全文获取类型
收费全文 | 1228篇 |
免费 | 40篇 |
出版年
2022年 | 12篇 |
2021年 | 9篇 |
2020年 | 20篇 |
2019年 | 20篇 |
2018年 | 39篇 |
2017年 | 33篇 |
2016年 | 32篇 |
2015年 | 31篇 |
2014年 | 46篇 |
2013年 | 122篇 |
2012年 | 58篇 |
2011年 | 45篇 |
2010年 | 45篇 |
2009年 | 36篇 |
2008年 | 51篇 |
2007年 | 54篇 |
2006年 | 55篇 |
2005年 | 44篇 |
2004年 | 41篇 |
2003年 | 45篇 |
2002年 | 36篇 |
2001年 | 24篇 |
2000年 | 12篇 |
1999年 | 16篇 |
1998年 | 19篇 |
1997年 | 14篇 |
1996年 | 19篇 |
1995年 | 18篇 |
1994年 | 22篇 |
1993年 | 14篇 |
1992年 | 18篇 |
1991年 | 10篇 |
1990年 | 13篇 |
1989年 | 11篇 |
1988年 | 5篇 |
1987年 | 11篇 |
1986年 | 8篇 |
1985年 | 9篇 |
1984年 | 15篇 |
1983年 | 11篇 |
1982年 | 12篇 |
1981年 | 11篇 |
1980年 | 13篇 |
1979年 | 15篇 |
1978年 | 11篇 |
1977年 | 16篇 |
1976年 | 7篇 |
1974年 | 7篇 |
1973年 | 11篇 |
1971年 | 4篇 |
排序方式: 共有1268条查询结果,搜索用时 31 毫秒
41.
Dr. Paul Kymissis M.D. William L. Licamele M.D. Sandra Boots M.S.W.L.C.S.W. Edwin Kessler M.D. 《Group》1991,15(3):163-167
Although group therapy is widely used in the treatment of children and adolescents, there has been little attention paid to establishing training standards and developing comprehensive programs for training psychiatry fellows in child and adolescent group psychotherapy. The authors conducted two surveys of child and adolescent training programs. After reviewing the literature, they present the data from their surveys, compare similarities and differences, and discuss trends. Finally, they propose a model for training in child and adolescent group therapy. 相似文献
42.
Four boys with autistic-like behavior were treated for self-stimulatory behavior with three different treatment procedures—time-out, differential reinforcement of other behavior (DRO), and overcorrection. All four boys showed a rapid response to the overcorrection procedure. Three boys demonstrated some evidence of decrement in responding with time-out. During the DRO procedure, one showed a modest decrease, two showed no change, but one exhibited a consistent increase in responding under this condition. A multiple baseline applied to one of the subjects failed to reveal any generalization of suppression from one setting to another. A strong but not perfect relationship was found between a frequency and a duration measure of self-stimulation. There was some evidence of negative side effects for one boy during overcorrection and for another during time-out. None of these negative side effects was enduring. There was also some indirect evidence that overcorrection facilitated appropriate play. 相似文献
43.
Two experiments examined the development of conceptual preference for either thematic (functional) or taxonomic relationships in a match-to sample task. In Experiment 1 twenty subjects from each of five age groups—preschool to old age—completed a method of triads preference test where they were forced to choose a thematic or taxonomic match. Young and old individuals preferred the thematic parings while school age and college adults preferred the taxonomic matches. Although the Age × Preference relation was pronounced, the majority of subjects at all ages could provide adequate justification of both the preferred and nonpreferred relationship. In addition, kindergarten subjects in Experiment 2 could readily be trained to respond on the basis of the nonpreferred mode. These data suggest that the pervasive shift in conceptual responding from syntagmatic to paradigmatic, thematic to taxonomic, etc., represents a change in preference rather than a shift to a fundamentally new way of organizing knowledge. 相似文献
44.
Paul White Robert Reardon Sandra Barker Arthur Carlson 《Journal of counseling and development : JCD》1979,58(4):292-295
To improve career planning services for visually impaired persons, the career center at Florida State University developed a self-directed program. This article describes strategies for making career information materials and resources more accessible to the blind. 相似文献
45.
46.
This study investigated whether an observed inverse relationship between self-stimulation and learning in autistic children is due to a physical inability of the subject to use the same body part for self-stimulation and task responding, or whether self-stimulation “distracts” the subject from task responding. Four actively self-stimulating autistic children were taught two discrimination tasks; one required a response that physically interferred with their self-stimulation; the other did not. Results were: (a) all subjects responded similarly across both tasks; (b) the three subjects with higher mental age scores learned both tasks without external suppression of self-stimulation; and (c) none of the subjects showed an inverse relationship between self-stimulation and learning. The study demonstrated that elimination of self-stimulation is not a necessary prerequisite for the acquisition of a new behavior in all autistic children. 相似文献
47.
48.
49.
50.