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121.
McGuire Rosie Hiller Rachel M. Ehlers Anke Fearon Pasco Meiser-Stedman Richard Leuteritz Sophie Halligan Sarah L. 《Journal of abnormal child psychology》2021,49(6):807-816
Research on Child and Adolescent Psychopathology - While trauma memory characteristics are considered a core predictor of adult PTSD, the literature on child PTSD is limited and inconsistent. We... 相似文献
122.
Sophie von Stumm Robert Plomin 《British journal of psychology (London, England : 1953)》2021,112(2):373-388
In a longitudinal sample from Britain, we tested if attending private, fee-charging schools rather than non-selective state schools benefitted children’s social–emotional development. State (N = 2,413) and private school children (N = 269) showed no differences in well-being across adolescence, but private school children reported fewer behaviour problems and greater peer victimisation over time than state schoolers. These results were independent of schools’ selection criteria, including family background, and prior academic and cognitive performance. At age 21, private and state school students differed marginally in social–emotional behaviours, such as self-control, volunteering, sexual conduct, and substance use. After considering schools’ selection criteria, only risk taking and age at having the first alcoholic drink differed between private and state school children, with the privately educated ones being less risk averse and drinking at younger ages than those attending state school. Our results suggest that private education adds little positive value to children’s social–emotional development. 相似文献
123.
Sophie L. Cronin Belinda M. Craig Ottmar V. Lipp 《British journal of psychology (London, England : 1953)》2021,112(3):645-661
The own-age bias (OAB) has been proposed to be caused by perceptual expertise and/or social-cognitive mechanisms. Investigations into the role of social cognition have, however, yielded mixed results. One reason for this might be the tendency for research to focus on the OAB in young adults, between young and older adult faces where other-age individuation experience is low. To explore whether social-cognitive manipulations may be successful when observers have sufficient other-age individuation experience, we examined biases involving middle-aged other-age faces and the influence of a context manipulation. Across four experiments, young adult participants were presented with middle-aged faces alongside young or older adult faces to remember. We predicted that in contexts where middle-aged faces were positioned as other-age faces (alongside young adult faces), recognition performance would be worse than when they were positioned as relative own-age faces (alongside older adult faces). However, the context manipulations did not moderate middle age face recognition. This suggests that past findings that context does not change other-age face recognition holds for other-age faces for which observers have higher individuation experience. These findings are consistent with a perceptual expertise account of the OAB but more investigation of the generality of these results is required. 相似文献
124.
Salami Bukola Alaazi Dominic A. Ibrahim Siciida Yohani Sophie Scott Shannon D. Vallianatos Helen Urichuk Liana Islam Bonnieca 《Journal of child and family studies》2022,31(1):142-154
Journal of Child and Family Studies - African immigrant children experience some of the poorest mental health outcomes in Canada, yet limited research has systematically mental health determinants... 相似文献
125.
Relating Kindergarten Attention to Subsequent Developmental Pathways of Classroom Engagement in Elementary School 总被引:1,自引:0,他引:1
We examine the relationship between children's kindergarten attention skills and developmental patterns of classroom engagement throughout elementary school in disadvantaged urban neighbourhoods. Kindergarten measures include teacher ratings of classroom behavior, direct assessments of number knowledge and receptive vocabulary, and parent-reported family characteristics. From grades 1 through 6, teachers also rated children's classroom engagement. Semi-parametric mixture modeling generated three distinct trajectories of classroom engagement (n?=?1369, 50% boys). Higher levels of kindergarten attention were proportionately associated with greater chances of belonging to better classroom engagement trajectories compared to the lowest classroom engagement trajectory. In fact, improvements in kindergarten attention reliably increased the likelihood of belonging to more productive classroom engagement trajectories throughout elementary school, above and beyond confounding child and family factors. Measuring the development of classroom productivity is pertinent because such dispositions represent precursors to mental health, task-orientation, and persistence in high school and workplace behavior in adulthood. 相似文献
126.
Dipl.-Psych. Sophie Kaczmarek Kai Passmann Ruben Cappel Veronika Hillebrand Andrea Schleu Bernhard Strau? 《Psychotherapeut》2012,57(5):402-409
Background
The examination of the negative and harmful effects of psychotherapy has recently moved into the focus of psychotherapy research. The investigation described in the following article specifically analyzes for the first time the contents of complaints by psychotherapy patients and presents a practical category system for classification of the negative effects of psychotherapeutic treatment.Samples and method
A total of 67 cases of complaints submitted to the Ethics Association (reg. co). Ethics in Psychotherapy during the time period from 18.02.2008 to 27.12.2010 were analyzed with respect to the content in the sense of an inductive categorization and quantitative evaluation.Results
From the available patient complaints a reliable category system could be elucidated. The violation of therapeutic base variables and violations of sexual limitations were the most common cause of complaints against male therapists whereas for female therapists accusations of violation of medical confidentiality and documentation duty were significantly higher.Conclusions
The results of this study allow formulation of research recommendations for extended investigation of the negative effects of psychotherapy and reveal options for the development of a targeted risk management. 相似文献127.
128.
Kate E. Hamilton Julie L. Wershler Sophie D. Macrodimitris Barb J. Backs-Dermott Laurie E. Ching Kerry J. Mothersill 《Cognitive and behavioral practice》2012,19(3):472-482
Depression and anxiety are the most common mental health disorders seen in clinical practice and they are highly comorbid. Cognitive behavioral therapy (CBT) has been demonstrated as an effective treatment for both depression and anxiety but is often not available to all individuals who could benefit from it. This paper investigates the effectiveness of a mixed-diagnosis group CBT intervention that incorporates mindfulness meditation for individuals presenting with depression and/or anxiety: CBT Basics II. This intervention was evaluated across two distinct mental health programs to determine both if it can demonstrate positive results and if it is feasible to implement in these types of programs. Sample 1 (n = 42 completers) consisted of higher-functioning individuals in a general mental health program. Sample 2 (n = 53 completers) consisted of individuals with more chronic and severe mental health diagnoses. Overall, intent-to-treat analyses revealed improvements in psychiatric symptoms, and increases in CBT knowledge and mindfulness skill across both programs. This indicates that CBT Basics II is effective across diverse mental health populations and shows promise for improving access to CBT. 相似文献
129.
There appears to be a close and probably causal relationship between early variations in phoneme skills and later reading skills in typically developing children, though the pattern in children with Down Syndrome is less clear. We present the results of a 2-year longitudinal study of 49 children with Down Syndrome (DS) and 61 typically developing (TD) control children with similar initial levels of reading skill. Phoneme awareness and vocabulary were strong concurrent predictors of initial levels of reading skill in both groups. However, longitudinally phoneme awareness was a predictor of the growth of reading skills in TD children but not in children with DS. There was a very high degree of longitudinal stability in reading skills in children with DS, and initial levels of reading skills seemed to be highly constrained by general language skills, as indexed by vocabulary knowledge, in this population. We conclude that reading development in children with DS shows similarities and differences to the pattern observed in TD children and that phoneme awareness appears to be a less powerful influence on the development of reading skills in children with DS. 相似文献
130.
Emin Altintas Sophie Berjot Anne Rémiens Stéphane Rusinek Alain Guerrien 《Psychologie du Travail et des Organisations》2012,18(4):368-383
The Hautmont tornado has occurred on august 03, 2008, in the North of France. It was caused major destructions in this town and particularly in this city hospital. A tornado is a major natural phenomenon that causes destructions and disasters. In the literature, natural disaster and their destructive consequences are associated with psycho-traumatic disorders, among which is posttraumatic stress. The purpose of this research was to study the psychological impact of this tornado on a particularly vulnerable population: employees of a hospital. Thirty eight employees were interviewed one year after the Tornado. The results of this study showed that this disaster had many psychological repercussions. Many cases of posttraumatic stress disorders and cases of burnout were present independently of job strain level. 相似文献