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191.
In this study we examined the factor structure of the Child Behavior Checklist (CBCL) filled out by group care workers. Group care workers' judgements were collected on 846 children and adolescents treated in various residential settings in The Netherlands. Using confirmatory factor analysis, we were able to show that the original CBCL factor model based on parental judgments of child behavior also fits for the judgments of group care workers. This means that the well known 8 narrow-band syndromes (Withdrawn, Somatic Complaints, etc.) as well as the 2 broad-band syndromes (Internalizing and Externalizing) can be used to interpret the CBCL scores of group care workers. This confirmation of the CBCL factor structure is a first step to add a group care worker version to the CBCL family. However, as a second step, normative data need to be gathered to further enhance the use of the CBCL for group care workers. 相似文献
192.
Zebrafish (Danio rerio) provide an excellent model for assessment of molecular processes of neurodevelopment. To determine the functional importance
of molecular events during neurodevelopment, we have developed methods for assessing learning in zebrafish in a three-chambered
fish tank. In the first study, simple escape response was assessed. Zebrafish tested with a moving net learned to escape to
another chamber more rapidly over the six sessions of training than the fish with the still net which did not learn. Upon
reversal of the contingencies, the fish switched to the inactive net rapidly learned to suppress the escape response and fish
formerly in the inactive net condition learned to avoid the moving net. In the second study, spatial discrimination learning
was assessed. Zebrafish were trained on a right-left position discrimination to avoid the active net. Zebrafish showed significant
improvement in escape responses over six sessions of training with three trials per session. In the third study, red-blue
non-spatial discrimination learning was assessed. There was a significant improvement over the first six training sessions.
With the reversal of contingencies, there was a significant decline of performance. With continued training, the fish again
significantly improved avoidance. These studies found an effective motivational stimulus and procedure for studying escape
behavior in zebrafish; a procedure whereby zebrafish would learn both spatial and non-spatial discrimination. These methods
are being developed to help determine the functional importance of molecular events during zebrafish neurodevelopment.
Accepted after revision: 20 August 2001
Electronic Publication 相似文献
193.
Research indicates that perceivers regulate information gain from their observation of ongoing behavior by varying the number
and kind of actions they identify as meaningful. Although numerous factors have been shown to induce variation in this behavior-perception
process, it is not currently known whether observers must consciously and intentionally initiate these changes. To address
this question, different observational goals (impression formation or memorization) were nonconsciously primed in participants
who then viewed and segmented a behavior sequence into meaningful actions. Although participants were unaware of its effects,
the priming manipulation led to quantitative and qualitative shifts in their perception of the behavior that were similar
to those found in a previous study in which observational goals were manipulated via explicit instructions. Importantly, these
shifts in perception, in turn, influenced evaluations of the observed actor and memory for her behavior. We conclude that
an act of will is not required for adjustments in behavior perception to be initiated, and, furthermore, that a full understanding
of social judgment cannot be achieved without examination of the behavior-perception process.
相似文献
G. Daniel LassiterEmail: |
194.
We tested the efficacy of a social skills training program for the parents of school-aged children experiencing socio-emotional
problems. Participating families (N = 42) were randomly assigned to one of three conditions: parent social skills training; parent plus parallel child social
skills training; or no-treatment control. The two treatment groups did not differ on any of the outcome measures. Treatment
was associated with improvements in parent and child social skills knowledge, parent social problem solving, and child emotional
functioning. In follow-up analyses examining mechanisms of change, parental attendance and change in child social skills knowledge
predicted response to treatment. Overall, our results highlight the utility of engaging parents as primary participants in
the treatment of children’s socio-emotional problems and suggest methods for maximizing the impact of such an intervention. 相似文献
195.
Ramesh Manocha Barbara Semmar Deborah Black 《Journal of clinical psychology in medical settings》2007,14(3):266-273
Menopausal symptoms often feature or are worsened by psychological and psychosomatic factors. As there is limited research
into the potential role of psychological interventions, especially meditation, for the treatment of these symptoms the current
study adopted an AB case series design with a follow-up phase. Fourteen women who were experiencing hot flashes and other
menopausal symptoms and receiving no treatment for them attended meditation classes twice weekly for 8 weeks and practiced
daily at home. A mental silence orientated technique of meditation called Sahaja Yoga (SYM) was taught. The Hot Flash Diary,
Kupperman Index, MENQOL, Greene’s Climacteric Scale and STAI, were administered at baseline, mid treatment (4 weeks), post-treatment
(8 weeks) and at 8 weeks follow-up. Substantial improvements in all measures occurred at post treatment. Changes in vasomotor
symptoms, especially hot flashes, were most prominent as a significant decrease of 67% at post-treatment and 57% at follow-up
(χ2 = 11.7, p < .003) were noted and Kupperman’s Index score decreased by 58% at post-treatment and 40% at follow-up (χ2 = 11.7, p < .005). All other symptom measures improved substantially from baseline to post-treatment, non-parametric analysis indicating
that most of these changes were significant. These findings tentatively suggest that menopausal symptoms, especially vasomotor
symptoms, and particularly hot flashes, might be substantially improved by using meditation. 相似文献
196.
The authors qualitatively examine parent experiences in groups for persons seeking parental rights through Child Protective Services (CPS). The study focuses on 16 custody-seeking parent figures who participated in dialogical groups designed from a Collaborative Language Systems perspective. The grounded-theory analysis shows that parents initially described overwhelming emotions and conflictual relationships with CPS. It also identifies five therapeutic group processes that appeared to influence perceptions of hope and personal power and contribute to how parents position themselves relative to CPS: validation, sharing practical information and networking, highlighting strengths and resources, supportive confrontation, and sharing stories of change. The analysis provides insight into CPS parents' experiences, suggests that dialogical approaches may have potential to assist in reshaping experiences in CPS, and draws attention to the need for interventions at the structural and administrative levels. 相似文献
197.
198.
We investigated the student-teacher relationships (STRs) of 6-year-old children with (n = 58) and without (n = 82) intellectual disability (ID). We also examined early (age 3) and concurrent (age 6) child behavioral, self-regulatory, and social characteristics as predictors of age 6 STR quality. Children with ID experienced significantly poorer relationships with their teachers, marked by less closeness and more conflict and dependency, compared to typically developing children. This group difference was not accounted for entirely by IQ differences. Child characteristics and parent-child interactional variables at age 3 and 6 accounted for 53.5% of the variance in age 6 STR quality. The relation between ID status and STR quality was fully mediated by three child variables-global self-regulation at age 3, mother-reported behavior problems at age 6, and teacher-reported behavior problems at age 6- and was partially mediated by mother-reported behavior problems at age 3. Our findings demonstrate the importance of child behavioral and social characteristics in predicting relationships with teachers for children with and without ID. 相似文献
199.
Herbert H. Severson Hill M. Walker Thomas R. Kratochwill 《Journal of School Psychology》2007,45(2):193-223
This article provides a review of current practices and tools used in the proactive screening of behaviorally at-risk students within the context of schooling. While there are many obstacles to the early detection of vulnerable students, some recent developments have helped make educators more receptive to early identification and prevention approaches. In addition to describing current best practices, this article reviews promising innovations in screening and early identification that the authors believe are worth considering and whose structural characteristics, required accommodations, and critical features may make them more acceptable to educational users. Implications for the training of school psychologists in the screening and early identification of high-risk students are reviewed and recommendations offered for future research. 相似文献
200.
This study investigated the role of emotion regulation in children's early academic success using a sample of 325 kindergarteners. A mediational analysis addressed the potential mechanisms through which emotion regulation relates to children's early academic success. Results indicated that emotion regulation was positively associated with teacher reports of children's academic success and productivity in the classroom and standardized early literacy and math achievement scores. Contrary to predictions, child behavior problems and the quality of the student teacher relationship did not mediate these relations. However, emotion regulation and the quality of the student-teacher relationship uniquely predicted academic outcomes even after accounting for IQ. Findings are discussed in terms of how emotion regulation skills facilitate children's development of a positive student-teacher relationship as well as cognitive processing and independent learning behavior, all of which are important for academic motivation and success. 相似文献