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161.
Larissa N. Niec Jenelle R. Shanley Miya L. Barnett Sarah E. Baker David T. Solomon 《Child & family behavior therapy》2015,37(2):105-113
The behavioral assessment of parent-child interactions is an important component of treatment planning and evaluation in many evidence-based parent training programs. However, numerous factors unrelated to the parent-child interaction may add error to the assessment. This study investigated the impact of task instructions on parents’ behaviors during the analogue parent-child interaction observation, the Dyadic Parent-Child Interaction Coding System (DPICS). Forty-eight mother-child dyads were randomly assigned to one of two conditions that differed on level of specificity of instructions. Significant differences were observed between groups, with parents who received specific instructions using more praises during the DPICS tasks. Specific instructions may shift parents’ behaviors toward optimal, rather than typical, interaction patterns and should be considered in the context of the assessment goals. 相似文献
162.
Jeffrey Kirby 《The American journal of bioethics : AJOB》2016,16(1):38-47
Critical-care decision making is highly complex, given the need for health care providers and organizations to consider, and constructively respond to, the diverse interests and perspectives of a variety of legitimate stakeholders. Insights derived from an identified set of ethics-related considerations have the potential to meaningfully inform inclusive and deliberative policy development that aims to optimally balance the competing obligations that arise in this challenging, clinical decision-making domain. A potential, constructive outcome of such policy engagement is the collaborative development of an as-fair-as-possible dispute resolution process that incorporates an appropriated-justified, defensible critical-care obligation threshold. 相似文献
163.
SATOSHI HORIUCHI AKIRA TSUDA HISANORI KOBAYASHI JANICE M. PROCHASKA 《The Japanese psychological research》2012,54(2):128-136
This study aimed to develop the Japanese language version of Pro‐Change's decisional balance measure for effective stress management (PDSM). Effective stress management refers to activities that are practiced, for at least 20 min per day, to reduce a person's perceived stress. Six hundred and sixty‐five female and 456 male Japanese university and college students participated in this study, which consists of two surveys. Through exploratory and confirmatory factor analyses, the Japanese language version of the PDSM was developed, which contains 12 items and consists of two factors, the Pros and the Cons. The levels of internal consistency are acceptable (Pros = 0.78 and Cons = 0.64). The scores for the Pros and the Cons subscores were not affected by social desirability (Pros = ?0.04 and Cons = ?0.12). We confirmed the construct validity of the Japanese language version of PDSM with theoretically predicted relationships between the decisional balance and the stage of change for effective stress management. The Japanese language version of the PDSM with construct validity and reliability was developed. 相似文献
164.
Joanna L. Henderson Sherri MacKay Michele Peterson-Badali 《American journal of community psychology》2010,46(3-4):277-288
Collaborative approaches are being increasingly advocated for addressing a variety of health, mental health and social needs for children, youth and families. Factors important for effective knowledge translation of collaborative approaches of service delivery across disciplines, however, have not been rigorously examined. TAPP-C: The Arson Prevention Program for Children is an intervention program for child and adolescent firesetters provided collaboratively by fire service and mental health professionals. The present study examined the adopter, innovation, and dissemination characteristics associated with TAPP-C implementation, protocol adherence and extent of collaboration by 241 community-based fire service professionals from communities across Ontario. Results revealed that dissemination factors are particularly important for understanding program implementation, adherence and cross-discipline collaboration. Moreover, the findings of this study show significant benefits to both within discipline (intra-disciplinary) and across discipline (interdisciplinary) knowledge translation strategies. 相似文献
165.
管素叶 《医学与哲学(人文社会医学版)》2011,32(3):22-24
早孕期诊断是早期诊断的一部分。将新方法应用于早孕期诊断时,应考虑其成本效益问题。早孕期咨询应注意孕妇的年龄特征、个体化诊断和社会伦理学问题,正确诠释诊断结果,让孕妇及其配偶共同参与诊断。 相似文献
166.
Richard E. Mayer 《Applied cognitive psychology》2019,33(2):152-159
This paper presents a personal account of developments in research on online learning over the past 30 years. Research on how to design online instruction represents an example of applying the science of learning to education. It contributes to the science of learning (as exemplified by developments in cognitive load theory, the cognitive theory of multimedia learning, and incorporating metacognitive, motivational, and affective aspects of learning), the science of instruction (as exemplified by the continuing development of research‐based principles of instructional design), and the science of assessment (as exemplified by supplementing self‐report surveys and retention tests with multilevel transfer tests, log file data during learning, and cognitive neuroscience measures of cognitive processing during learning). Some recurring themes are that learning is caused by instructional methods rather than instructional media, so research should focus on features that are uniquely afforded by digital learning environments; instructional practice should be grounded in rigorous and systematic research, including value‐added experiments aimed at pinpointing the active ingredients in online instruction; research in online learning should identify boundary conditions under which instructional techniques are most effective; and research in online learning should test and contribute to learning theory. 相似文献
167.
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169.
Shimin Bao Kristin T. Sweatt Sarah A. Lechago Sarah Antal 《Journal of applied behavior analysis》2017,50(4):775-788
Many Early Intensive Behavioral Intervention (EIBI) curricula recommend teaching receptive responding before targeting expressive responding (Leaf & McEachin, 1999; Lovaas, 2003). However, a small literature base suggests that teaching expressive responses first may be more efficient when teaching children with ASD and other developmental disabilities (Petursdottir & Carr, 2011). The present study employed an alternating treatments design to compare the effects of three instructional sequences to teach feature, function, and class to three children diagnosed with ASD: (a) receptive–expressive, (b) expressive–receptive, and (c) mixed. The results suggested that expressive–receptive was the most efficient training sequence for all three participants. Additionally, greater emergent responding was observed with the expressive–receptive training sequence. 相似文献
170.
Abstract New York City hospitals expanded resources to an unprecedented extent in response to the COVID pandemic. Thousands of beds, ICU beds, staff members, and ventilators were rapidly incorporated into hospital systems. Nonetheless, this historic public health disaster still created scarcities and the need for formal crisis standards of care. These were not available to NY clinicians because of the state’s failure to implement, with or without revision, long-standing guidance documents intended for just such a pandemic. The authors argue that public health plans for disasters should be well-funded and based on available research and expertise. Communities should insist that political representatives demonstrate responsible leadership by implementing and updating as needed, crisis standards of care. Finally, surge requirements should address the needs of both those expected to survive and those who will not, by expanding palliative care and other resources for the dying. 相似文献