全文获取类型
收费全文 | 437篇 |
免费 | 34篇 |
国内免费 | 1篇 |
出版年
2023年 | 5篇 |
2020年 | 5篇 |
2019年 | 12篇 |
2018年 | 12篇 |
2017年 | 23篇 |
2016年 | 18篇 |
2015年 | 13篇 |
2014年 | 5篇 |
2013年 | 50篇 |
2012年 | 20篇 |
2011年 | 24篇 |
2010年 | 13篇 |
2009年 | 16篇 |
2008年 | 24篇 |
2007年 | 26篇 |
2006年 | 22篇 |
2005年 | 6篇 |
2004年 | 4篇 |
2003年 | 10篇 |
2002年 | 10篇 |
2001年 | 3篇 |
2000年 | 9篇 |
1999年 | 7篇 |
1998年 | 4篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 5篇 |
1989年 | 6篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1986年 | 4篇 |
1985年 | 3篇 |
1984年 | 7篇 |
1980年 | 5篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1976年 | 5篇 |
1975年 | 5篇 |
1974年 | 7篇 |
1973年 | 3篇 |
1972年 | 3篇 |
1971年 | 3篇 |
1970年 | 7篇 |
1969年 | 5篇 |
1968年 | 5篇 |
1967年 | 5篇 |
1966年 | 2篇 |
排序方式: 共有472条查询结果,搜索用时 15 毫秒
191.
192.
193.
Amy M. Hamilton Johnathan L. Fowler Brooke Hersh Cynthia A. Austin Stephen E. Finn Deborah J. Tharinger 《Journal of personality assessment》2013,95(2):108-120
We present a case study of a child's psychological assessment using the methods of Therapeutic Assessment (TA). The case illustrates how TA can help assessors understand the process and structure of a family by highlighting how maladaptive family processes and interactions impact a child's development. It also illustrates how TA with a child can serve as a family intervention. In this case, it became apparent that the child's social difficulties were significant, not minor as initially reported by the parents, and were rooted in an insecure attachment, underlying depression, an idiosyncratic view of the world, and longing for attention, all of which were hidden or expressed in grandiose, expansive, and off-putting behaviors. In addition, the familial hierarchy was inverted; the parents felt ineffective and the child felt too powerful, leading to enhanced anxiety for the child. Intervention throughout, punctuated by the family session and feedback sessions, allowed the parents to develop a new “story” about their child and for the child to experience a new sense of safety. Following the TA, the parents and child indicated high satisfaction, enhanced family functioning, and decreased child symptomatology. Subsequent family therapy sessions allowed the family to further implement the interventions introduced in the TA. 相似文献
194.
A study combining artificial grammar and sentence comprehension methods investigated the learning and online use of probabilistic, nonadjacent combinatorial constraints. Participants learned a small artificial language describing cartoon monsters acting on objects. Self-paced reading of sentences in the artificial language revealed comprehenders’ sensitivity to nonadjacent combinatorial constraints, without explicit awareness of the probabilities embedded in the language. These results show that even newly-learned constraints have an identifiable effect on online sentence processing. The rapidity of learning in this paradigm relative to others has implications for theories of implicit learning and its role in language acquisition. 相似文献
195.
196.
197.
198.
Ryan A. Hamilton David Scott Michael P. MacDougall 《Journal of Applied Sport Psychology》2013,25(2):226-239
Self-talk in sport has been widely researched with somewhat conflicting results (Van Raalte et al., 1995; Perkos et al., 2002). The purpose of this study was to assess the effectiveness of three different self-talk interventions on endurance performance. Participants were nine cyclists who performed a 20-minute cycling ergometer workout two times per week for five weeks. At each workout participants were requested to cycle as far as possible. A multiple-baseline design was utilized, which after varying baseline lengths allowed for the implementation of one out of three self-talk interventions: self-regulated positive self-talk, assisted positive self-talk, and assisted negative self-talk. Results revealed a performance increase in all groups with the greatest increase being found in the assisted positive self-talk condition. 相似文献
199.
This article compares the usefulness of standard score results (such as correlations and standardized regression coefficients) to that of raw scores results (such as covariances and raw score regression coefficients). The 2 main advantages of presenting standardized results is then examined. First, reporting standardized coefficients allows recognition of causal relationships that replicate across studies, facilitating meta‐analysis. Second, an analysis with standardized coefficients allows the researcher to determine which of the predictor variables has the largest relative impact on the criterion variable. The implications of these 2 standardized score advantages are demonstrated with examples. 相似文献
200.