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803.
Nick Hughes 《Philosophical Studies》2014,169(2):333-338
Williamson (2000) appeals to considerations about when it is natural to say that a hypothesis is consistent with one’s evidence in order to motivate the claim that all and only knowledge is evidence. It is argued here that the relevant considerations do not support this claim, and in fact conflict with it. 相似文献
804.
Train the child and teach the adult: Developing intervention strategies for increasing seafood consumption
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Dawn Birch David Dean Syed Muhammad Fazal‐e‐Hasan Meredith Lawley 《Journal of Consumer Behaviour》2018,17(4):426-438
Despite increasing levels of per capita seafood consumption globally, consumption levels across the population vary with many consumers eating less than recommended weekly intakes. This study investigates the influence of childhood patterns of seafood consumption, consumer confidence in selecting and preparing seafood, adult eating habits, and lifestyle on seafood consumption. Partial least squares structural equation modelling analysis was conducted using a sample of 1,318 Australian adults. The results show that consuming seafood regularly in childhood and developing the confidence to select and prepare seafood as an adult contribute to the development of seafood eating habits. Subsequently, a habit of consuming seafood leads to a lifestyle involving regular consumption of seafood. The results indicate the need to develop and implement intervention strategies for encouraging childhood seafood consumption (“train the child”) and increasing adults' confidence in selecting and preparing seafood (“teach the adult”). Intervention strategies proposed include educational programmes targeted at both children and adults, combined with the development of seafood products that appeal to children and suit the changing lifestyle needs of today's 21st century consumers. 相似文献
805.
Meredith Critchfield 《Journal of Research on Christian Education》2018,27(1):39-55
Rapid demographic shifts are occurring around the country. United States’ public schools are more diverse than any time in history. To help prepare pre-service teachers for these shifts, this small-scale qualitative case study explored the impact of a required social justice course for pre-service educators at a large private Christian university in the Southwest United States. Findings suggest that social justice courses for pre-service teachers can have an impact on students’ conceptualizations of social justice and teaching as advocacy, a relationship between students’ Christian perspectives and social justice, and an enhanced role of social justice in students’ personal lives. 相似文献
806.
Miriam?Chernoff Konstantia ?Angelidou Paige?L.?Williams Pim?Brouwers Meredith?Warshaw Sharon?Nachman for the IMPAACT P Study Team 《Journal of clinical psychology in medical settings》2018,25(4):420-428
Brief psychiatric assessment tools are needed for evaluating children affected by HIV for emotional and behavioral problems. We compared a self-administered symptom rating scale (CASI-4R) to a semi-structured diagnostic interview (DICA-P) in 136 U.S. children affected by HIV. Agreement and performance measures for the two instruments were computed for attention deficit hyperactivity disorder, depression, anxiety, and disruptive behavior. Correlations and regression analyses were conducted to compare the two instruments, and to evaluate their associations with social, academic, and global function. Higher CASI-4R symptom severity scores were associated with DICA diagnoses (p?<?0.02 for all disorders). Agreement (κ) between DICA diagnoses and CASI-4R Clinical Cutoffs (which incorporated symptoms and impairment) was low to moderate (0.19–0.40 for all disorders). Thirty-two percent of cases with a DICA diagnosis were identified by the CASI-4R Clinical Cutoff (sensitivity), yet over 90% of DICA-negative cases were negative by the CASI-4R (specificity). Sensitivity was higher using CASI-4R Severity Score thresholds based on median scores compared to the DICA diagnoses. The presence and severity of psychiatric symptoms and impairment were associated with poorer academic, social, and global function. The CASI-4R symptom checklist can be used to inexpensively screen youth affected by HIV for emotional and behavioral problems, although it is important that there be appropriate mental health evaluation follow-up. 相似文献
807.
Tara M. Cousineau Debra L. Franko Meredith Trant Diana Rancourt Jessica Ainscough Anamika Chaudhuri Julie Brevard 《Body image》2010,7(4):296-300
This study tested the efficacy of an Internet-based prevention program, Trouble on the Tightrope: In Search of Skateboard Sam, on pubertal knowledge, body esteem, and self-esteem. One hundred and ninety participants (mean age 11.6 years) were randomized to either an intervention or attention placebo control condition and were assessed at baseline, after three Internet-based sessions, and at 3-month follow-up. Although the primary hypotheses were not supported, exploratory moderator analyses indicated that the intervention was beneficial for select students. Specifically, pubertal status moderated the effects on weight-related body esteem and several domains of self-esteem, resulting in positive effects for participants in the intervention group who had begun puberty. Gender differences were found on self-esteem subscales, indicating more robust effects for girls than boys. Tailored Internet programs based on personal characteristics such as gender and pubertal status may be a fruitful area for future research with adolescents. 相似文献
808.
Eva Van den Bussche Gethin Hughes Nathalie Van Humbeeck Bert Reynvoet 《Consciousness and cognition》2010,19(1):86-97
Dehaene et al., 2006, Koch and Tsuchiya, 2007 recently proposed taxonomies that distinguish between four processing states, based on bottom-up stimulus strength and top-down attentional amplification. The aim of the present study was to empirically test these processing states using the priming paradigm. Our results showed that attention (prime attended or not) and stimulus strength (prime presented subliminally or not) significantly modulated priming effects: either receiving top-down attention or possessing sufficient bottom-up strength was a prerequisite for a stimulus to elicit priming. When both top-down attention and sufficient bottom-up strength were present, the priming effect was boosted. The origins of the observed priming effects also varied between different processing states. We can conclude that our empirical study using the priming paradigm confirmed the presence of four processing states, which displayed a differential pattern of response priming effects and differential origins of the response priming effects. 相似文献
809.
James F. Schroeder Megan M. Hood Honore M. Hughes 《Journal of child and family studies》2010,19(5):646-653
Using multiple informants from a clinical setting, potential associations between inter-parental agreement and age, gender,
and child diagnosis were explored in the current study. Archival data from psychological evaluations conducted on 174 children
ages 5–18 through a hospital-affiliated outpatient psychology clinic were analyzed, focusing on mothers’ and fathers’ scores
on the syndrome and index scales of the Child Behavior Checklist (CBCL). Although inter-parent correspondence levels on each
of the subscales were found to be moderately high (averaging r = .50), significant discrepancies between the severity levels of parent reports were found on nine of 11 subscales, with
mothers’ ratings consistently being slightly higher. Data from this clinical sample suggest that although single-informant
ratings of child behavior may be generally representative of reports from both parents on many of the CBCL narrow-band scales,
age, gender, and child diagnosis were related to several patterns of agreement on specific syndrome scales. Therefore, it
is important to include fathers, because they provide a unique perspective on social problems, delinquency, and attention
problems, in particular. Both correspondence and discrepancies between parent reports of specific child problems can provide
valuable clinical information that is useful for child assessment and treatment. 相似文献
810.
Kimberly E. Hoagwood Mary A. Cavaleri S. Serene Olin Barbara J. Burns Elaine Slaton Darcy Gruttadaro Ruth Hughes 《Clinical child and family psychology review》2010,13(1):1-45
A comprehensive review of structured family support programs in children’s mental health was conducted in collaboration with
leadership from key national family organizations. The goals were to identify typologies of family support services for which
evaluation data existed and identify research gaps. Over 200 programs were examined; 50 met criteria for inclusion. Programs
were categorized by whether they were delivered by peer family members, clinicians, or teams. Five salient components of family
support were identified: (a) informational, (b) instructional, (c) emotional, (d) instrumental, and (e) advocacy. Clinician-led
programs were heavily represented (n = 33, 66%), followed by family-led (n = 11, 22%), and team-delivered (n = 6, 12%) programs. Key differences between programs delivered by clinicians or by peer family members were found in the
degree of emphasis, research methodology, and outcomes. However, the content of the components was similar across all three
program types. There are both important differences in emphasis across typologies of family support provided by clinicians,
family members, or teams as well as important similarities in content. Family-delivered support may be an important adjunct
to existing services for parents, although the research base remains thin. A research agenda to promote more rigorous evaluations
of these services especially those delivered by peer family members is critical. 相似文献