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291.
To further evaluate the construct validity of Kagan's Matching Familiar Figures Test (MFF), three different scoring methods—the MFF error measure, the MFF latency measure, and Kagan's double median split—were used to compare learning disabled and behavior disordered boys at two age levels with their normal peers on the frequency with which they were designated as impulsive. In the comparison of 7-year-old and 12-year-old learning disabled boys with the normal children, the MFF error measure identified a greater frequency of the learning disabled boys as impulsive at both age levels. No differences occurred between the learning disabled and the normal boys at either age level on the latency measure. Kagan's double median split procedure differentiated only between the older learning disabled and the normal boys. Thus, combining the latency measure with the error measure detracted from the effectiveness of the error measure. None of the MFF scoring procedures differentiated between the behavior disordered and the normal boys at either age level. Although the findings tend to support the results of studies with normal children in indicating that the error measure is more sensitive than the latency measure, the failure of the error measure to designate a greater frequency of the severely behavior disordered boys as being impulsive than are their normal peers raises further questions about the construct validity of the MFF, regardless of the scoring procedure used. 相似文献
292.
J. Dittrichov K. Paul D. Sobotkov M. Tautermannov J. Vondr
ek 《Infant and child development》1994,3(4):223-232
In 34 healthy 1-month-old infants sleep, waking, crying and conditioning were analysed in detail. Intellectual functioning and coping with an unfamiliar situation were assessed at the age of 3 years. Likewise, the social environment including mother-infant interaction was considered. The majority of sleep and waking parameters assessed during the first month did not correlate with outcome data at 3 years. Rather, it was those concerning conditioning at 1 month that significantly correlated with coping in an unfamiliar situation at 3 years, a finding in accordance with neurophysiological concepts concerning stimulus sensitivity. More sensitive infants at 1 month had problems in coping with an unfamiliar situation at 3 years. In the light of these results we suggest that factors related to central nervous system processes play a role in coping with unfamiliar situations. 相似文献
293.
Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter? 总被引:1,自引:0,他引:1
This study investigated the association between parent involvement in early intervention and children's later school competence. Parents (N = 704) of children participating in the Chicago Longitudinal Study were interviewed retrospectively about their school involvement in preschool and kindergarten. Parents reported on the activities in which they participated and their frequency of program participation. Results indicated that even after controlling for family background, the number of activities in which parents participated in preschool and kindergarten was significantly associated with higher reading achievement, with lower rates of grade retention at age 14 (eighth grade), and with fewer years in special education. The frequency of parent involvement was only marginally associated with reading achievement but was associated with lower rates of grade retention and fewer years in special education. A confirmatory analysis indicated that teacher ratings of parent involvement in first and second grade were significantly associated with higher reading achievement in eighth grade, lower grade retention rates, and lower rates of special education placement through eighth grade. Findings support the benefits of parent involvement in early childhood programs. 相似文献
294.
William R. Higa Roland G. Tharp Roderick P. Calkins 《Journal of experimental child psychology》1978,26(3):489-497
Kindergarten, first-grade, and second-grade children (5, 6, and 7 years of age, respectively) performed a Luria-type verbal control task in which motor responses are initiated to positive stimuli and inhibited to negative stimuli. The task was performed by motor responding only and verbal self-directed motor responding, with these conditions reversed in sequence for one half of each grade group. Although motor responding and verbal-motor responding by the two younger groups were generally poor, their performance equalled that of the second graders when the verbalizing condition followed the silent, motor-only condition. For these children, verbalizing appeared to constitute a second task which interfered with motor responding. Prior practice on motor-only responding, however, facilitated subsequent, concurrent performance of the two tasks. No interference or practice effects were found for the second graders. The results suggested that self-instructional training programs are likely to be successful when adequate verbal-motor coordination can be assumed or when the motor response is within the child's repertoire. 相似文献
295.
What are the similarities and differences between prayer and theological reflection in the praxis of pastoral care and counseling? This qualitative study is ethnographic in design. A review of the literature is summarized. Researchers interviewed 75 participants in four cultures: (1) chaplains and (2) pastoral counselors in the Canadian Association of Pastoral Practice and Education (CAPPE), (3) community clergy and persons in lay ministry, and (4) students after internship in a theological reflection course. Interviews were audiotaped, transcribed and then coded for themes. Findings include seeing more similarities than differences between prayer and theological reflection. One of the differences is that prayer is more affective and theological reflection is more cognitive. There are also some areas of ambiguity. Discussion includes what ought to be normative or the orthopraxis for prayer and theological reflection in pastoral care and counseling. Limitations and areas for future research are outlined. 相似文献
296.
Stevens SE Sonuga-Barke EJ Kreppner JM Beckett C Castle J Colvert E Groothues C Hawkins A Rutter M 《Journal of abnormal child psychology》2008,36(3):385-398
The current study examined the persistence and phenotypic presentation of inattention/overactivity (I/O) into early adolescence,
in a sample of institution reared (IR) children adopted from Romania before the age of 43 months. Total sample comprised 144
IR and 21 non-IR Romanian adoptees, and a comparison group of 52 within-UK adoptees, assessed at ages 6 and 11 years. I/O
was rated using Rutter Scales completed by parents and teachers. I/O continued to be strongly associated with institutional
deprivation, with continuities between ages 6 and 11 outcomes. There were higher rates of deprivation-related I/O in boys
than girls, and I/O was strongly associated with conduct problems, disinhibited attachment and executive function but not
IQ more generally, independently of gender. Deprivation-related I/O shares many common features with ADHD, despite its different
etiology and putative developmental mechanisms. I/O is a persistent domain of impairment following early institutional deprivation
of 6 months or more, suggesting there may be a possible pathway to impairment through some form of neuro-developmental programming
during critical periods of early development. 相似文献
297.
Lahey BB Van Hulle CA Keenan K Rathouz PJ D'Onofrio BM Rodgers JL Waldman ID 《Journal of abnormal child psychology》2008,36(8):1139-1158
Predictive associations between parenting and temperament during the first year of life and child conduct problems were assessed
longitudinally in 1,863 offspring of a representative sample of women. Maternal ratings of infant fussiness, activity level,
predictability, and positive affect each independently predicted maternal ratings of conduct problems during ages 4–13 years.
Furthermore, a significant interaction indicated that infants who were both low in fussiness and high in predictability were
at very low risk for future conduct problems. Fussiness was a stronger predictor of conduct problems in boys whereas fearfulness
was a stronger predictor in girls. Conduct problems also were robustly predicted by low levels of early mother-report cognitive
stimulation when infant temperament was controlled. Interviewer-rated maternal responsiveness was a robust predictor of conduct
problems, but only among infants low in fearfulness. Spanking during infancy predicted slightly more severe conduct problems,
but the prediction was moderated by infant fussiness and positive affect. Thus, individual differences in risk for mother-rated
conduct problems across childhood are already partly evident in maternal ratings of temperament during the first year of life
and are predicted by early parenting and parenting-by-temperament interactions.
相似文献
Benjamin B. LaheyEmail: |
298.
Schofield HL Bierman KL Heinrichs B Nix RL;Conduct Problems Prevention Research Group 《Journal of abnormal child psychology》2008,36(8):1175-1188
Youth who initiate sexual intercourse in early adolescence (age 11–14) experience multiple risks, including concurrent adjustment
problems and unsafe sexual practices. The current study tested two models describing the links between childhood precursors,
early adolescent risk factors, and adolescent sexual activity: a cumulative model and a meditational model. A longitudinal
sample of 694 boys and girls from four geographical locations was utilized, with data collected from kindergarten through
high school. Structural equation models revealed that, irrespective of gender or race, high rates of aggressive disruptive
behaviors and attention problems at school entry increased risk for a constellation of problem behaviors in middle school
(school maladjustment, antisocial activity, and substance use) which, in turn, promoted the early initiation of sexual activity.
Implications are discussed for developmental models of early sexual activity and for prevention programming.
相似文献
Karen L. BiermanEmail: |
299.
Colvert E Rutter M Kreppner J Beckett C Castle J Groothues C Hawkins A Stevens S Sonuga-Barke EJ 《Journal of abnormal child psychology》2008,36(7):1057-1068
Theory of Mind (ToM) and Executive Function (EF) have been associated with autism and with attention-deficit hyperactivity
disorder (ADHD), and hence might play a role in similar syndromes found following profound early institutional deprivation.
In order to examine this possibility the current study included a group of 165 Romanian adoptees, of whom 144 were adopted
into the UK from deprived institutional settings before 43months of age, and a group of 52 within-UK adoptees, all adopted
before 6months of age. Both groups were assessed at 6 and 11years. The Strange Stories task was used to assess ToM and the
Stroop task was used to assess EF, both at age 11. The Romanian adoptees displayed deficits in both ToM and EF compared with
the within-UK adoptee group. The degree of deficit was greater for children who had experienced more than 6months of institutional
deprivation. Deficits in both domains (ToM and EF) were associated with each of the three apparently deprivation-specific
problems, namely quasi-autism, disinhibited attachment and inattention/overactivity. Statistical analyses indicated a mediating
role for both ToM and EF with respect to quasi-autism; possibly a partial mediating role for EF with respect to inattention/overactivity;
and probably no mediating role for either ToM or EF in the case of disinhibited attachment. In conclusion, there is evidence
for a possible mediating role for ToM and EF in the development of some apparently deprivation-specific difficulties in institution-reared
Romanian adoptees, but neither accounts for the overall pattern of deprivation-related difficulties. 相似文献
300.
Janice Neibaur Day Andrea P. McDonnell Rob O’Neill 《Journal of Behavioral Education》2008,17(3):253-277
This study examined the effects of using a research based print reading program modified to accommodate beginning braille
readers using an alphabet or uncontracted braille reading approach with five beginning braille readers. Four of the 5 participants
displayed a clear increase in their ability to read high frequency words when they began using the Early Steps reading program
modified to an Early Steps Alphabet Braille Reading Program. Study findings indicate that access to reading activities and
materials afforded to sighted peers resulted in improved reading outcomes for children with visual impairments. Teachers,
participants, and family members all viewed the use of the uncontracted braille reading program and materials favorably. Specialized
reading instruction was also perceived as beneficial by teachers of students with visual impairments when the training addressed
the specific needs of braille readers. 相似文献