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291.
292.
Elizabeth E. Baxter Pamela C. Alexander David R. Kraus Jordan H. Bentley James F. Boswell Louis G. Castonguay 《Journal of child and family studies》2016,25(8):2415-2422
The Treatment Outcome Package for children and adolescents (TOP) is a behavioral health and well-being assessment used widely in clinical and child welfare populations. The primary purpose of this study was to examine the concurrent validity of the Child and Adolescent versions of the TOP with the Child Behavior Checklist (CBCL) and the Strengths and Difficulties Questionnaire (SDQ) with a community sample. Children and adolescents (N = 203) 3–18 years of age from a community sample completed the CBCL, the SDQ, and the TOP. Significant correlations emerged between the TOP and theoretically similar scales on the SDQ and the CBCL. Analyses demonstrated that the TOP has excellent concurrent validity on most subscales with both the CBCL and the SDQ. These results provide additional evidence for the TOP’s utility and validity as a measure of psychological well-being and functioning. 相似文献
293.
Levy BR Ryall AL Pilver CE Sheridan PL Wei JY Hausdorff JM 《Anxiety, stress, and coping》2008,21(1):85-93
Although it has been shown that White elders are vulnerable to the influence of age stereotypes, it was not known whether this effect applied to African American elders. In the present study, African American elders were randomly assigned to negative or positive implicit-age-stereotype groups. Compared to participants in the positive age-stereotype group, those in the negative age-stereotype group demonstrated significantly more elevated cardiovascular response to stress, as measured by blood pressure and heart rate following mental challenges. These results suggest that negative age stereotypes generate a susceptibility to stress among African American elders, whereas positive age may provide them with a defense against this stress. 相似文献
294.
In this article, the authors aim to make accessible the careful application of a method called instrumental variables (IV). Under the right analytic conditions, IV is one promising strategy for answering questions about the causal nature of associations and, in so doing, can advance developmental theory. The authors build on prior work combining the analytic approach of IV with the strengths of random assignment design, whether the experiment is conducted in the lab setting or in the "real world." The approach is detailed through an empirical example about the effects of maternal education on children's cognitive and school outcomes. With IV techniques, the authors address whether maternal education is causally related to children's cognitive development or whether the observed associations reflect some other characteristic related to parenting, income, or personality. The IV estimates show that maternal education has a positive effect on the cognitive test scores of children entering school. The authors conclude by discussing opportunities for applying these same techniques to address other questions of critical relevance to developmental science. 相似文献
295.
This study examined longitudinal relations among adolescents' family relationships, peer relationships, and problem behavior. Participants were 1,357 African American and European American adolescents who were interviewed at 3 time points: 7th grade (mean age = 12.7 years), the summer after 8th grade (mean age = 14.2 years), and 11th grade (mean age = 17.1 years). For all racial and gender groups, 7th-grade family characteristics (youth perceptions of autonomy and warmth) predicted a risky peer context during 8th grade, which in turn predicted problem behavior during 11th grade. Additionally, problem behavior in the 7th grade predicted 11th-grade problem behavior, directly as well as indirectly through the peer context. Racial and gender differences are discussed, as are implications for future research. 相似文献
296.
Risk assessment is an essential component of genetic counseling and testing, and the accuracy of risk assessment is critical
for decision making by consultands. However, it has been shown that genetic risk calculations may have high error rates in
practice. Risk calculations for autosomal dominant disorders are frequently complicated by age-dependent penetrance and sensitivities
of less than 100% in genetic testing. We provide methods of risk calculation for prototypical pedigrees of a family at risk
for an autosomal dominant disorder with age-dependent penetrance. Our risk calculations include scenarios in which the sensitivity
of genetic testing is less than 100%, and in which the sensitivity of genetic testing varies for different family members
at risk. Our Bayesian methods permit autosomal dominant disease probabilities to be calculated accurately, taking into account
all relevant information. Our methods are particularly useful for hereditary cancer syndromes, in which genetic testing can
seldom achieve 100% sensitivity. Our methods can be applied to many different scenarios, including those where the sensitivity
of genetic testing varies for different family members at risk.
The content of this publication does not necessarily reflect the views or policies of the Department of Health and Human Services,
nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. 相似文献
297.
School readiness and later achievement 总被引:43,自引:0,他引:43
Duncan GJ Dowsett CJ Claessens A Magnuson K Huston AC Klebanov P Pagani LS Feinstein L Engel M Brooks-Gunn J Sexton H Duckworth K Japel C 《Developmental psychology》2007,43(6):1428-1446
Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds. 相似文献
298.
299.
The article describes a 20-year longitudinal study of body weight, dieting, and disordered eating in women and men. Body weight increased significantly over time in both women and men. However, women's weight perception and dieting frequency decreased over time, whereas men's weight perception and dieting frequency increased, and disordered eating declined more in women than in men from late adolescence to midlife. In both women and men, changes in weight perception and dieting frequency were associated with changes in disordered eating. In addition, adult roles such as marriage and parenthood were associated with significant decreases in disordered eating from late adolescence to midlife in women, whereas few associations were observed in men. Despite different developmental trajectories, women demonstrated more weight dissatisfaction, dieting, and disordered eating compared with men across the period of observation. 相似文献
300.
Adrienne Y. Lee Gary D. Bond Deborah C. Russell Jeremy Tost Carlo González Pamela S. Scarbrough 《Military psychology》2013,25(3):237-261
Antecedents to trust (propensity to trust, perceived trustworthiness) and trust behaviors were examined in relation to team performance in a complex eight-mission military peacekeeping simulation. Teams were colocated or distributed and stayed in the same or transferred to a different context at task transfer. In Experiment 1, an ability and competence factor accounted for most of the variance in perceived trustworthiness and greater perceptions of teammates' abilities/competences predicted posttransfer performance. One's perception of how others perceived one's ability/competence increased over missions. In Experiment 2, propensity to trust did not predict performance; however, trust in others' and one's own ability/competence and trust behaviors predicted performance. At task and/or context transfer, teams produced more monitoring and less cooperating language in their communication. 相似文献