全文获取类型
收费全文 | 3870篇 |
免费 | 47篇 |
国内免费 | 94篇 |
出版年
2024年 | 1篇 |
2023年 | 11篇 |
2022年 | 11篇 |
2021年 | 12篇 |
2020年 | 19篇 |
2019年 | 15篇 |
2018年 | 132篇 |
2017年 | 110篇 |
2016年 | 196篇 |
2015年 | 110篇 |
2014年 | 45篇 |
2013年 | 81篇 |
2012年 | 94篇 |
2011年 | 224篇 |
2010年 | 32篇 |
2009年 | 35篇 |
2008年 | 52篇 |
2007年 | 37篇 |
2006年 | 58篇 |
2005年 | 1374篇 |
2004年 | 679篇 |
2003年 | 466篇 |
2002年 | 141篇 |
2001年 | 8篇 |
2000年 | 8篇 |
1999年 | 7篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 14篇 |
1993年 | 3篇 |
1992年 | 3篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1983年 | 1篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1976年 | 1篇 |
排序方式: 共有4011条查询结果,搜索用时 31 毫秒
901.
Implementing Family-Centered Interventions Within the Public Middle School: Linking Service Delivery to Change in Student Problem Behavior 总被引:2,自引:0,他引:2
The Adolescent Transitions Program is a family-centered intervention strategy designed to reduce problem behavior and prevent
drug use within a public school environment. A parent consultant within a Family Resource Center (FRC) provided universal,
selected, and indicated interventions that enhanced and supported positive parenting practices known to serve as protective
factors. Implementation of the 3-year FRC model involved 584 students and their families in 4 middle schools. Analyses focused
on the dynamics and effects of parent consultant activities and services. Differences in school “adoption” of the FRC services
were found to be a function of both passage of time and school environment. Despite significant variation in implementation
across schools, FRC services significantly reduced the growth in problem behavior over the course of the middle-school years.
The implications of these findings for dissemination of empirically supported, school-based, family-centered interventions
are discussed. 相似文献
902.
903.
This study investigated (1) whether attention deficit/hyperactivity disorder (AD/HD) is associated with executive functioning (EF) deficits while controlling for oppositional defiant disorder/conduct disorder (ODD/CD), (2) whether ODD/CD is associated with EF deficits while controlling for AD/HD, and (3)~whether a combination of AD/HD and ODD/CD is associated with EF deficits (and the possibility that there is no association between EF deficits and AD/HD or ODD/CD in isolation). Subjects were 99~children ages 6–12 years. Three putative domains of EF were investigated using well-validated tests: verbal fluency, working memory, and planning. Independent of ODD/CD, AD/HD was associated with deficits in planning and working memory, but not in verbal fluency. Only teacher rated AD/HD, but not parent rated AD/HD, significantly contributed to the prediction of EF task performance. No EF deficits were associated with ODD/CD. The presence of comorbid AD/HD accounts for the EF deficits in children with comorbid AD/HD+ODD/CD. These results suggest that EF deficits are unique to AD/HD and support the model proposed by R. A. Barkley (1997). 相似文献
904.
Lavallee KL Bierman KL Nix RL;Conduct Problems Prevention Research Group 《Journal of abnormal child psychology》2005,33(3):307-324
Many interventions for childrens behavior problems successfully utilize a group format for social skills training, providing opportunities for practice and performance feedback from peers. Recent studies however, suggest that grouping aggressive children together may reduce intervention effectiveness or even increase risk. The present study examined the relative impact of childrens own behavior and their experiences with peers in the first-grade friendship groups of Fast Track, a multi-component preventive intervention program. Two-hundred sixty-six children (56% minority, 29% female) participated in 55 friendship groups. Childrens own positive and negative behavior in friendship groups was related to relative improvements in social cognitive skills, prosocial behavior, and aggression, assessed through child interviews, teacher ratings, and peer sociometric nominations. Results from hierarchical linear models also revealed that the amount of peer escalation children received for their disruptive behavior during sessions impeded some intervention gains, whereas mere exposure to other childrens positive or negative behavior was rarely related to outcomes.Members of the Conduct Problems Prevention Research Group are, in alphabetical order, Karen L. Bierman, Pennsylvania State University; John D. Coie, Duke University; Kenneth A. Dodge, Duke University; E. Michael Foster, Pennsylvania State University; Mark T. Greenberg, Pennsylvania State University; John E. Lochman, University of Alabama; Robert J. McMahon, University of Washington; and Ellen E. Pinderhughes, Tufts University 相似文献
905.
Hartup WW 《Journal of abnormal child psychology》2005,33(3):387-394
Peer interaction is examined as a source of behavior change in children and adolescents. The dynamics of peer influence are discussed in terms of six issues: characteristics of the influence source; characteristics of the child or adolescent being influenced; the relationship existing between influence source and the individual being influenced; developmental change; processes underlying peer influence; and constraints deriving from the behavior domain being examined. Research shows that contact with peers has complex effects on individual behavior, and numerous moderators and mediators must be considered in order to account for them. The discussion is linked to the papers included in this special issue. 相似文献
906.
Arseneault L Kim-Cohen J Taylor A Caspi A Moffitt TE 《Journal of abnormal child psychology》2005,33(5):537-550
Past research suggests that young children are incapable of reporting information about their own behavior problems. To test
this, we examined the validity and the usefulness of children's self-reports in the E-Risk Study, a nationally representative
birth cohort of 2,232 children. We used the Berkeley Puppet Interview to obtain children's self-reports of conduct problems
when they were 5-years old and the Dominic-R when they were 7-years old. We also collected information about the children
and their families by interviewing mothers, sending questionnaires to teachers, and rating examiners' observations during
home visits. Results indicate that when children's self-reports are gathered with structured and developmentally appropriate
instruments, they are shown to be valid measures: conduct problems reported by the children themselves were associated with
known correlates including individual characteristics (e.g., IQ), related behaviors (e.g., hyperactivity), and family variables
(e.g., economic disadvantages). Observed correlations closely matched effect sizes reported in the literature using adults'
reports of children's behavioral problems. In addition, children's self-reports can be useful: both measures distinguished
children meeting DSM-IV criteria for research diagnoses of conduct disorder. Children's reports also contributed unique information not provided
by adults. For research and clinical purposes, young children's self-reports can be viewed as a valuable complement to adults'
ratings and observational measures of children's behavior problems. 相似文献
907.
Arnold EM Goldston DB Walsh AK Reboussin BA Daniel SS Hickman E Wood FB 《Journal of abnormal child psychology》2005,33(2):205-217
The purpose of this study was to examine the severity of behavioral and emotional problems among adolescents with poor and typical single word reading ability (N = 188) recruited from public schools and followed for a median of 2.4 years. Youth and parents were repeatedly assessed to obtain information regarding the severity and course of symptoms (depression, anxiety, somatic complaints, aggression, delinquent behaviors, inattention), controlling for demographic variables and diagnosis of ADHD. After adjustment for demographic variables and ADHD, poor readers reported higher levels of depression, trait anxiety, and somatic complaints than typical readers, but there were no differences in reported self-reported delinquent or aggressive behaviors. Parent reports indicated no differences in depression, anxiety or aggression between the two groups but indicated more inattention, somatic complaints, and delinquent behaviors for the poor readers. School and health professionals should carefully assess youth with poor reading for behavioral and emotional symptoms and provide services when indicated. 相似文献
908.
909.
910.
Glickman, Gray, and Morales (this issue) propose a statistical model for measuring the unobserved latency of stimulus-controlled
processes. The model accounts for both speed and accuracy and does so by assuming participants set an internal deadline. If
a stimulus-controlled response is not produced by the deadline, the participant then guesses. The applicability the model
is discussed in this comment. The deadline model yields specific predictions for the case in which stimulus difficulty is
manipulated in a within-block manner. In this case, it is reasonable to assume that stimulus difficulty does not affect the
deadline. It is shown that in common perceptual and cognitive domains, extant data do not fully meet these predictions. Hence,
practitioners need be aware of the possibility and consequences of model misspecification.
This research is supported by NSF grant SES - 0095919 to J. Rouder, D. Sun, and P. Speckman. 相似文献