全文获取类型
收费全文 | 569篇 |
免费 | 31篇 |
专业分类
600篇 |
出版年
2024年 | 3篇 |
2023年 | 5篇 |
2022年 | 6篇 |
2021年 | 4篇 |
2020年 | 15篇 |
2019年 | 17篇 |
2018年 | 23篇 |
2017年 | 22篇 |
2016年 | 35篇 |
2015年 | 11篇 |
2014年 | 23篇 |
2013年 | 65篇 |
2012年 | 38篇 |
2011年 | 31篇 |
2010年 | 11篇 |
2009年 | 20篇 |
2008年 | 19篇 |
2007年 | 27篇 |
2006年 | 26篇 |
2005年 | 28篇 |
2004年 | 20篇 |
2003年 | 29篇 |
2002年 | 23篇 |
2001年 | 10篇 |
2000年 | 7篇 |
1999年 | 9篇 |
1998年 | 10篇 |
1997年 | 6篇 |
1996年 | 4篇 |
1995年 | 6篇 |
1994年 | 5篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 6篇 |
1989年 | 2篇 |
1987年 | 2篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1980年 | 2篇 |
1979年 | 6篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1974年 | 2篇 |
1973年 | 1篇 |
排序方式: 共有600条查询结果,搜索用时 15 毫秒
531.
Tara Fenwick 《Studies in Philosophy and Education》2009,28(2):101-118
While complexity science is gaining interest among educational theorists, its constructs do not speak to educational responsibility
or related core issues in education of power and ethics. Yet certain themes of complexity, as taken up in educational theory,
can help unsettle the more controlling and problematic discourses of educational responsibility such as the potential to limit
learning and subjectivity or to prescribe social justice. The purpose of this article is to critically examine complexity
science against notions of responsibility in terms of implications for education. First, themes of complexity science prominent
in contemporary educational writing are explained. Then dilemmas of responsibility in complexity are explored, such as what
forms and meanings responsibility can have in a ‘complexified’ perspective of education, how care for others is mobilised,
and how desire can be understood. Analyses of ethical action grounded in complexity science are then examined, as well as
theories of the ethical subject and participatory responsibility that are congruent with certain tenets of a complexity ontology.
Finally, the possibility of an educational vision of responsibility animated by complexity theories is considered, drawing
from related writings of Bai, Biesta, Derrida, Levinas and Varela. 相似文献
532.
Shelley A. Francis Wendy K. Lam Jessica D. Cance Vijaya K. Hogan 《Journal of religion and health》2009,48(2):164-177
This study examines African American faith based leaders’ attitudes and beliefs about providing HIV prevention education and
services to adolescents. Using a convenience sample, we identified priority adolescent health issues, attitudes about abstinence
messages, and willingness to provide and participate in HIV prevention. Leaders identified drugs, gangs, alcohol, sex, and
pregnancy as priority health issues affecting youth in their institutions. Leaders’ strongly preferred to emphasize abstinence
messages. Although leaders were willing to provide youth with health education, they were not willing to discuss specific
behaviors associated with HIV transmission. African American churches provide a venue to reach African American youth; however,
there are limitations to relying on faith-based HIV prevention services. HIV prevention education should continue to be supplemented
via parents, schools, and public health agencies.
相似文献
Shelley A. FrancisEmail: |
533.
534.
Andrea V. McPherson Kristen M. Lewis Amy E. Lynn Mary E. Haskett Tara S. Behrend 《Journal of child and family studies》2009,18(1):61-69
We examined a model of parenting stress for abusive mothers (n = 80) and nonabusive mothers (n = 86) using linear regression analyses. Predictors in the model included (a) the degree to which mothers were bothered by
child misbehavior, (b) mothers’ general psychological functioning, and (c) observed child behavior during parent–child interactions.
Whether abuse status moderated the relations between each predictor and parenting stress was also explored. Results indicated
that mothers’ psychological functioning significantly predicted parenting stress; however, neither mothers’ intolerance for
their children’s misbehavior nor observed child behavior were significant predictors of parenting stress in the regression
model. A test of moderation revealed a significant interaction between parental intolerance and abuse status such that intolerance
predicted parenting stress level only for abusive mothers. A comparison of correlations indicated that abusive mothers’ level
of parenting stress was more closely related to their intolerance for child conduct problems than to the child’s behavior
during play with their mothers. Findings are discussed in terms of implications for interventions to reduce parenting stress
experienced by nonabusive and abusive mothers. 相似文献
535.
Exposure to thin-ideal media has adverse effects on the body satisfaction of women with higher levels of body image disturbance.
In a study involving 109 UCLA female undergraduates, we examined the effectiveness of an intervention that was based on downward
social comparison theory and the selection of alternative comparison dimensions. All participants had higher levels of body
dissatisfaction and viewed pictures of fashion models; the intervention group compared downward with the models on non-appearance
dimensions in writing, whereas the control group described the models in writing. We hypothesized that the intervention group
would experience more positive shifts in body and weight satisfaction, anxiety about appearance, and desire to lose weight
than would the control group. The results supported our hypotheses. 相似文献
536.
Child maltreatment, non-suicidal self-injury, and the mediating role of self-criticism 总被引:3,自引:0,他引:3
Glassman LH Weierich MR Hooley JM Deliberto TL Nock MK 《Behaviour research and therapy》2007,45(10):2483-2490
We examined the relation between child maltreatment and non-suicidal self-injury (NSSI). Participants were 86 adolescents who completed measures of child maltreatment, self-criticism, perceived criticism, depression, and NSSI. Analyses revealed significant, small-to-medium associations between specific forms of child maltreatment (physical neglect, emotional abuse, and sexual abuse) and the presence of a recent history of NSSI. Emotional and sexual abuse had the strongest relations with NSSI, and the data supported a theoretical model in which self-criticism mediates the relation between emotional abuse and engagement in NSSI. Specificity for the mediating role of self-criticism was demonstrated by ruling out alternative mediation models. Taken together, these results indicate that several different forms of childhood maltreatment are associated with NSSI and illuminate one mechanism through which maltreatment may be associated with NSSI. Future research is needed to test the temporal relation between maltreatment and NSSI and should aim to identify additional pathways to engagement in NSSI. 相似文献
537.
Alison L. Shortt Paula M. Barrett Mark R. Dadds Tara L. Fox 《Journal of abnormal child psychology》2001,29(6):585-596
Examined the influence of family on anxious children's cognition. Research by Barrett, Rapee, Dadds, and Ryan (1996) found anxious children reported increased avoidance after interacting with their parents. They labelled this finding the FEAR effect—Family Enhancement of Avoidant Responses. Whilst some subsequent studies have found similar results, others have not. These contradictory findings question whether the direction of parental influence on anxious children is determined by the perceived demands of the experimental context. Anxious children (N = 101) and their parents were asked to interpret seven ambiguous situations and to discuss what their child would do if the scenario actually occurred. Study 1 found that children in the anxious group and an externalizing control group were more likely to interpret ambiguous situations as threatening than nonclinic children were. Study 2 sought to examine changes in the children's responses from pre- to postfamily discussion, and to identify variables associated with the FEAR effect in anxious families. Interestingly, anxious children whose families completed the discussion task after they (children) had been offered treatment were more likely to show a FEAR effect than anxious families who completed the task as part of assessment. Study 3 examined predictors of enhanced avoidance in anxious families. Treatment context and maternal distress were correlated with the child's increased avoidance following family discussion. Limitations of these studies and directions for future research are discussed. 相似文献
538.
Cameron Shelley 《Cognitive Science》2001,25(5):775-818
Situational irony concerns what it is about a situation that causes people to describe it as ironic. Although situational irony is as complex and commonplace as verbal and literary irony, it has received nowhere near the same attention from cognitive scientists and other scholars. This paper presents the bicoherence theory of situational irony, based on the theory of conceptual coherence (Kunda & Thagard, 1996; Thagard & Verbeurgt, 1998). On this theory, a situation counts as ironic when it is conceived as having a bicoherent conceptual structure, adequate cognitive salience, and evokes an appropriate configuration of emotions. The theory is applied to a corpus of 250 examples of situational ironies gathered automatically from electronic news sources. A useful taxonomy of situational ironies is produced, new predictions and insights into situational irony are discussed, and extensions of the theory to other forms of irony are examined. 相似文献
539.
Elizabeth Moroney Irene Tung Whitney A. Brammer Tara S. Peris Steve S. Lee 《Journal of abnormal child psychology》2017,45(3):457-470
Although parental attention-deficit/hyperactivity disorder (ADHD) is a risk factor for multiple negative youth outcomes, it is unknown how change in parental ADHD symptoms over time affects change in child ADHD symptoms; moreover, mediators of these predictions are largely unknown. Parents of 230 5–10 year-old children (68 % male) with (n = 120) and without ADHD (n = 110) were followed prospectively for 6–7 years across three separate waves. Parents self-reported their ADHD and depression symptoms and similarly rated offspring ADHD, oppositional defiant disorder (ODD), and conduct disorder (CD) symptoms; youth self-reported their substance use. Temporally-ordered mediators consisted of parental expressed emotion (EE), derived from the Five Minute Speech Sample, and self-reported positive and negative parenting behavior. Controlling for key demographics and parental depression symptoms, increasing parental ADHD symptoms were a time-varying predictor of worsening youth ADHD and ODD, although it was unrelated to change in CD and alcohol/substance use. Next, although EE facets (i.e., criticism, emotional over-involvement) did not mediate these predictions, negative parenting behavior significantly mediated predictions of youth ADHD (and marginally in predictions of ODD) from parental ADHD symptoms. These quasi-experimental findings suggest that parental ADHD symptoms are a potential unique causal risk factor for offspring ADHD and ODD; also, preventing negative parenting behavior secondary to parental ADHD symptoms is critical to improve trajectories of youth ADHD and ODD. We consider parental ADHD symptoms and family factors underlying emergent externalizing problems utilizing a developmental psychopathology framework, including implications for intervention and prevention. 相似文献
540.
Video is used extensively in teacher preparation, raising questions about what and how preservice teachers learn through video observation and analysis. We investigate the development of candidates' noticing of ambitious mathematics pedagogy in the context of a video-based course designed to cultivate ways of seeing and interpreting classroom interactions. Qualitative analysis of candidates' observations of teaching at the beginning and end of the course generated a framework of practices and associated approaches for noticing instructional interactions. The 3 practices include attending to features of instruction, elaborating on observations, and integrating observations to reason about instruction. Findings reveal that variations in candidates' noticing was tied to their attention to the details of the features of ambitious pedagogy and to the extent to which they integrated observations to examine the relation between student thinking, teaching practice, and mathematical content. 相似文献