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111.
This study examined preliminary higher-order models relating tripartite dimensions of emotion to severity of anxiety and depressive disorders in 100 clinically referred children and adolescents. In light of the accumulating support for multifactor models of vulnerability and negative emotion in children, the present investigation was designed to establish preliminary estimates of the structure and magnitude of the relations of three emotion factors with dimensions of social anxiety, depression, panic, generalized anxiety, obsessions/compulsions, and separation anxiety. Results were consistent with structures that minimally specified two higher-order emotion factors, yet only some parameter estimates were consistent with theory regarding the tripartite model. Problems with the measurement of tripartite factors and possibilities for further research are outlined. 相似文献
112.
The predictive validity of the Child and Adolescent Functional Assessment Scale (CAFAS) is investigated using the data set generated by the national evaluation of the demonstration service grants funded by the Center for Mental Health Services. Logistic regressions were performed separately for contact with the law and poor school attendance, which were both assessed at 6 months postintake. Other variables included in the model besides the CAFAS total score at intake were age, gender, and family risk factors. The results show that the CAFAS total score at intake was a positive predictor of the likelihood of contact with the law and poor school attendance, even after controlling for age, gender, and risk factors. Furthermore, the CAFAS total score was predictive even after excluding scores on CAFAS subscales, which may have been influenced by absenteeism or delinquency. These findings are consistent with recent research indicating that the CAFAS predicts recidivism in juvenile delinquents.This research was conducted while the author was a Research Associate at the Population Studies Center, University of Michigan, Ann Arbor, MI 相似文献
113.
This study examines the prevalence, stability, and contextual correlates of peer victimization in a sample of African-American, Hispanic, and non-Hispanic White urban elementary school-age children. A total of 1956 children (40% African-American, 42% Hispanic, and 18% White) attending any 1 of 14 public elementary schools located in one large and one mid-sized Midwestern city participated in this study. Peer ratings of victimization were obtained at two points in time, separated by a 2-year period. Findings revealed that risk for being victimized by peers varied by ethnicity and by school context. Hispanic children had lower victimization scores than did either African-American or White children. These findings, however, were moderated by school context, such that attending ethnically integrated schools was associated with a significantly higher risk of victimization for White children and a slightly lower risk of victimization for African-American children and did not affect the risk of victimization for Hispanic children. In addition, African-American children were less likely than Hispanic and White children to be repeatedly victimized by peers over time. The importance of considering ethnicity and context in explaining peer victimization is discussed and suggestions for preventive interventions and future research are provided. 相似文献
114.
Suzanne Bennett Johnson Stacy Koser Carmichael 《Journal of clinical psychology in medical settings》2000,7(1):69-78
This study assessed 37 children's and 38 adults', as well as their family members' (39 mothers and 26 spouses), coping responses to the news that they (or a loved one) were islet-cell antibody positive (ICA+) and at risk for type 1 diabetes. The Ways of Coping Checklist (WCC) was administered 4 months after ICA+ notification and at follow-up 10 months later. Participants' state anxiety was measured a few days after ICA+ notification and again 4 months later, at the time of the initial WCC administration. Children's coping strategies differed from those of adults, and mothers' coping strategies differed from spouses'. Initial state anxiety in response to ICA+ notification was related to how participants subsequently coped with the news. Coping, in turn, was related to maintenance of state anxiety over time. 相似文献
115.
While obsessive–compulsive disorder is widely recognized to have a strong genetic component, psychosocial factors are also acknowledged to be important. The primary focus of this paper is on familial factors associated with OCD in children and adolescents. It explores the family context as a possible risk factor in the development and maintenance of the disorder, including parental modeling, expressed emotion, parenting style, and family accommodation of the child's symptoms. The involvement of the family in the treatment of the disorder is also reviewed. Finally, future directions for research investigating familial factors in childhood OCD are presented. 相似文献
116.
Sixty-two first and second grade students (28 boys, 34 girls) were exposed to one of three commercial videotapes in which either all-boys (traditional condition) or all-girls (nontraditional) were playing with a toy. Participants in the control condition were exposed to nontoy commercials. After exposure to one of the conditions participants performed a toy sort where they were asked if six toys, including the two manipulated toys, were for boys, girls, or both boys and girls. Participants in the nontraditional condition were more likely to report that the manipulated toys were for both boys and girls than were participants in the traditional condition, who were more likely to report that the manipulated toys were for boys. This effect was stronger for boys than for girls. 相似文献
117.
小学一~三年级儿童加减法策略选择的发展特点研究 总被引:6,自引:3,他引:3
随机选取90名小学一~三年级的儿童为被试,采用实验法和访谈法对儿童解决加减法算术题的策略发展特点进行了探讨。结果发现:1儿童能运用多种策略解决加减法算术题,在解决两个数的算术题时用到了13种策略,在解决三个数的算术题时用到了8种策略。2儿童在解决同一道题时大多能同时运用两种或两种以上的策略。3随着年龄的增长,儿童使用策略的总目呈简约化发展的趋势。4在解决两个数的算术题时,不同年级的儿童在使用出声策略、拆十策略、手势策略、逆算策略、数数策略的次数上差异显著,随着年级的增长其使用频率逐渐降低。5儿童在解决三个数的算术题时,各年级儿童使用出声策略、手势策略、对位策略差异显著,随着年级的增长其使用频率逐渐增高。 相似文献
118.
Robert?A.?SteerEmail author Geetha?Kumar Aaron?T.?Beck Judith?S.?Beck 《Journal of psychopathology and behavioral assessment》2005,27(2):123-131
The Anxiety, Depression, Anger, Disruptive Behavior, and Self-Concept Inventories of the Beck Youth Inventories of Emotional and Social Impairment (J. S. Beck, A. S. Beck, & J. Jolly, 2001) were administered to 150 female and 150 male outpatients who were 7–12 years old and matched by sex as to whether they were diagnosed with anxiety, mood, adjustment, or attention-deficit and disruptive behavior disorders to determine whether each inventory represented distinct symptom dimensions. Horns parallel analyses (J. L. Horn, 1965) found that the Anxiety, Depression, and Disruptive Behavior Inventories were unidimensional, but that the Anger and Self-Concept Inventories were each composed of two underlying dimensions. Iterated principal-factor analyses indicated that the Anger Inventory represented Affective and Cognitive dimensions, whereas the Self-concept Inventory reflected Self-Esteem and Competency dimensions. However, the overall pattern of results was discussed as supporting the current practice of scoring each inventory as a summative scale for clinical assessment purposes. 相似文献
119.
Jennifer?L.?VecchioEmail author Christopher?A.?Kearney 《Journal of psychopathology and behavioral assessment》2005,27(1):31-37
Fifteen children with selective mutism (SM), 15 children with anxiety disorders (AD) without selective mutism, and 15 children without anxiety disorders or selective mutism (CN) were compared to examine the relationship between selective mutism and anxiety. Data were collected from children (age 4–10 years), parents, teachers, and clinicians. Results indicated that children with SM closely resemble children with AD. All children with SM received a diagnosis of social anxiety disorder and 53% received a diagnosis for an additional anxiety disorder. In addition, the SM and AD groups differed substantially from controls with respect to parent- and teacher-rated internalizing behavior problems. No differences among the groups were found with respect to parent-and teacher-reported externalizing behavior problems. The results are consistent with prior research emphasizing the association between selective mutism and anxiety disorders, and suggest that selective mutism may be conceptualized, assessed, and treated as an anxiety-related problem. 相似文献
120.
Kimberly?A.?SchreckEmail author James?A.?Mulick Johannes?Rojahn 《Journal of child and family studies》2005,14(1):101-109
Wide discrepancies exist concerning the reported occurrence of sleep problems for elementary school children. We describe parental perception of sleep problem behavior in elementary school aged children 5–12 years. Approximately 4% of parents reported their children experienced significant global sleep problems serious enough to adversely affect family functioning. Significant specific sleep problems reported by parents occurred for approximately 9–14% of the children in the sample. These ranges were in the low end of the ranges of sleep problems reported in previous literature for this age group. 相似文献