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This study sought to establish the relevance of mothers’ epistemic beliefs to their parenting style and preferred academic
goals for their child. College mothers (N = 163) from primarily working class families completed a variety of self-report measures including a modified version of
Schommer’s [(1990). Journal of Educational Psychology, 82, 498–504] Epistemological Beliefs Questionnaire, the Parental Attitudes Questionnaire-Revised [Reitman, Rhode, Hupp, & Altobello
(2002). Journal of Psychopathology and Behavioral Assessment, 24(2), 119–127], and several goal orientation scales. Results indicated that a view of learning as effortful and under the
learner’s control and a view of knowledge as actively constructed were associated with an authoritative parenting style and
with a preference for their child to focus on learning, improvement, and effort in approaching academic tasks. By contrast,
a view of learning as quick, straightforward, relatively passive and as based in innate constraints and a view of knowledge
as consisting of discreet, unambiguous facts were associated with authoritarian and permissive styles and the adoption of
performance goals for one’s child.
Portions of this study were presented at the annual meeting of the Society for Research in Child Development in Atlanta, April,
2005. 相似文献
414.
Sarah A. Wylie Heather L. Corliss Vanessa Boulanger Lisa A. Prokop S. Bryn Austin 《Sex roles》2010,63(3-4):264-276
Discrimination and violence targeting people perceived as gender nonconforming have been linked to a range of negative health outcomes, and large-scale representative data are needed to begin population surveillance of associated health disparities. A brief self-report measure of gender expression as perceived by others was tested using cognitive interviewing methods in a diverse sample of 82 young adults aged 18–30 years, recruited from the New England region in the U.S. Results identified themes related to item clarity, gender expression variation, undesirability of highest or lowest ends of item range, and tension between self and others’ perceptions. The item performed as expected and is recommended for use on studies of health disparities, including statewide and national public health surveillance tools. 相似文献
415.
In two experiments, bilingual (Urdu and English) 5- and 6-year-old children outperformed their monolingual (English) peers when asked to detect grammatically incorrect sentences on a syntactic awareness test. This result occurred when children were tested in English (Experiment 1) and when they were tested in English or in Urdu (Experiment 2). Bilingual children aged 3 and 4 were better at detecting grammatically incorrect sentences than their monolingual peers, but only when tested in Urdu. However, no significant differences appeared in monolingual and bilingual children's ability to detect grammatically correct sentences, suggesting that both grammatically correct and incorrect sentences should be used to obtain an accurate measure of syntactic awareness. The issue of whether it is bilingualism or the properties of a language that affect syntactic awareness is considered. 相似文献
416.
The Application of Behavior Change Theory to Family-Based Services: Improving Parent Empowerment in Children’s Mental Health 总被引:1,自引:0,他引:1
S. Serene Olin Kimberly E. Hoagwood James Rodriguez Belinda Ramos Geraldine Burton Marlene Penn Maura Crowe Marleen Radigan Peter S. Jensen 《Journal of child and family studies》2010,19(4):462-470
We describe the development of a parent empowerment program (PEP) using a community-based participatory research approach.
In collaboration with a group of dedicated family advocates working with the Mental Health Association of New York City and
state policy makers, academic researchers took an iterative approach to crafting and refining PEP to better prepare family
advocates to help bridge the gaps in service access among children with emotional and behavioral problems. Despite the growth
of family-led, family support programs nationally, research that demonstrates the positive benefits of such programs is scarce
in the children’s mental health literature. The PEP model is based on research data about barriers families face in mental
health service utilization (e.g., stigma, perceptions of providers, attitudes towards mental illness, service availability,
etc.). PEP is premised on (a) the concept of empowerment as a process, (b) the need to engage parents in becoming active agents
of change, and (c) the application of an integrated framework to empower parents, called the Parents as Agents of Change model.
Our paper focuses on describing the application of a Unified Theory of Behavior Change as a theoretical framework to help
activate parents as change agents in meeting their children’s mental health needs. Based on an integrated model of grassroots
driven Principles of Parent Support and research-based Unified Theory of Behavior Change, PEP’s Parents as Agents of Change
model provides a conceptual framework for testing the effectiveness of family support services in children’s mental health,
a much-needed area for future research. 相似文献
417.
Vanessa LoBue 《Journal of experimental child psychology》2010,107(1):59-66
Spiders are among the most common targets of fears and phobias in the world. In visual search tasks, adults detect their presence more rapidly than other kinds of stimuli. Reported here is an investigation of whether young children share this attentional bias for the detection of spiders. In a series of experiments, preschoolers and adults were asked to find the single spider picture among an array of eight mushrooms or cockroaches or the reverse. Both children and adults detected the presence of spiders more rapidly than both categories of distracter stimuli. Furthermore, there was no difference between the detection of two neutral stimuli (cockroaches vs. mushrooms). These results provide the first evidence of enhanced visual detection of spiders in young children. 相似文献
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Parents commonly dress their baby girls in pink and their baby boys in blue. Although there is research showing that children prefer the colour blue to other colours (regardless of gender), there is no evidence that girls actually have a special preference for the colour pink. This is the focus of the current investigation. In a large cross‐sectional study, children aged 7 months to 5 years were offered eight pairs of objects and asked to choose one. In every pair, one of the objects was always pink. By the age of 2, girls chose pink objects more often than boys did, and by the age of 2.5, they had a significant preference for the colour pink over other colours. At the same time, boys showed an increasing avoidance of pink. These results thus reveal that sex differences in young children's preference for the colour pink involves both an increasing attraction to pink by young girls and a growing avoidance of pink by boys. 相似文献