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201.
    
The Alarm Distress Baby Scale (ADBB) aims at assessing infant withdrawal behavior. A previous validation study revealed acceptable reliability and validity indices. The present study investigated the psychometric properties of the scale in a larger sample from a culturally different population. Pediatricians evaluated the behavior of 122 infants, 2 and 19 months old, using the ADBB during routine physical consultation. Four investigators (two pediatricians and two nurses not specialized in pediatric care) examined video recordings of the evaluations. Results showed good interrater reliability coefficients among pediatricians and poor correlation when all professionals were grouped together. Test–retest reliability revealed good intraexaminer agreement (r = 0.91). The pediatricians' evaluation using the ADBB was compared with a psychiatric examination to investigate the scale's criterion validity. The cutoff point of 5 provided the best clinical validity (sensitivity of 79%, specificity of 81%). Results from construct validity showed that the scale had three dimensions. Comparison of the factor solution with other construct validity studies of the same instrument revealed similarities and differences. Results suggest that the ADBB may be a useful screening instrument to detect signs of psychiatric alterations related to withdrawal behavior in primary care services, and it is likely to provide consistent information.  相似文献   
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  总被引:1,自引:0,他引:1  
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The goal of this study was to examine the psychometric properties of the Perceived Parental Self‐Efficacy (PPSE) and Perceived Family Collective Efficacy (PFCE) revised scales in the Portuguese and Italian contexts. To this aim two studies were conducted: the first reported the exploratory and confirmatory factor analyses with Portuguese samples, whereas the second addressed the cross‐cultural invariance of PPSE and PFCE (Portugal and Italy). Results of the first study showed the appropriate fit of the unifactorial model of both scales to Portuguese data. The invariance analyses performed in the second study attested to the PPSE and PFCE's configural, metric and scalar invariance in both countries. The correlations of PPSE and PFCE with communication, management of conflict and children's school achievement further attested to their construct and practical validity. Thus, PPSE and PFCE proved to be suitable to further use in research and psychological assessment fields.  相似文献   
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Using an ecological framework, this 2‐wave longitudinal study examined the effects of parentification on youth adjustment across the transition to adolescence in a high‐risk, low‐income sample of African American (58%) and European American (42%) mother–child dyads (T1 Mage = 10.17 years, T2 Mage = 14.89 years; 52.4% female). Children's provision of family caregiving was moderately stable from early to late adolescence. Emotional and instrumental parentification evidenced distinct long‐term effects on adolescents' psychopathology and the quality of the parent–child relationship. Ethnicity moderated these relations. Emotional and instrumental parentification behaviors were associated with predominantly negative outcomes among European American youth in the form of increased externalizing behavior problems and decreased parent–child relationship quality, whereas emotional parentification was associated with positive outcomes among African American youth in the form of increased parent–child relationship quality, and instrumental parentification was neutral. These findings support a multidimensional view of parentification as a set of culturally embedded phenomena whose effects can only be understood in consideration of the context in which they occur.  相似文献   
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This case report, presented to a supervision group, is a prenatal genetic counseling casethat caused me a great deal of emotional discomfort as the events unfolded. Thediscomfort originated during my first meeting with the couple for routine preamniocentesiscounseling and continued through later encounters. This case illustrates the process ofworking through countertransference and projective identification issues that may arise ingenetic counseling.  相似文献   
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The observation of serious deficiencies in the traditional police interview led Geiselman and colleagues to develop an alternative method of questioning. This method is known as the cognitive interview. The CI starts from the premise that the witness, victim or suspect wishes to cooperate. But, what happens if this is not the case? More seriously, what happens if he/she lies? The main aim of this study is to examine the differences between true and false statements, as a function of the interview technique employed (CI/STI). Participants were 73 students of the University of La Laguna. A 2×2 factorial design with the following variables was used: type of interview [traditional interview used in Spain by the Police (STI) and cognitive (CI)] and type of statement (true and false). The hypothesis was that the true and false accounts of witnesses would be qualitatively and quantitatively different independent of the type of interview used (STI/CI). Results confirmed the hypothesis. © 1997 by John Wiley & Sons, Ltd.  相似文献   
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Abstract

This study investigates the interplay between family risk and the quality of classroom interactions and their impact on self-regulation skills in two groups of children—children from socioeconomically disadvantaged backgrounds (at-risk) and non-risk children. Participants included 485 children (N = 93 classrooms)—233 (N = 47 classrooms) of which were from socioeconomically disadvantaged areas. Temperament was measured using teacher report. Trained observers rated classroom quality via live observations of a typical preschool day. Behavioral regulation was assessed using direct measures and emotional regulation was assessed using a teacher report. Analyses using multiple group structural equation modeling showed that at-risk children had lower levels of cool behavior regulation than non-risk children. In addition, classroom quality was positively linked to cool behavioral self-regulation. Moderating effects were additionally found between family risk and classroom quality on both hot behavioral regulation and emotional regulation. Classroom quality served as a protective factor for children exposed to more risk factors. Results showed complex associations between individual characteristics, classroom quality, and family risk, indicating a need to further explore the interplay among these variables.  相似文献   
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