(4):787-803
953.
Kathryn R. Glodowski Rachel H. Thompson Lauren Martel 《Journal of applied behavior analysis》2019,52(1):17-27
Experts in infant health and development consider the rooting reflex a cue of a baby's hunger and recommend feeding the infant when this reflex occurs. However, the relation between rooting and infant feeding status has not been well established in the literature. In the current study, seven parents documented the occurrence of their newborns' rooting, crying, and a control reflex (palmar grasp) before, after, and between naturally occurring feedings. For all participants, rooting occurred during a greater percentage of reflex checks prior to feedings, whereas the palmar grasp occurred during a similar percentage of checks across these time periods. These results provide empirical support for the rooting reflex as a feeding cue. However, data for only one dyad suggested a high probability of the rooting reflex occurring without crying during prefeeding checks. Thus, our data do not provide evidence that feeding in response to the rooting reflex would preempt infant crying. 相似文献
954.
Sarah Goodrum Mary K. Evans Andrew J. Thompson William Woodward 《Behavioral sciences & the law》2019,37(4):353-371
Threat assessment theory and practice have evolved significantly since Columbine. The US Secret Service's guidelines for threat assessment include 11 questions that school officials should ask to identify, investigate, and manage students of concern. Yet, no research examines how school officials implement these questions. This qualitative case study examines the way that school officials used the 11 questions with a student of concern, who underwent a threat assessment and 3 months later shot and killed a classmate and himself on school grounds. The data include deposition testimony from 12 school and district officials and more than 8,000 pages of records in the case. For each of the 11 questions, the findings reveal what the threat assessment team knew and might have learned; the findings also demonstrate the importance of multiple sources of information, a multidisciplinary team, and an investigative mindset. The questions may prove difficult to answer in “loosely coupled” systems, like schools, where information is unintentionally lost due to the organization's structural hierarchy, specialization of tasks, and heavy workloads. The findings provide critical lessons learned for threat assessment, information gathering, and violence prevention in schools. 相似文献
955.
The current program of research examined how the four dimensions of the attribution (locus of causality, controllability, stability, intentionality) influenced judgments of a partner’s hypothetical infidelity and actor-observer discrepancies associated with judgments of real-life infidelity. The results from Study 1 (N?=?396) revealed that the dimensions of the attribution affected the extent to which adults’ judged a partner’s hypothetical behavior as indicative of infidelity differently depending on the type of behavior. When reporting on real-life behavior (Study 2, N?=?802), adults attributed the cause of their partner’s infidelity as being a result of internal, controllable, stable, and intentional causes to a greater extent than when judging their own infidelity. 相似文献
956.
957.
Evangelia-Chrysanthi Kouklari Trevor Thompson Claire P. Monks Stella Tsermentseli 《Journal of cognition and development》2017,18(4):399-418
Previous research has clearly demonstrated that autism spectrum disorder (ASD) involves deficits in multiple neuropsychological functions, such as executive function (EF) and theory of mind (ToM). A conceptual distinction is commonly made between cool and hot EF. In ASD, continued attention has been paid to the cool areas of executive dysfunction. Cool EF has been strongly related to ToM, but research has not taken into account the association between hot EF and ToM in ASD. The present study investigated the associations between hot and cool EF and ToM in 56 school-aged children with ASD and 69 controls on tasks tapping cool EF (i.e., working memory, inhibition, planning), hot EF (i.e., affective decision making, delay discounting), and ToM (i.e., mental state/emotion recognition and false belief). Significant group differences in each EF measure support an executive dysfunction in both domains in ASD. Strong associations between delay discounting and ToM mental state/emotion recognition were found, suggesting that hot EF makes a unique contribution to ToM above and beyond cool EF in typical development and ASD. This study improves understanding of the profile of higher-order cognitive deficits in children with ASD, which may inform diagnosis and intervention. 相似文献
958.
Jason T. Duffy Michelle N. Saltis Laura K. Thompson Steven J. Kassirer 《Journal of Creativity in Mental Health》2017,12(3):320-334
The authors explored the lived experiences of two cohorts of counselors-in-training who experienced a metaphoric story creation activity in pre-practicum II, a clinical training course. Using Merriam’s interpretive qualitative approach, the data suggested that students perceived the activity to have facilitated their ability to make meaning of their experiences in the class, as well as to better understand their development as counselors-in-training. 相似文献
959.
Studies have reported high correlations in accuracy across estimation contexts, robust transfer of estimation training to novel numerical contexts, and adults drawing mistaken analogies between numerical and fractional values. We hypothesized that these disparate findings may reflect the benefits and costs of learning linear representations of numerical magnitude. Specifically, children learn that their default logarithmic representations are inappropriate for many numerical tasks, leading them to adopt more appropriate linear representations despite linear representations being inappropriate for estimating fractional magnitude. In Experiment 1, this hypothesis accurately predicted a developmental shift from logarithmic to linear estimates of numerical magnitude and a negative correlation between accuracy of numerical and fractional magnitude estimates (r = −.80). In Experiment 2, training that improved numerical estimates also led to poorer fractional magnitude estimates. Finally, both before and after training that eliminated age differences in estimation accuracy, complementary sex differences were observed across the two estimation contexts. 相似文献
960.
We evaluated the effectiveness of group safety training and in situ feedback and response interruption to teach preschool children to avoid consuming potentially hazardous substances. Three children ingested ambiguous substances during a baited baseline assessment condition and continued to ingest these substances following group safety training. In situ feedback and response interruption resulted in a decrease in opening ambiguous containers; this decrease was maintained when ambiguous novel containers were presented and when assessments occurred in a novel setting and with a novel experimenter. For 2 children, these gains were also maintained during a brief follow-up period. Twelve children did not ingest ambiguous substances prior to training, and group safety training did not evoke inappropriate ingestion. 相似文献