全文获取类型
收费全文 | 1070篇 |
免费 | 97篇 |
专业分类
1167篇 |
出版年
2024年 | 2篇 |
2023年 | 12篇 |
2022年 | 14篇 |
2021年 | 32篇 |
2020年 | 37篇 |
2019年 | 41篇 |
2018年 | 59篇 |
2017年 | 51篇 |
2016年 | 70篇 |
2015年 | 47篇 |
2014年 | 58篇 |
2013年 | 140篇 |
2012年 | 78篇 |
2011年 | 77篇 |
2010年 | 39篇 |
2009年 | 41篇 |
2008年 | 62篇 |
2007年 | 52篇 |
2006年 | 44篇 |
2005年 | 42篇 |
2004年 | 34篇 |
2003年 | 32篇 |
2002年 | 25篇 |
2001年 | 11篇 |
2000年 | 8篇 |
1999年 | 12篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1996年 | 6篇 |
1995年 | 7篇 |
1994年 | 6篇 |
1993年 | 4篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1973年 | 1篇 |
1969年 | 2篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1965年 | 1篇 |
1955年 | 1篇 |
1954年 | 1篇 |
排序方式: 共有1167条查询结果,搜索用时 8 毫秒
991.
Caroline L. Boxmeyer John E. Lochman Nicole Powell Anna Yaros Mary Wojnaroski 《Journal of Contemporary Psychotherapy》2007,37(3):165-174
This paper illustrates the application of the Coping Power program with an 11-year-old boy and his father. Coping Power is
a manualized preventive intervention for school-age children at-risk for disruptive and delinquent behavior. Cognitive-behavioral
techniques are taught in separate child and parent groups to improve children’s social and emotional competencies. This case
study highlights the core content of the Coping Power child and parent intervention components, the contextual social cognitive
risk factors that the program targets, and the empirical support for the program’s effectiveness. 相似文献
992.
Thompson RH Cotnoir-Bichelman NM McKerchar PM Tate TL Dancho KA 《Journal of applied behavior analysis》2007,40(1):15-23
Existing research suggests that there may be benefits to teaching signing to hearing infants who have not yet developed vocal communication. In the current study, each of 4 infants ranging in age from 6 to 10 months was taught a simple sign using delayed prompting and reinforcement. In addition, Experiment 1 showed that 2 children independently signed in a variety of novel stimulus conditions (e.g., in a classroom, with father) after participating in sign training under controlled experimental conditions. In Experiment 2, crying and whining were replaced with signing when sign training was implemented in combination with extinction. 相似文献
993.
A Critical Review of Self-perceptions and the Positive Illusory Bias in Children with ADHD 总被引:3,自引:0,他引:3
Owens JS Goldfine ME Evangelista NM Hoza B Kaiser NM 《Clinical child and family psychology review》2007,10(4):335-351
Despite significant functional problems in multiple domains, children with Attention-Deficit/Hyperactivity Disorder (ADHD) unexpectedly provide extremely positive reports of their own competence in comparison to other criteria reflecting actual competence. This counterintuitive phenomenon is known as the positive illusory bias (PIB). This article provides a comprehensive and critical review of the literature examining the self-perceptions of children with ADHD and the PIB. Specifically, we analyze methodological and statistical challenges associated with the investigation of the phenomenon, the theoretical basis for the PIB, and the effects of sample heterogeneity on self-perception patterns. We conclude by discussing the implications of this work and providing recommendations for advancing research in this area. 相似文献
994.
995.
The purpose of the present investigation was to replicate and extend the International Affective Picture System norms (Ito,
Cacioppo, & Lang, 1998; Lang, Bradley, & Cuthbert, 1999). These norms were developed to provide researchers with photographic
slides that varied in emotional evocation, especially arousal and valence. In addition to collecting rating data on the dimensions
of arousal and valence, we collected data on the dimensions of consequentiality, meaningfulness, familiarity, distinctiveness,
and memorability. Furthermore, we collected ratings on the primary emotions of happiness, surprise, sadness, anger, disgust,
and fear. A total of 1,302 participants were tested in small groups. The participants in each group rated a subset of 18 slides
on 14 dimensions. Ratings were obtained on 703 slides. The means and standard deviations for all of the ratings are provided.
We found our valence ratings to be similar to the previous norms. In contrast, our participants were more likely to rate the
slides as less arousing than in the previous norms. The mean ratings on the remaining 12 dimensions were all below the midpoint
of the 9-point Likert scale. However, sufficient variability in ratings across the slides indicates that selecting slides
on the basis of these variables is feasible. Overall, the present ratings should allow investigators to use these norms for
research purposes, especially in research dealing with the interrelationships among emotion and cognition. The means and standard
deviations for emotions may be downloaded as an Excel spreadsheet from www.psychonomic.org/archive. 相似文献
996.
Espejo EP Hammen CL Connolly NP Brennan PA Najman JM Bor W 《Journal of abnormal child psychology》2007,35(2):287-299
The goal of the present study was to determine whether exposure to adversity in childhood contributes to a differential threshold at which stressful life events provoke depressive reactions in adolescence. In addition, to address empirical and conceptual questions about stress effects, the moderating effect of anxiety disorder history was also explored. This examination was conducted in a sample of 816 children of depressed and nondepressed mothers, who were followed from birth to age 15. Information on adversities experienced in childhood was collected both from mothers during the first five years of their youth's life and from the youths themselves at age 15, and included information on the mother's relationship with her partner, maternal psychopathology, as well as youth-reported abuse. Results indicated that youths with both greater exposure to adversity in childhood and a history of an anxiety disorder displayed increased depressive severity following low levels of episodic stress compared to youths with only one or neither of these risk factors. The results are speculated to reflect the possibility that early anxiety disorders associated with exposure to adversity in childhood may be a marker of dysregulated stress responses, and may help to account for the comorbidity of depression and anxiety in some individuals. 相似文献
997.
This study examined the role of maternal cognitive sets regarding infant gender on maternal response; participants were 69 mothers, each with a 6-month-old infant. Signal detection methodology was used to assess maternal sensory sensitivity and response bias to subtle changes in positive and negative infant facial expressions as a function of maternal self-efficacy, operationalized by low, moderate, and high illusory control, and maternal perceptions of infant gender, experimental manipulated through labeling. For the positive expression, mothers who received the female manipulation exhibited greater sensory sensitivity and responded with a less conservative response bias compared with mothers who received the male manipulation. For the negative expression, only mothers with high illusory control were differentially sensitive to the manipulation; those who received the male manipulation exhibited less sensory sensitivity than those who received the female manipulation. Results are discussed in the context of the gendered socialization of emotion. 相似文献
998.
Contextual risk and parenting as predictors of effortful control and social competence in preschool children 总被引:3,自引:0,他引:3
Using a short-term longitudinal design (6 months), this study examined cumulative contextual risk as a predictor of effortful control (EC) and social competence in a community sample of children (N = 80, ages 33-40 months at time 1). Maternal parenting was examined as a mediator of contextual risk. EC was assessed using laboratory tasks, and parenting was assessed using observational ratings. Time 1 contextual risk was negatively related to time 2 EC after controlling for time 1 EC. Mothers' limit setting and scaffolding predicted higher time 2 EC and accounted for the effect of contextual risk. Time 1 EC, contextual risk, and parenting predicted time 2 social competence, and contextual risk had an indirect effect on social competence through parenting. Results suggest that contextual risk predicts smaller relative increases in EC and that parenting accounts for this effect. Knowledge of the factors that divert or promote effortful control can provide targets for intervention to enhance effortful control abilities and better adjustment. 相似文献
999.
Previous research has demonstrated that extinction in the form of re-presentation of expelled bites is an effective intervention for treating food expulsion. The current study compared the effectiveness of re-presenting expulsions with a spoon to re-presenting with a Nuk brush for a 4-year-old boy with a feeding disorder. Fewer expulsions were observed when using the brush for re-presentation, and further reductions were observed when the brush was also used for initial presentations. 相似文献
1000.
This research examined gender-specific perceptions of risky sexual behavior norms among college students and their relationship with one’s own sexual behavior. We expected that students would misperceive the risky sexual behavior of their peers and that these perceptions would positively relate to their sexual behavior. Undergraduate students from the United States (N?=?687; 57.6% female) completed measures assessing perceived sexual behavior, sexual behavior, and other behaviors (e.g., marijuana use, alcohol consumption). Findings demonstrated that students perceived that others engaged in more risky sexual behavior than they do and that perceived norms were positively associated with one’s own behavior. The incorporation of personalized normative feedback regarding risky sexual behavior into brief interventions aimed at reducing risky sexual behavior is discussed. 相似文献