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241.
Previous findings indicate that natural category size affects cued recall but not recognition performance. Words that define or belong to larger categories are not as likely to be recalled in the presence of an extralist cue. However, category size has no effect on recognition in the presence of the target as the cue. Theoretically, this difference could be due to inherent differences between these tasks, to the use of different types of test cues, or to differences in the nature of the required responses (naming compared with “yes/no”decisions). Three experiments indicated that none of these factors is a sole determinant. Natural category size effects were found in cued-recall and recognition tasks, with extralist and target cues and regardless of the required response. The critical factor is whether the testing conditions require or encourage subjects to search the category defined by the cue. With the initiation of such a search, information represented in semantic memory is likely to influence memory for episodic information. 相似文献
242.
T M Nelson 《Perceptual and motor skills》1989,69(1):251-257
The scholarly record of S. Howard Bartley (1902-1988) evokes respect because it shows quality, diversity, and quantity. Bartley's publications are well known and have been frequently cited in the literature of psychology, physiology, and optometry. His contributions to encyclopedias, handbooks, and other summative records of knowledge are legion. Notwithstanding his acknowledged eminence, unusual factors in his early upbringing worked to limit ability to gain full recognition for his work. Acting as a person, Bartley exhibited major talent in artistic areas and created endless delights for friends and colleagues in work and social settings. 相似文献
243.
Douglas L. Nelson Cathy L. McEvoy John R. Walling Joseph W. Wheeler 《Behavior research methods》1980,12(1):16-37
Norms were collected to determine the relative dominance of different meanings of homo-graphic words. Forty-six subjects wrote down the first word that came to mind for each of 320 homographs. Each homograph, the number of times each meaning was given, and the specific associates are made available. In addition, correlations with other norms are presented. 相似文献
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W. M. Nelson III Philip C. Kendall Dr. A. J. Finch Jr. M. Sue Kendall Sarah B. Nelson 《Journal of abnormal child psychology》1974,2(4):275-279
The State-Trait Anxiety Inventory for Children (STAIC) and the Children's Manifest Anxiety Scale (CMAS) were administered to 54 juvenile delinquents (27 males, 27 females). Ratings on locus of conflict were also obtained. The STAIC A-State scale was significantly correlated with internalization but not with externalization or the total maladjustment index. Neither A-Trait nor the anxiety portion of the CMAS was correlated with locus of conflict. All measures of anxiety were significantly correlated with each other. Boys were rated as more internal, external, and maladjusted than girls despite the fact that girls reported more subjectively experienced anxiety. 相似文献
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Differences among six Navy occupational groups (Administrative, Technical, Mechanical, Electrical, Construction, and Cooks) were determined for 31 personality and value scales, including the Allport-Vernon-Lindzey Study of Values, the Survey of Interpersonal Values, and the FIRO-B Inventory. Age and Navy experience were controlled by dividing groups into “experienced” and “inexperienced” categories. Significant differences between groups were present for 29 of the 62 comparisons. Most of the variance in test scores among groups could be accounted for by dichotomizing the six occupational specialties into two broad categories, “white collar” (Administrative and Technical) and “blue collar” (other groups). The results suggested relationships between choice of occupational specialty and the value systems, needs, and motivations of individuals in the naval service. 相似文献
249.
Richard C. Nelson 《Journal of counseling and development : JCD》1966,45(1):24-27
The need for utilizing unstructured play media in counseling with elementary school children is discussed. The suggestion is made that through play activities the child learns ways of operating in social situations, tests various roles, and expresses his frustrations and concerns. Limiting the child to verbal expression in counseling is seen as being as inappropriate as limiting an adult to the use of puppets. The elementary school counselor's use of play in counseling is designed to facilitate the expression and communication of the normal child rather than to provide data for analytical purposes. Responses to verbal and nonverbal clues, therefore, include reflection and summarization more often than interpretation. Advantages of unstructured over structured materials are discussed; illustrations show the need children feel for amorphous materials in communicating feelings. 相似文献
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