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141.
从译介学视角出发,对以《中华帝国全志》为代表的《本草纲目》早期译介活动进行研究。以《中华帝国全志》最早英文全译本"凯夫版"为蓝本,探讨其"译介内容"及针对"译介受众"所采用的"译介策略",并简述"译介效果"。在译介过程中,"译介主体"为了满足译入语读者的需求,通过"译介内容"的选取及"译介策略"的应用一定程度上促进了中西文化的交流与融合。《本草纲目》早期译介的成功得益于各译介要素间的互动与博弈,为当代中国文化,尤其是中医文化"走出去"提供了有益借鉴。 相似文献
142.
《Journal of multicultural counseling and development》2017,45(1):20-36
This study examined the differences in mental health and substance use by gender and across education levels of 634 American Indians from 4 eastern tribes. Multivariate analysis of variance indicated that men self‐rated significantly better mental health but binge drank and used illicit drugs more often compared with women. Participants with a post–high school degree had significantly better mental health than those without a high school diploma. As education increased, cigarette smoking significantly decreased. Implications for culturally appropriate interventions are discussed. Este estudio examinó las diferencias en salud mental y abuso de sustancias entre distintos sexos y niveles de educación de 634 indios americanos de 4 tribus del este. El análisis multivariante de la varianza indicó que los hombres autoevaluaron su salud mental como significativamente mejor, pero consumían alcohol en exceso y usaban drogas ilícitas con más frecuencia que las mujeres. Los participantes con un grado superior a la enseñanza secundaria tenían una salud mental significativamente mejor que aquellos que no terminaron la enseñanza secundaria. A niveles educativos mayores, la incidencia de fumadores disminuyó significativamente. Se discuten implicaciones para intervenciones culturalmente apropiadas. 相似文献
143.
The transition to parenthood is a period of both joy and challenge for most parents. There is a recognized need to support parents during this period, yet existing interventions have shown limited evidence of efficacy. This study takes a consumer‐focused approach to examine the needs and preferences of parents both prenatally (n = 77) and postnatally (n = 123) for parenting support. The study used a cross‐sectional design with a purpose‐built online survey. Parents were recruited via online forums, Facebook and parenting blogs, childcare centers, and playgroups. In general, all parents were satisfied with their current levels of both formal and informal support, and about one fourth of parents had accessed a parenting intervention. Parents expressed a moderate level of interest in additional parenting information, and parents expecting their first baby indicated preferences for information about basic baby care needs whereas postnatally, parents expressed more interest in topics around self‐care and behavior management. The implications for developing interventions and engaging families are discussed. 相似文献
144.
Eugene G. d'Aquili 《Zygon》1994,29(3):371-381
145.
THE WORLDWIDE BURDEN OF INFANT MENTAL AND EMOTIONAL DISORDER: REPORT OF THE TASK FORCE OF THE WORLD ASSOCIATION FOR INFANT MENTAL HEALTH 下载免费PDF全文
Karlen Lyons‐Ruth Jody Todd Manly Kai Von Klitzing Tuula Tamminen Robert Emde Hiram Fitzgerald Campbell Paul Miri Keren Astrid Berg Maree Foley Hisako Watanabe 《Infant mental health journal》2017,38(6):695-705
Children worldwide experience mental and emotional disorders. Mental disorders occurring among young children, especially infants (birth –3 years), often go unrecognized. Prevalence rates are difficult to determine because of lack of awareness and difficulty assessing and diagnosing young children. Existing data, however, suggest that rates of disorders in young children are comparable to those of older children and adolescents (von Klitzing, Dohnert, Kroll, & Grube, 2015 ). The lack of widespread recognition of disorders of infancy is particularly concerning due to the unique positioning of infancy as foundational in the developmental process. Both the brain and behavior are in vulnerable states of development across the first 3 years of life, with potential for enduring deviations to occur in response to early trauma and deprivation. Intervention approaches for young children require sensitivity to their developmental needs within their families. The primacy of infancy as a time of unique foundational risks for disorder, the impact of trauma and violence on young children's development, the impact of family disruption on children's attachment, and existing literature on prevalence rates of early disorders are discussed. Finally, global priorities for addressing these disorders of infancy are highlighted to support prevention and intervention actions that may alleviate suffering among our youngest world citizens. 相似文献
146.
Recruitment and Retention of Low‐SES Ethnic Minority Couples in Intervention Research at the Transition to Parenthood 下载免费PDF全文
Katherine J. W. Baucom Xiao S. Chen Nicholas S. Perry Kaddy Y. Revolorio Astrid Reina Andrew Christensen 《Family process》2018,57(2):308-323
Low‐SES couples have limited resources to manage the chronic and acute stressors with which they are disproportionately faced. Although these couples are at greater risk for negative individual and relationship outcomes, evaluations of the impact of couple relationship education (CRE) in low‐SES couples have been plagued by methodological problems, most notably challenges associated with recruitment and retention. We review the literature on challenges couples face associated with low‐SES, as well as on recruitment, retention, and CRE in low‐SES, ethnic minority populations. We illustrate some of these challenges in a case study of CRE for low‐SES couples transitioning to parenthood. In this pilot study, 21 couples were recruited from a community health clinic and randomized to either an experimental treatment condition (EXP; N = 11) or a treatment‐as‐usual control condition (TAU; N = 10). This study sought to mitigate documented challenges with recruitment and retention: We leveraged community partnerships, attempted to build and maintain strong relationships with study participants, provided incentives for assessments as well as intervention meetings, and attempted to reduce potential barriers to enrollment and retention. Nonetheless, we had low rates of recruitment and retention. We integrate these findings and experiences with our review of previous work in this area. We make recommendations for future CRE research and practice that have potential implications for public policy in this area. 相似文献
147.
Ozge Sensoy Bahar William Byansi Apollo Kivumbi Phionah Namatovu Joshua Kiyingi Fred M. Ssewamala Mary M. McKay Thabani Nyoni 《Family process》2020,59(4):1928-1945
In Uganda, one in five children presents mental health challenges, including disruptive behavior disorders (DBDs). DBDs can persist through adulthood and result in negative outcomes. Effective interventions for DBDs have been developed and tested in high-poverty communities in developed countries. Yet, most African countries, such as Uganda, lack such interventions. This paper describes the adaptation process of an evidence-based intervention of U.S. origin to optimize fit to context with intervention fidelity, as part of a randomized trial conducted with youth that exhibit behavioral challenges and their caregivers in 30 schools in Uganda. The process involved: initial meetings with headteachers and teachers to introduce the study and the main concepts of the intervention; initial manual review focusing on 4Rs and 2Ss content by the Uganda team; engagement of community stakeholders for additional feedback on content and cultural relevance; final revision of the manual; and collection of children’s drawings for the illustration of the manual. This paper describes both similarities and differences between the original and adapted intervention content and methods of delivery. The findings also highlight the importance of involving community stakeholders in the adaptation process. 相似文献
148.
For about thirty years now, an increasingly large number of robust and incontestable experimental findings have been arguing for the idea that, under certain conditions, interaction promotes the acquisition of cognitive skills, a phenomenon that cannot be clarified by multiplying the number of experiments. To progress, we must have tools designed for studying interaction as it actually affects the interlocutors. This means starting from the "surface" level of interactive dynamics and, step-by-step, constructing the stages of the interaction. This is the aim of interlocutory logic. We use it here to interpret the interlocutory behavior of a child conversing with another child as they solve an arithmetic problem, and to show that the dyadic cosolving process facilitates the acquisition of proportionality. The intersubjective processes that modify cognitions across situations are identified. 相似文献
149.
R.-A. Shweder 《Psychologie Fran?aise》2006,51(3):327-336
The paper will basically be an attempt to state what the author take to be: a) the main message of Walter Mischel's 1968 and 1973 critique of personality trait psychology; b) the connection between Walter Mischel's work and the work of Roy D'Andrade and Richard Shweder on the "systematic distortion hypothesis; and c) the good reasons for moving from a conception of the "person" as a vessel for response dispositions (whether globally or narrowly defined) [the "person-situation" model] to a conception of the person as a purposeful agent whose behavior can be explained by reference to means and ends (the "preference-constraint" model). 相似文献
150.
This study examined the specific implication of letter-name knowledge in reading acquisition on 5-year-old kindergarten children. Several studies underlined the importance of both phonological and orthographic skills (letters and grapho-phonological associations’ knowledge developed during reading acquisition). So, we focused on the link between those different early abilities and on their links with reading acquisition during school year. Thus, at the beginning and at the end of the year, we proposed to 40 children metaphonemic tasks (phoneme identification in initial and final position in the words), letter-sound and letter-name knowledge tasks (naming and identification) and a pseudo-words decoding task. In addition, to access letter-name knowledge, two types of measurements were proposed: an accuracy measure and a speed one. Mean number of correct responses and reaction times were collected by children and analysed too. Results show that letter-name knowledge could play a part in metaphonemic abilities development and in letter-sound associations’ discovery and acquisition, at the beginning of the year. Thanks to those skills improvement, letter-name knowledge could have an indirect impact on later children's decoding skills. Furthermore, the direct link, already observed at the beginning of the year, between letter-name knowledge and decoding skills still exists in April. At last, analyses on letter-name knowledge access time show that the more children name an important number of letters, the more they do it quickly. These results could mean that a certain level of letter-name knowledge have to be reach before children could use this knowledge automatically. All together, results confirm the importance of good letter-name knowledge in the first stages of reading acquisition. We also suggest taking into account some clues of letter-name knowledge's automatic use to better understand reading acquisition processes. 相似文献