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81.
82.
Maurice Kwong-Lai Poon 《Sexuality & culture》2006,10(3):29-58
In this article I examine contemporary Asian gay literature and argue that the experience of oppression is the central focus
of this writing. Although this focus has helped gay Asians understand their experiences as a minority, the privileging of
oppression as the primary site of gay identity also has other ramifications. In particular, it works to exclude experiences
that are crucial to gay Asian identity but that are not centered around the experience of oppression. Because language not
only describes but also determines and creates our reality, the centering of oppression in contemporary Asian gay literature
helps to construct a reality for gay Asians in which oppression becomes the primary locus for identity politics. Consequently
other kinds of experiences become, unwittingly, excluded as worthwhile areas of study in gay Asian criticism. 相似文献
83.
Children with developmental delay are at increased risk for behaviour problems, but little is known about risk and resilience factors. Previous research has established links between maternal sensitivity and behaviour problems in typically developing children, but no studies have examined maternal sensitivity in the development of behaviour problems in children with developmental delay. In this study, we coded videotaped interactions of 30 2‐year‐olds with developmental delay and their mothers using the maternal behaviour Q‐sort and a child behaviour coding system. Mothers completed the child behaviour checklist when their children were 2 and 3 years old. Results revealed significant inverse relations between maternal sensitivity and concurrent and later externalizing problems, and significant positive relations between maternal sensitivity and concurrent observed appropriate behaviour (compliance and social engagement). This study informs developmental theory and identifies an important maternal variable that may reduce the risk of behaviour problems in children with developmental delay. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献
84.
Emily L. Guertin Tricia Vause Heather Jaksic Jan C. Frijters Maurice Feldman 《Behavioral Interventions》2019,34(1):19-29
Intellectual disability (ID) is a neurodevelopmental disorder characterized by impairments in cognitive and adaptive functioning in social, practical, or conceptual domains. Individuals with ID present with higher‐order repetitive behaviors such as a need for sameness, ritualistic, and compulsive behaviors. Often referred to as obsessive compulsive behaviors (OCBs), these behaviors increase in prevalence between 2 and 5 years of age. The present study evaluated an exposure‐based behavioral intervention for decreasing OCBs and concomitantly increasing play skills in a 4‐year‐old boy with mild ID in an inclusive preschool setting. Using a multiple baseline across behaviors design, the intervention was associated with a decrease in target behaviors and an increase in the duration of peer social engagement, with results maintained at 3‐week follow‐up. The intervention consisted of exposure and response prevention with function‐based components. Procedures including prompting and reinforcement were generalized to parent and teacher mediators. This study provides preliminary support for the use of an exposure‐based behavioral intervention to treat OCBs in children of preschool age with ID. 相似文献
85.
David Rose Edouard Machery Stephen Stich Mario Alai Adriano Angelucci Renatas Berninas Emma E. Buchtel Amita Chatterjee Hyundeuk Cheon In‐Rae Cho Daniel Cohnitz Florian Cova Vilius Dranseika ngeles Eraa Lagos Laleh Ghadakpour Maurice Grinberg Ivar Hannikainen Takaaki Hashimoto Amir Horowitz Evgeniya Hristova Yasmina Jraissati Veselina Kadreva Kaori Karasawa Hackjin Kim Yeonjeong Kim Minwoo Lee Carlos Mauro Masaharu Mizumoto Sebastiano Moruzzi Christopher Y. Olivola Jorge Ornelas Barbara Osimani Carlos Romero Alejandro Rosas Lopez Massimo Sangoi Andrea Sereni Sarah Songhorian Paulo Sousa Noel Struchiner Vera Tripodi Naoki Usui Alejandro Vzquez del Mercado Giorgio Volpe Hrag Abraham Vosgerichian Xueyi Zhang Jing Zhu 《No?s (Detroit, Mich.)》2019,53(1):224-247
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87.
Maurice Stringer P. Irwing M. Giles C. McClenahan R. Wilson J. A. Hunter 《The British journal of educational psychology》2009,79(2):239-257
Background This study examines the effects of integrated and segregated schooling on Northern Irish children's self‐reported contact and friendship with members of the other denominational group in school and community settings. Aim To assess the effects of cross group friendships and cross group contacts in school and outside school on children's political attitudes. Sample A cross‐sectional design was employed with 1732 children being assessed at three age levels 11,12 & 14 years in eight‐matched integrated, maintained (Catholic) and controlled (Protestant) schools. Method Lisrel modelling was used to investigate the interrelationships among cross group friendship quality, cross group contacts in school and outside school and children's political attitudes. Results Intergroup contact within and outside school was reported frequently in integrated schools but only occasionally in segregated schools. Modelling revealed that cross group contacts in school and outside school were both associated with less extreme political attitudes. Friendship quality with cross group members had no significant effects on political attitudes. Conclusions The results provide support for educating Protestants and Catholics together as a means of moderating attitudes and creating cross‐community friendships in a divided society. 相似文献
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Maurice J. Elias 《American journal of community psychology》1994,22(3):293-318
Community psychology faces a crisis of personpower similar to that which Albee identified in the clinical field four decades
ago. It is clear that there are not, and likely never will be, a sufficient number of community psychologists to be able to
provide assessment, consultation, and planned change toward facilitating an inclusive psychological sense of community and
sound health and prosocial development in all settings that could benefit from such assistance. To help resolve this crisis,
an expanded role for community psychologists is proposed: that of participant conceptualizer and praxis explicator. A participant
conceptualizer and praxis explicator has the role not only of working within settings to understand and help conceptualize
change processes but also of reflecting on action processes that are a part of the setting, of reflecting on theory, and of
generating products that share relevant learnings. How action research serves as the methodology that allows the flow and
interplay of theory and action to take place also is discussed. Illustrations are drawn from the work of Leonard Bernstein,
Jim Henson and Kermit the Frog, and the author's work in area of school-based social competence promotion.
This article is based on much further reflection after my Distinguished Contribution to Practice in Community Psychology award
address at APA in Toronto, August 1993. The latter was designed as a talk and featured musical excepts from Leonard Bernstein
and Kermit the Frog, who also made an appearance at the talk and spoke briefly. A tape of the talk can be obtained from APA,
for the curious. I think of my work as a public corporation, shares of which belong to many colleagues, friends, and mentors,
far too numerous to mention. I give special thanks to Jim Kelly and Ed Trickett, to Irma Serrano-Garcia and Jim Dalton, to
Emory Cowen and Roger Weissberg, to George Spivack and Myrna Shure, to Jack Chinsky and George Allen, to Tom Schuyler and
to my parents, to those who generously shared selective truths about me that Jim Kelly compiled into marvelous and deeply
appreciated introductory comments, and to my chief shareholders, my family, Ellen, Sara, and Samara, whose daily love, patience,
and support I am honored to receive. 相似文献