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201.
Gorham Marie Barnes-Holmes Yvonne Barnes-Holmes Dermot Berens Nicholas 《The Psychological record》2009,59(2):221-246
The Psychological Record - The current study comprised 2 experiments to generate relational responding in typically developing children and children with autism. In Study 1, the children were... 相似文献
202.
Differences in mother and father behavior during a triadic interaction session, and differences in mothers’ behavior across
triadic and dyadic interaction, were examined in 60 two-parent families with an 11- to 15-month-old child (30 boys, 30 girls).
Results revealed that mothers were less involved, less sensitive, and more negative during triadic than during dyadic interaction.
Mothers of sons displayed more emotion during triadic interaction than mothers of daughters did. Mothers were more involved
with children than fathers were during triadic interaction, whereas fathers displayed more emotion than mothers did during
triadic interaction. Fathers were more supportive of mothers, and mothers were more intrusive toward fathers, during triadic
interaction. The results are discussed in terms of the role that context plays in gender-typed patterns of family interaction. 相似文献
203.
Contextual variations in mother-child and father-child verbal communication were examined among 80 U.S. families from Kansas who were predominately Caucasian (85%) and middle-class. There were 41 girls and 39 boys between 15- and 18-months-old observed with their mothers and fathers in separate play and caregiving laboratory situations. Parent and child behaviors were coded for verbal initiation and response strategies. MANOVA’s revealed more differences between mother’s and father’s verbal communication strategies in the play context than the caregiving context. Boy’s and girl’s verbal communication was relatively similar across contexts. The interactions between gender and context are discussed in relation to gender role development in the family. 相似文献
204.
African American women (n = 42) and European American women (n = 46) were queried regarding their comfort level discussing various sexual health topics with hypothetical counselors who
were varied by race (African American vs. European American) or counseling value (culturally sensitive vs. knowledgeable).
Contrary to hypotheses, European American participants were more comfortable with the knowledgeable African American counselor
and the culturally sensitive European American counselor, while African American women showed no preference. Implications
are discussed for improving sexual health counseling services for African American and European American women with consideration
of client sexual attitude and race of counselor in order to reduce disparities in sexual health. 相似文献
205.
Eric W. Lindsey Penny R. Cremeens Yvonne M. Caldera 《Infant and child development》2010,19(2):142-160
This study examines the role that context plays in links between relative balance, or mutuality in parent–child interaction and children's social competence. Sixty‐three toddlers and their parents were observed in a laboratory play session and caregiving activity (i.e. eating snack). Mutuality was operationalised as the relative balance in (a) partners' compliance to initiations, and (b) partners' expression of positive emotion. Caregivers rated children's social competence with peers, and children's prosocial and aggressive behaviour with peers was observed in their childcare arrangement. Contextual differences were observed in the manifestation of parent–child mutuality, with both mother–child and father–child dyads displaying higher mutual compliance scores in the play context than in the caregiving context. Father–child dyads also displayed higher levels of shared positive emotion during play than during the caregiving context. There were no differences in a way that parent–child mutuality during play and caregiving was associated with children's social competence with peers. Overall, the results suggest that parent–child mutuality is a quality of parent–child interaction that has consistent links to children's peer competence regardless of the context in which it occurs. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
206.
Amanda R. Start Yvonne Allard Amy Adler Robin Toblin 《Suicide & life-threatening behavior》2019,49(2):444-454
The purpose of this study was to examine the longitudinal relationship between aggression and suicide ideation when controlling for other externalizing (i.e., alcohol misuse and risk‐taking) and internalizing (i.e., depression and sleep problems) risk factors in an active duty, military sample. Preexisting data from a longitudinal study were analyzed to assess the wellness of service members across the deployment cycle. Participants were 944 active duty service members (95% male, 48% between 18 and 24 years old) who completed surveys upon initial return from deployment and approximately 3 months later. After controlling for other externalizing (alcohol misuse, risk‐taking) and internalizing (depression, sleep problems) risk factors, service members reporting aggression were significantly more likely to report suicide ideation than those reporting no aggression (OR = 3.19; OR 95% CI: 1.16–8.80). The independent nature of the relationship between anger and suicidality suggests aggression may be an important indicator of suicidality for service members. Understanding the role of aggression in suicidality may improve the ability to identify at‐risk service members and to develop effective interventions to reduce suicide risk. 相似文献
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Mariola C. Gremmen Yvonne H. M. van den Berg Eliane Segers Antonius H. N. Cillessen 《Social Psychology of Education》2016,19(4):749-774
As a part of classroom management, teachers face the question of how and where to seat their students. However, it is far from clear what considerations teachers have when making seating arrangements. Therefore, in this study seating arrangement considerations from 50 teachers in grades 4–6 of elementary school were assessed. In Phase 1, teachers were interviewed about their goals and considerations for classroom seating arrangements. Teachers mentioned between 2 and 19 reasons for placing students at specific places in the classroom, with mostly academic considerations. They mainly preferred arrangements in small groups to promote student cooperation. In Phase 2, teachers completed a questionnaire about seating arrangements. This allowed us to examine individual differences between teachers related to gender, years of experience, and beliefs, and the concurrence between the interview and questionnaire data. Teachers reported multiple and various considerations for seating arrangements. Correlations with their general student-oriented or subject-oriented beliefs and personal characteristics were low. The concurrence between measurement methods also was low. The discussion focused on teacher awareness of classroom seating arrangements as an important part of classroom management and a tool for prevention and intervention. 相似文献