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91.
Jeffrey C. Ives William F. Straub Greg A. Shelley 《Journal of Applied Sport Psychology》2013,25(3):237-245
Video has been used successfully in psychosocial interventions to help train communication skills, document behaviors, and as a feedback tool for behavior modification strategies. The need for equipment portability, together with editing expertise, has limited video use in sport psychology. Newer digital video systems help overcome these problems, meaning that sport psychologists can readily use this technology in the field. We discuss and provide experiential observations of how digital video can be used to improve player, coach, and team performance. Also reviewed are new consultation opportunities for sport psychologists with video skills. These new areas center on perceptual skills training and talent identification using perceptual skills testing. 相似文献
92.
Leanne Lester Natasha Pearce Stacey Waters Amy Barnes Shelley Beatty Donna Cross 《Journal of child and family studies》2017,26(10):2716-2727
Research indicates that involving families in school efforts to prevent and manage bullying behaviour is essential to success. Parents can influence their children's involvement in bullying situations by modelling positive social behaviour, offering advice about appropriate responses to bullying, and encouraging help-seeking. This paper reports family-related findings from the three-year group randomized control trial of the Friendly Schools Friendly Families (FSFF) intervention, which provided training and whole-school, classroom and family resources to build the capacity of schools to prevent bullying victimization and perpetration. Over 1400 parents and carers of Grades 2, 4 and 6 school students completed a survey at baseline and two post-tests. Parents exposed to the FSFF parent component received resources about ways to reduce bullying, build parenting skills and enhance parent–child communication; they also completed home activities with their children; and were encouraged to engage with their children’s school to reduce bullying. Mothers and fathers reported significant increases in the frequency of discussions with their child about bullying. Mothers were more likely than fathers to give pro-social, passive and help-seeking advice compared to fathers, who were more likely to encourage their child to ‘fight back’. The intervention improved fathers’ perceptions of their influence on children’s responses to being bullied. These results highlight the importance of working with both male and female caregivers when addressing children’s bullying behaviour. The findings also demonstrate that a parent intervention can have a positive impact on parent–child communication about bullying when it is an integral part of a whole-school approach. 相似文献
93.
Shelley Ching-Yu Hsieh Chun-Chieh Natalie Hsu 《Journal of psycholinguistic research》2010,39(6):505-522
This study examines the effect of familiarity, context, and linguistic convention on idiom comprehension in Mandarin speaking
children. Two experiments (a comprehension task followed by a comprehension task coupled with a metapragmatic task) were administered
to test participants in three age groups (6 and 9-year-olds, and an adult control group). Laval (Journal of Pragmatics 35(2):723–739,
2003) showed that familiarity had an effect on idiom comprehension for French 9-year-olds. However, our finding showed that
familiarity was important for 6-year-old Chinese children when a context was not given. Abkarian et al. (Journal of Speech
and Hearing Research 35:580–587, 1992) claimed that context has little or no effect on comprehension for children under 6.
Our results show that context has an effect on 6-year-old children’s understanding of idioms in a different way. Overall,
our major research findings are: (1) Familiarity first appeared in responses at age 6. (2) Context played an important role
in idiom comprehension and had different effects on different age groups. (3) Linguistic convention starts from age 6 on,
and a significant effect took place at the age of 9. (4) Metapragmatic knowledge showed at the age of 6 and could surface
even younger. As context and linguistic convention have a substantial effect on the comprehension of idioms, it is necessary
to take them into account to explain language functioning and communicative situations. 相似文献
94.
Applying signal-detection theory to the study of observer accuracy and bias in behavioral assessment
Lerman DC Tetreault A Hovanetz A Bellaci E Miller J Karp H Mahmood A Strobel M Mullen S Keyl A Toupard A 《Journal of applied behavior analysis》2010,43(2):195-213
We evaluated the feasibility and utility of a laboratory model for examining observer accuracy within the framework of signal-detection theory (SDT). Sixty-one individuals collected data on aggression while viewing videotaped segments of simulated teacher-child interactions. The purpose of Experiment 1 was to determine if brief feedback and contingencies for scoring accurately would bias responding reliably. Experiment 2 focused on one variable (specificity of the operational definition) that we hypothesized might decrease the likelihood of bias. The effects of social consequences and information about expected behavior change were examined in Experiment 3. Results indicated that feedback and contingencies reliably biased responding and that the clarity of the definition only moderately affected this outcome. 相似文献
95.
Shelley A. Jackson Mary Louise Holt Kaye W. Nelson 《Journal of multicultural counseling and development》2005,33(4):205-216
This study examined the attributions made by school counselors about responsibility for the causes of and solutions to students' problems. A total of 433 school counselors completed an instrument measuring attributions of responsibility and controllability of student problems. The hypothesis was supported that school counselors' attribution styles differ according to counselor ethnicity. Este estudio examinó las atribuciones hechas por consejeros de escuela acerca de responsabilidad para las causas de y de las soluciones a los problemas de los estudiantes. Un suma de 433 consejeros de la escuela completó un instrumento que mide atribuciones de responsabilidad y la habilidad de controlar los problemas de los estudiantes. La hipótesis se sostuvo que los estilos de atribución de los consejeros de escuela se difieren según el origin étnico del consejero. 相似文献
96.
Social support is one of the most effective means by which people can cope with stressful events. Yet little research has examined whether there are cultural differences in how people utilize their social support networks. A review of studies on culture and social support presents evidence that Asians and Asian Americans are more reluctant to explicitly ask for support from close others than are European Americans because they are more concerned about the potentially negative relational consequences of such behaviors. Asians and Asian Americans are more likely to use and benefit from forms of support that do not involve explicit disclosure of personal stressful events and feelings of distress. Discussion centers on the potential implications of these findings for intercultural interactions and for the use of mental health services by Asians and Asian Americans. (PsycINFO Database Record (c) 2008 APA, all rights reserved). 相似文献
97.
A computerized version of the Revised Mental Rotations Test using touch-screen technology was tested and compared with the paper-and-pencil version. One hundred ninety-two participants--133 women and 59 men--took the paper-and-pencil version; 91 participants--47 women and 44 men--took the touch-screen version. Standard scores x test half and the entire test, proportion of errors x type, and proportion correct x alternative type were calculated. The expected gender differences occurred in standard scores and proportion correct x alternative type for both test versions. Men performed better than women in all instances, but gender difference effect sizes (measured by Cohen's d) were reduced from large for the paper-and-pencil version to medium for the computerized version. Scores declined at least nominally from the first to the second half of both versions, and significantly for women taking the paper-and-pencil version. 相似文献
98.
99.
This study constructed a multifactorial model predicting depression and anxiety symptoms among emerging adults, incorporating
broad constructs representing adult attachment style, perceived trauma, self-esteem, and irrational beliefs. In the final
structural equation model, attachment avoidance and perceived trauma demonstrated direct and indirect effects, whereas attachment
anxiety predicted depression only indirectly through low self-esteem or irrational beliefs, and chronic anxiety. Chronic anxiety
played a crucial role in linking low self-esteem and irrational beliefs to depression. The theoretical and clinical implications
of the findings are discussed. 相似文献
100.