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151.
Stacy?Ling Renee?O.?HawkinsEmail author Denise?Weber 《Journal of Behavioral Education》2011,20(2):103-116
When students display disruptive behaviors, it interferes with their own, and other students’ learning and with the teacher’s
ability to instruct during academic activities. This study investigated the effects of a classwide interdependent group contingency
on the on/off-task behaviors of an at-risk student in a first-grade classroom in a private Midwestern school. The student
was referred for intervention due to his high rates of off-task behavior and low levels of academic engagement. An ABAB withdrawal
design was used to evaluate the effectiveness of the intervention to improve the target student’s behavior as well as that
of his classroom peers. Results suggested that the intervention decreased the individual student’s off-task behavior and increased
academic engagement while also having positive effects on overall behavior in the classroom. 相似文献
152.
Research on the factor structure of psychopathy has yielded mixed results, supporting anywhere from one to three factors. Additionally, most of this research has used all-male samples, and the possibility of structural invariance across gender has not been examined. Using a mixed-gender sample of 360 undergraduates, the factor structure of the Psychopathic Personality Inventory-Revised was examined using confirmatory factor analysis and multiple group analysis. One-, two-, and three-factor models were tested and compared with each other. When males and females were combined, none of the three models provided adequate fit to the data. Multiple group analyses revealed partial invariance across gender for all three models. Model comparison criteria supported use of both the one- and two-factor models, taking into account variable factor structure across gender. The importance of considering structural differences based on biological sex when assessing psychopathic traits is discussed. 相似文献
153.
154.
Wiebe SA Sheffield T Nelson JM Clark CA Chevalier N Espy KA 《Journal of experimental child psychology》2011,108(3):436-452
Although the structure of executive function (EF) during adulthood is characterized by both unity and diversity, recent evidence suggests that preschool EF may be best described by a single factor. The latent structure of EF was examined in 228 3-year-olds using confirmatory factor analysis. Children completed a battery of executive tasks that differed in format and response requirements and in putative working memory and inhibitory control demands. Tasks appeared to be age appropriate, with adequate sensitivity across the range of performance and without floor or ceiling effects. Tests of the relative fit of several alternative models supported a single latent EF construct. Measurement invariance testing revealed less proficient EF in children at higher sociodemographic risk relative to those at lower risk and no differences between boys and girls. At 3 years of age, when EF skills are emerging, EF appears to be a unitary, more domain-general process. 相似文献
155.
Yee E Huffstetler S Thompson-Schill SL 《Journal of experimental psychology. General》2011,140(3):348-363
Most theories of semantic memory characterize knowledge of a given object as comprising a set of semantic features. But how does conceptual activation of these features proceed during object identification? We present the results of a pair of experiments that demonstrate that object recognition is a dynamically unfolding process in which function follows form. We used eye movements to explore whether activating one object's concept leads to the activation of others that share perceptual (shape) or abstract (function) features. Participants viewed 4-picture displays and clicked on the picture corresponding to a heard word. In critical trials, the conceptual representation of 1 of the objects in the display was similar in shape or function (i.e., its purpose) to the heard word. Importantly, this similarity was not apparent in the visual depictions (e.g., for the target Frisbee, the shape-related object was a triangular slice of pizza, a shape that a Frisbee cannot take); preferential fixations on the related object were therefore attributable to overlap of the conceptual representations on the relevant features. We observed relatedness effects for both shape and function, but shape effects occurred earlier than function effects. We discuss the implications of these findings for current accounts of the representation of semantic memory. 相似文献
156.
Jacob D. Christenson D. Russell Crane McArthur HafenJr. Stacy Hamilton G. Bruce Schaalje 《Contemporary Family Therapy》2011,33(4):441-460
A number of studies have examined variables associated with health care use. However, no study is known to have considered
health care use among people seeking services for marital and family problems. In this study, health care use of persons (N = 110)
seeking these services was investigated to determine the strongest psychosocial correlates of health care use. The goal was
to identify potential “targets” of clinical intervention that may be driving excessive health care use. “Informational support”
and “somatization” were the strongest correlates for the complete sample, with the model explaining 24% of the variance in
health care use. For “high users” of health care, “hostility” was the strongest correlate, accounting for more than 36% of
the variance in health care use. 相似文献
157.
James Snyder Sabina Low Tara Schultz Stacy Barner Desirae Moreno Meladee Garst Ryan Leiker Nathan Swink Lynn Schrepferman 《Journal of applied developmental psychology》2011,32(6):336
Teachers from fourteen classrooms were randomly assigned to an adaptation of Incredible Years (IY) teacher training or to teacher training-as-usual. Observations were made of the behavior of 136 target preschool boys and girls nominated by teachers as having many or few conduct problems. Peer and teacher behavior were observed at baseline and post training. IY training resulted in increases in teachers' positive and reductions in teachers' negative behavior relative to training as usual, in decreased peer negative behavior toward target children, and in decreased negative behavior of target children high on conduct problems. The impact of IY training on the behavior of target children was mediated by changes in peers' behavior with no direct effects of teacher behavior and differential effects for high and low conduct problem children. Teacher training focused on altering the whole classroom environment may be an effective strategy, even for children with significant conduct problems. 相似文献
158.
Stacy C. Parenteau Sheryle Gallant Irene Sarosiek Richard W. McCallum 《Journal of clinical psychology in medical settings》2006,13(1):46-53
Hope, depressive symptoms, anxiety, and physical quality of life (QOL) were assessed in three subgroups of patients receiving the gastric pacemaker. Patients (n = 22) completed questionnaires prior to pacemaker implantation and at 3 and 6 months post-surgery. The idiopathic subgroup reported a significantly greater degree of hope and less anxiety at 6-month follow-up, compared to the diabetes patients. The idiopathic patients also reported significantly less anxiety at 6 months than the postsurgical patients. Across all subgroups, there was an increase in hope and physical QOL, and decrease in depressive symptoms and anxiety, from baseline levels. There was a significant negative relationship between hope and both depressive symptoms and anxiety at baseline and 3- and 6-month follow-up. Presurgical hope level did not significantly predict depressive symptoms or anxiety after implantation. This study provides evidence that the pacemaker improves the physical and psychological health of gastropareutic patients; hope appears to play a role in the psychological adjustment of these patients. 相似文献
159.
Stacy L. Frazier Tommy Chou Rachel R. Ouellette Sarah A. Helseth Erin R. Kashem Kelly D. Cromer 《American journal of community psychology》2019,63(3-4):430-443
Organized after‐school programs can mitigate risk and build resilience for youth in urban communities. Benefits rely on high‐quality developmental experiences characterized by a supportive environment, structured youth–adult interactions, and opportunities for reflective engagement. Programs in historically disenfranchised communities are underfunded; staff are transient, underpaid, and undertrained; and youth exhibit significant mental health problems which staff are variably equipped to address. Historically, after‐school research has focused on behavior management and social‐emotional learning, relying on traditional evidence‐based interventions designed for and tested in schools. However, after‐school workforce and resource limitations interfere with adoption of empirically supported strategies and youth health promotion. We have engaged in practice‐based research with urban after‐school programs in economically vulnerable communities for nearly two decades, toward building a resource‐efficient, empirically informed multitiered model of workforce support. In this paper, we offer first‐person accounts of four academic–community partnerships to illustrate common challenges, variability across programs, and recommendations that prioritize core skills underlying risk and resilience, align with individual program goals, and leverage without overextending natural routines and resources. Reframing obstacles as opportunities has revealed the application of mental health kernels to the after‐school program workforce support and inspired lessons regarding sustainability of partnerships and practice. 相似文献
160.
Little attention has focused on the reporting of ethical research practices in journal articles. In Study 1, published articles in 2 psychopathology journals were reviewed to ascertain the types of ethical research information that were reported. In Study 2, a survey was sent to authors in Study 1 to determine which ethical practices they engaged in, if they reported this information, and reasons for not including this information in their article. In general, there is a great variability regarding the types of ethical research practices reported in journal articles. Commonly cited reasons for not including ethical research practice information in the articles included the need for brevity, belief that it was common practice, and lack of relevance for the project. These results suggest that there is no standard practice for reporting research practices in journal articles and great variability in the implementation of procedures that are generally considered standard. 相似文献