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961.
LGBT Community, Social Network Characteristics, and Smoking Behaviors in Young Sexual Minority Women
Michelle Marie Johns Emily S. Pingel Emily J. Youatt Jorge H. Soler Sara I. McClelland Jose A. Bauermeister 《American journal of community psychology》2013,52(1-2):141-154
Smoking rates among young sexual minority women (YSMW) are disproportionately high as compared to heterosexual populations. While this disparity has commonly been attributed to the sexual minority stress process, little empirical work has explored what may protect YSMW from high rates of smoking. Using data (N = 471) from a cross-sectional study designed to investigate YSMW’s (age 18–24) smoking behaviors and correlates; we explore the relationship of LGBT community connections, YSMW’s social network characteristics, and stress to smoking behaviors (i.e., status, frequency, amount). Through this analysis, we find support for LGBT community connection as well as friendships with other sexual minorities as protective in relation to YSMW’s smoking behaviors. We discuss the implications of our results, highlighting the need for future longitudinal research and interventions designed to bolster YSMW’s connections to the LGBT community and their social networks. 相似文献
962.
963.
Nicholas R. Von Glahn Hajime Otani Mai Migita Sara J. Langford Erin E. Hillard 《The Journal of general psychology》2013,140(3):134-154
Briefly imagining, paraphrasing, or explaining an event causes people to increase their confidence that this event occurred during childhood—the imagination inflation effect. The mechanisms responsible for the effect were investigated with a new paradigm. In Experiment 1, event familiarity (defined as processing fluency) was varied by asking participants to rate each event once, three times, or five times. No inflation was found, indicating that familiarity does not account for the effect. In Experiment 2, richness of memory representation was manipulated by asking participants to generate zero, three, or six details. Confidence increased from the initial to the final rating in the three- and six-detail conditions, indicating that the effect is based on reality-monitoring errors. However, greater inflation in the three-detail condition than in the six-detail condition indicated that there is a boundary condition. These results were also consistent with an alternative hypothesis, the mental workload hypothesis. 相似文献
964.
Ric G. Steele Margaret M. Richards Eric R. Benson Sara R. Corbin Christopher C. Cushing 《Journal of personality assessment》2013,95(3):286-291
A method is described which utilizes the Picture Arrangement subtest of the Wechsler Scales as a technique in the investigation of fantasy material. The method can be readily adapted to the quantitative and qualitative analyses which are suitable for other thematic tools. A case history was presented illustrating the method and its integration with the results of the intelligence test itself. 相似文献
965.
Many teachers believe that providing greater emotional and organizational supports in the beginning of the year strengthens their ability to teach effectively as the year progresses. Some interventions, such as the Responsive Classroom (RC) approach, explicitly embed this sequence into professional development efforts. We tested the hypothesis that earlier emotional and organizational supports set the stage for improved instruction later in the year in a sample of third- and fourth-grade teachers enrolled in a randomized controlled trial of the RC approach. Further, we examined the extent to which the model generalized for teachers using varying levels of RC practices as well as whether or not teachers were in the intervention or control groups. Teachers' emotional, organizational, and instructional interactions were observed using the Classroom Assessment Scoring System ( Pianta, La Paro, & Hamre, 2008) on five occasions throughout the year. Results indicated a reciprocal relation between emotional and instructional supports. Specifically, higher levels of emotional support earlier in the year predicted higher instructional support later in the year. Also, higher levels of instructional support earlier in the year predicted higher emotional support later in the year. Classroom organization was not found to have longitudinal associations with the other domains across a year. This pattern was robust when controlling for the use of RC practices as well as across intervention and control groups. Further, teachers' use of RC practices predicted higher emotional support and classroom organization throughout the year, suggesting the malleability of this teacher characteristic. Discussion highlights the connection between teachers' emotional and instructional supports and how the use of RC practices improves teachers' emotionally supportive interactions with students. 相似文献
966.
Jordan Zlatev Elainie Alenkær Madsen Sara Lenninger Tomas Persson Susan Sayehli Göran Sonesson Joost van de Weijer 《Cognitive development》2013
Developmental and comparative studies of the ability to understand communicative intentions using object-choice tasks raise questions concerning the semiotic properties of the communicative signals, and the roles of rearing histories, language and familiarity. We adapted a study by Tomasello, Call, and Gluckman (1997), in which a “helper” indicated the location of a hidden reward to children of three ages (18, 24, and 30 months) and to four chimpanzees, by means of one of four cues: Pointing, Marker, Picture and Replica. For the chimpanzees, we controlled for familiarity by using two helpers, one unfamiliar and one highly familiar. Even 18-months performed well on Pointing and Marker, while only the oldest group clearly succeeded with Picture and Replica. Performance did not correlate with scores for the Swedish Early Communicative Development Inventory (SECDI). While there were no positive results for the chimpanzees on the group level, and no effect of familiarity, two chimpanzees succeeded on Pointing and Marker. Results support proposals of a species difference in understanding communicative intentions, but also highlight the need to distinguish these from the complexity of semiotic vehicles and to consider both factors. 相似文献
967.
Sara S. Sparrow 《Child neuropsychology》2013,19(2):152-153
E.S. Batchelor &; R.S. Dean (Eds.) (1995). Pediatric Neuropsychology: Interfacing Assessment and Treatment for Rehabilitation. Boston: Allyn &; Bacon. ISBN 0-205-16486-2. 364 pp.us $37.95 相似文献
968.
Prenatal exposure to alcohol may lead to a range of neurobehavioral effects, including impaired learning and memory. Although children with fetal alcohol spectrum disorders (FASD) exhibit both verbal and nonverbal memory impairments, their memory for faces has not been as thoroughly investigated and the extent literature provides inconsistent results. The aim of the current study was to determine whether difficulties in face memory exist in children with FASD and whether the difficulties are mediated by task demands. To address this, we used two measures of immediate and delayed facial recognition memory, the Children's Memory Scale (CMS) and Test of Memory and Learning (TOMAL). Compared to typically developing controls, children with FASD showed memory deficits on all tests and were more likely to perform in a clinically significant range. As well, children performed more poorly on the CMS compared to TOMAL, a finding consistent with the greater difficulty of the CMS task. Our results are consistent with our hypothesis that children with FASD show impairment in facial memory, particularly on demanding memory tasks. 相似文献
969.
Sara Jane Webb Emily J. H. Jones Kristen Merkle Jessica Namkung Karen Toth Jessica Greenson 《Child neuropsychology》2013,19(3):255-278
We explored social information processing and its relation to social and communicative symptoms in toddlers with Autism Spectrum Disorder (ASD) and their siblings. Toddlers with more severe symptoms of autism showed slower habituation to faces than comparison groups; slower face learning correlated with poorer social skills and lower verbal ability. Unaffected toddlers who were siblings of children with ASD also showed slower habituation to faces compared with toddlers without siblings with ASD. We conclude that slower rates of face learning may be an endophenotype of ASD and is associated with more severe symptoms among affected individuals. 相似文献
970.
Kelly Nash Sara Stevens Rachel Greenbaum Judith Weiner Gideon Koren Joanne Rovet 《Child neuropsychology》2013,19(2):191-209
An extensive body of literature has documented executive function (EF) impairments in children with fetal alcohol spectrum disorders (FASD); however, few studies have aimed specifically at improving EF. One treatment program that shows promise for children with FASD is the Alert Program for Self-Regulation®, which is a 12-week treatment specifically designed to target self-regulation, a component of EF. The present study sought to examine if Alert would produce improvements in self-regulation that would generalize to other aspects of EF, behavior, and social skills in children with FASD. Twenty-five children aged 8–12 years diagnosed with an FASD were assigned in alternating sequence to either an immediate treatment (TXT) or a delayed treatment control (DTC) group. Both groups received a comprehensive evaluation of EF at baseline and upon completing therapy (TXT), or after a 12- to 14-week interval from baseline (DTC). Parents also completed questionnaires assessing EF and behavior at both time points. For the TXT group only, parent questionnaires were readministered at 6-month follow-up. At the 12-week follow-up, the TXT group displayed significant improvements in inhibitory control and social cognition. Parents of children in the TXT group reported improved behavioral and emotional regulation, as well as reduced externalizing behavior problems. These behavioral improvements along with further improved parent-rated inhibitory control was maintained at the 6-month follow-up. The EF disabilities in children with FASD can be remediated through a targeted treatment approach aimed at facilitating self-regulation skills. 相似文献