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131.
Alexander E. Chan Francesca M. Adler-Baeder Adrienne M. Duke Scott A. Ketring Thomas A. Smith 《The American journal of family therapy》2016,44(1):36-45
This study sought to answer whether there is an association between parent-adolescent relationship processes and adolescents' awareness of unhealthy relationships. Adolescent awareness of unhealthy relationships was measured using a retrospective pre/post survey after participation in a relationship education (RE) program that has been adapted for use with youth. Supportiveness in the parent-child relationship was measured at pre-test. The sample consisted of 6984 adolescents aged 11–18. The sample was fairly representative of the areas from which it was drawn: 54% European American, 36% African American. Results revealed significant improvement in awareness of unhealthy relationships after program participation. Greater supportiveness predicted greater change in the outcome. This suggests that RE programs targeted at youth should specifically inform parents of goals so that they may be reinforced in parents' interactions with their adolescents. 相似文献
132.
Adrienne Baldwin-White Marilyn S. Thompson Amanda Gray 《Journal of aggression, maltreatment & trauma》2016,25(6):636-651
The effects of a bystander education intervention program on the factor structure underlying a rape myth acceptance scale were examined using exploratory factor analyses on secondary data. The Illinois Rape Myth Acceptance Scale was administered to college students at a northwestern university both before (n = 363) and after (n = 352) receiving a bystander education program. Results from exploratory factor analyses showed changes in the factor structure from pretest to posttest. This suggests some instability in the factor structure of the Illinois Rape Myth Acceptance Scale. These pre–post intervention differences in the rape myth acceptance factor structure suggest researchers use caution in using and interpreting scores based on the IRMA without regard to participants’ prevention program status. 相似文献
133.
Bobby Newman Meredith Needelman Dana R. Reinecke Adrienne Robek 《Behavioral Interventions》2002,17(1):31-41
Discrete trial instruction was carried out for three students with autism. An alternating treatments design was implemented. In one condition, teachers chose the reinforcers to be used and the order in which programs were conducted. In a second condition, students chose the order of programs and the reinforcers to be used. Speed of skill acquisition and the presence of competing behavior such as tantrums, aggression, escape attempts or idiosyncratic noncompliance responses were measured. Speed of skill acquisition did not differ between the two conditions, but competing behavior was markedly reduced during student choice conditions. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献
134.
Fields L Tittelbach D Shamoun K Watanabe M Fitzer A Matneja P 《Journal of the experimental analysis of behavior》2007,87(1):97-119
When the stimuli in one perceptual class (A') become related to the stimuli in another perceptual class (B'), the two are functioning as a single linked perceptual class. A common linked perceptual class would be the sounds of a person's voice (class A') and the pictures of that person (class B'). Such classes are ubiquitous in real world settings. We describe the effects of a variety of training procedures on the formation of these classes. The results could account for the development of naturally occurring linked perceptual classes. Two perceptual classes (A' and B') were formed in Experiment 1. The endpoints of the A' class were called anchor (Aa) and boundary (Ab) stimuli. Likewise, the anchor and boundary stimuli in the B' class were represented as Ba and Bb. In Experiment 2, the A' and B' classes were linked by the establishment of one of four cross-class conditional discriminations: Aa-->Ba, Aa-->Bb, Ab-->Ba, or Ab-->Bb. Results were greatest after Aa-->Bb training, intermediate after Aa-->Ba and Ab-->Ba training, and lowest after Ab-->Bb training. Class formation was influenced by the interaction of the anchor/boundary values and the sample/comparison functions of the stimuli used in training. Experiment 3 determined whether class formation was influenced by different sets of two cross-class conditional discriminations: Aa-->Ba and Ab-->Bb, or Aa-->Bb and Ab-->Ba. Both conditions produced equivalent results. Similarities were attributable to the use of anchor stimuli as samples and boundary stimuli as comparisons in each training condition. Finally, the results afterjoint Aa-->Ba and Ab-->Bb training were much greater than those produced by summing the results of Aa-->Ba training alone and Ab-->Bb training alone. This same synergy was not observed after joint Aa-->Bb and Ab-->Ba training or either alone. 相似文献
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Linguistic Inquiry and Word Count (LIWC) software was used to code truthful and deceptive words in prisoners' natural language. Reality Monitoring (RM) and Newman, Pennebaker, Berry, & Richards' (NP, 2003) models were used. NP indicates that lies contain fewer self‐references, other references, and exclusive words, and higher numbers of negative emotion and motion words. Higher sensory, spatial, temporal and affective RM terms were predicted for truths, and more cognitive mechanism words were predicted for lies. The RM model's hit rate was 71.1% and discriminability was 1.11 without spatial words, which were surprisingly higher in lies than in truth statements, and the NP model was 69.7%, d′ = 0.99. The software models were contrasted with humans' hit rates, and younger prisoners had 71% hits, d′ = 0.22, but older prisoners had 50% hits, d′ = 0.90. The software set unbiased criteria (β), but younger prisoners were biased in setting their criteria when judging statement veracity, β = ?0.34. Without other references, found to be higher in truths than in lies, NP classified 59% of statements correctly. Copyright © 2005 John Wiley & Sons, Ltd. 相似文献
137.
Adrienne Wood Jared D. Martin Martha W. Alibali Paula M. Niedenthal 《Cognition & emotion》2019,33(6):1196-1209
Recognising a facial expression is more difficult when the expresser's body conveys incongruent affect. Existing research has documented such interference for universally recognisable bodily expressions. However, it remains unknown whether learned, conventional gestures can interfere with facial expression processing. Study 1 participants (N?=?62) viewed videos of people simultaneously producing facial expressions and hand gestures and reported the valence of either the face or hand. Responses were slower and less accurate when the face-hand pairing was incongruent compared to congruent. We hypothesised that hand gestures might exert an even stronger influence on facial expression processing when other routes to understanding the meaning of a facial expression, such as with sensorimotor simulation, are disrupted. Participants in Study 2 (N?=?127) completed the same task, but the facial mobility of some participants was restricted, which disrupted face processing in prior work. The hand-face congruency effect from Study 1 was replicated. The facial mobility manipulation affected males only, and it did not moderate the congruency effect. The present work suggests the affective meaning of conventional gestures is processed automatically and can interfere with face perception, but does not suggest that perceivers rely more on gestures when sensorimotor face processing is disrupted. 相似文献
138.
Adrienne Harris 《Psychoanalytic Dialogues》2019,29(3):239-242
In this introduction, the highlights of three papers addressing the questions of immigration, traumatic migration and exile are presented. The papers give clinical details of the work with persons inflight from dangerous and potentially fatal homeland situations, offer theoretical guidelines to thinking about the different implications of trauma upon refugees and migrating persons and families and also consider the particular demands on migration and exile in communities and families within the United States. 相似文献
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