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81.
In two daily diary studies we examined the moderating role of sensation seeking in the patterns of relations between physical pleasure and life satisfaction. In study 1 (a 52‐day daily diary study), daily physical pleasure was a significantly stronger predictor of daily social satisfaction among high sensation seekers than among low sensation seekers. We extended the finding of study 1 to more general daily satisfaction in study 2 (a 23‐day diary study). The present findings indicate that physical pleasure is associated with daily satisfaction to the degree that one seeks for such an experience. In addition, we tested whether the association between physical pleasure and daily satisfaction would be moderated also by other facets of extraversion and extraversion as a whole. With the exception of the positive emotion facet in study 1, no facet or extraversion as a whole moderated the relation between physical pleasure and daily satisfaction. The present studies show specificity and replicability of the role that sensation seeking plays in understanding the link between daily physical pleasure and daily satisfaction. Copyright © 2001 John Wiley & Sons, Ltd. 相似文献
82.
Dr. Barbara A. Walker Ph.D. Dr. Robert D. Russell Ed.D. 《Journal of Near-Death Studies》1989,8(2):103-110
Nina Thornburg's (1988) Near-Death Phenomena Knowledge and Attitudes Questionnaire was distributed to 326 randomly selected Illinois psychologists. Of 117 usable questionnaires received, the mean score for knowledge questions was 7.5 of a maximum score of 18. Respondents were most knowledgeable about near-death elements of peace, out-of-body transcendence, and tunnel/light phenomena. The mean score for the attitude portion of the instrument was 61.3 of a maximum score of 85 points for the most positive attitude. Seven percent of the respondents indicated having had a near-death experience, 19% indicated having counseling near-death experiencers, and 28% indicated having had personal contacts with an experiencer. 相似文献
83.
Judy McNeish M.A. Timothy E. Heron Ed.D. Beatrice Okyere Ph.D. 《Journal of Behavioral Education》1992,2(1):17-27
The purpose of this study was to compare the effects of Self-Correction and Traditional spelling on the acquisition, maintenance, and generalization of spelling words with five junior high school students with learning disabilities. During Traditional spelling students received a weekly list of 20 unknown words. Daily 20-minute assignments with these words varied among writing them, arranging them in alphabetical order, dividing the words into syllables, and using a dictionary to locate word meaning. Students were tested on the 20 words at the end of the week. During Self-Correction, students received 20 words on a 5-column sheet of paper. Columns were arranged so that stimulus words could be hidden by folding the paper back, and later exposed after the teacher dictated and the student wrote the words. Students used proofreading marks to self-correct. Sessions lasted 20 minutes, and weekly, delayed, and generalized assessments were conducted. Results indicated that for all five students the Self-Correction procedure was more effective for word acquisition than Traditional spelling. Also, for four of the five students, maintenance of words was higher under Self-Correction. Generalization occurred for three students. Finally, measures of social validity indicated that the students preferred Self-Correction over Traditional spelling, although two teachers in regular classrooms did not notice significant changes in the overall spelling performance for the students. Implications for the classroom practitioner are discussed. 相似文献
84.
Paul M. Smeets Ed.D 《Journal of Behavioral Education》1992,2(2):87-104
This study compared three types of prompt-elimination procedures for helping children respond to left-right mirror-image stimuli. Three populations participated: normally developing preschoolers, students with mild mental retardation, and students with moderate mental retardation. All subjects were first trained to discriminate the stimuli in the presence of multiple pictorial prompts. These prompts required the subjects to discriminate the compounds on the basis of orientation. Then the prompts were eliminated, abruptly, with a time-delay procedure, or with a procedure requiring subjects to use the prompts to self-evaluate the accuracy of their responses. The results showed the following. First, most subjects rapidly discriminated the compound stimuli. Second, about 50% of the subjects of each population discriminated the task stimuli even when the prompts were abruptly removed. Time delay was highly effective with the normally developing preschoolers and students with mild mental retardation, but not with students with moderate mental retardation. The self-evaluation procedure was effective with all three populations. 相似文献
85.
Shawn Seybert Ed.S. Professor Director Glen Dunlap Ph.D. Jolenea Ferro Ph.D. 《Journal of Behavioral Education》1996,6(1):49-65
This investigation was conducted in an effort to systematically extend the emerging data base having to do with choice-making opportunities and the behavior of students with disabilities. In particular, the current analyses examined the effects of choice-making on the problem behavior and task engagement of three high school students with intellectual disabilities as the students performed domestic and vocational activities. Multiple baseline and reversal designs demonstrated that the choice conditions reduced problem behaviors and increased task engagement for all participants. Data having to do with student affect and task productivity were less consistent. The findings on the relationship between choice making and problem behavior replicate and extend a growing literature on the desirable effects of choice-making for individuals with disabilities. The results are discussed in terms of recent developments in behavioral support, as well as the need for ongoing conceptual and applied research. 相似文献
86.
Lesli Musicar M. Ed. Nina Josefowitz Ph.D. C.Psych. 《Journal of Contemporary Psychotherapy》1996,26(2):177-191
There has been a growing awareness of Post-Traumatic Stress Disorder (PTSD) as a consequence of childhood sexual trauma. Central to this diagnosis is the flashback experience. Flashbacks are essentially memories which have not been integrated into everyday consciousness and return as intrusive symptoms, usually accompanied by dread and panic. This article presents a treatment strategy based on a four-stage model. The model includes (1) education; (2) assisting clients in identifying their flashback patterns; (3) designing coping strategies; and (4) processing the flashback. The goal is to assist the client with the management and integration of traumatic memory.This article is based on a paper practical guidelines to treating incest survivors' flashbacks presented at the World Congress of Cognitive Therapy, Toronto, June 1992. 相似文献
87.
Joseph R. Canale Ed.D. Royce White Ph.D. Kim Kelly M.A. 《Journal of religion and health》1996,35(3):225-230
This study investigates the relative likelihood of psychotherapists promoting altruism and forgiveness as therapeutic agents
as compared with other techniques. One hundred and five therapists were asked to rate the relative likelihood of fostering
altruism, forgiveness, direct expression of feelings, vicarious ventilation of feelings, and self-reinforcement in response
to treating four presenting problems where a fictitious client had been hurt by another. Results indicated that, for the most
part, altruism and forgiveness were likely to be promoted significantly less often than the other three therapeutic alternatives
by the therapists sampled. The association of altruism and forgiveness with religious values and their disassociation from
selftheory are posited as possible explanations for the findings. 相似文献
88.
Robert R. Smith Ed.D. Victor S. Lombardo 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》1995,13(4):255-260
In addressing the issue of how offenders may help themselves face the world in prison and outside, this article outlines how
the principles of rational emotive therapy as outlined by Ellis and Maultsby can be simplified for use with this population
in order to provide them a method for understanding and alleviating unhelpful emotional reactions. An example is provided
to illustrate how a rational self-analysis model can be taught as written homework in individual or group sessions. Using
the RSA model, offenders are taught to review and better understand the meanings of irrational words and how they upset themselves.
Overall, our experience has been that offenders of many persuasions can be taught to be more rational and logical—an essential
foundation for successful rehabilitation.
This article is reproduced with permission in a slightly modified form from an earlier article authored by Smith and Lombardo
“Rational Cognitive Therapy: An Executive Summary” that appeared inThe Correctional Psychologist, 27, 1995, pp. 2–5. 相似文献
89.
Ilene S. Schwartz Ph.D. Debbie Staub Ph.D. Chrysan Gallucci M.Ed. Charles A. Peck Ph.D. 《Journal of Behavioral Education》1995,5(1):93-106
Following Haring's (1992) recommendation, we have utilized qualitative research techniques to assist us in designing a program of research on inclusive education which is responsive to the outcome values and priorities identified by teachers and parents. Using interviews, observations, and document analysis to follow 35 children in full inclusion classrooms over a period of two years, we have described outcomes for these children in three major domains. These outcome domains, and subthemes within them, have been evaluated and revised based on interviews and social validation ratings by parents and teachers. Dependent measures based on our qualitative research findings are currently being used in a series of behavior analytic studies designed to evaluate the effects of specific interventions on outcomes of inclusion for children with and without disabilities. 相似文献
90.
Gregory F. Harper Ph.D. Barbara Mallette Ph.D. Larry Maheady Ph.D. Anita E. Bentley MS.Ed. Jill Moore MS.Ed. 《Journal of Behavioral Education》1995,5(4):399-414
Knowledge of basic arithmetic facts aids in the acquisition and speed of performance of arithmetic operations. A peer mediated instructional procedure, Classwide Peer Tutoring (CWPT), has been shown to increase the rates and accuracy of students responses to academic tasks and to improve student performance on a variety of academic tasks. The present investigation evaluated the retention of 100 subtraction items by primary grade-age children with mild disabilities using CWPT for 10 weeks. Short- and long-term retention of items, and rate of correct responding were assessed. Results indicated that the students' average pretest score was 58.0% correct, and their average weekly posttest score was 87.12 correct, a 27% improvement in accuracy. Short- and longer-term retention measured on posttests was 88.7 % and 85.0% correct, respectively. Improvement in students rate of accurate responding to subtraction items practiced during CWPT was obtained. Student failure to learn particular items was not attributable to fewer opportunities to practice these items, less accurate practice, or item difficulty. Students reported positive evaluation of CWPT and perceived positive social and self esteem outcomes. Directions for future research focusing on retention and analysis of treatment failure are suggested. 相似文献