全文获取类型
收费全文 | 508篇 |
免费 | 25篇 |
出版年
2023年 | 5篇 |
2021年 | 8篇 |
2020年 | 13篇 |
2019年 | 14篇 |
2018年 | 14篇 |
2017年 | 13篇 |
2016年 | 12篇 |
2015年 | 8篇 |
2014年 | 14篇 |
2013年 | 65篇 |
2012年 | 19篇 |
2011年 | 23篇 |
2010年 | 15篇 |
2009年 | 10篇 |
2008年 | 11篇 |
2007年 | 22篇 |
2006年 | 12篇 |
2005年 | 12篇 |
2004年 | 10篇 |
2003年 | 15篇 |
2002年 | 15篇 |
2001年 | 8篇 |
2000年 | 11篇 |
1999年 | 13篇 |
1998年 | 11篇 |
1997年 | 6篇 |
1995年 | 4篇 |
1993年 | 6篇 |
1992年 | 6篇 |
1991年 | 9篇 |
1990年 | 12篇 |
1989年 | 6篇 |
1987年 | 5篇 |
1986年 | 6篇 |
1985年 | 8篇 |
1984年 | 4篇 |
1983年 | 4篇 |
1981年 | 6篇 |
1979年 | 4篇 |
1978年 | 7篇 |
1977年 | 5篇 |
1976年 | 4篇 |
1974年 | 4篇 |
1973年 | 8篇 |
1972年 | 10篇 |
1971年 | 4篇 |
1970年 | 3篇 |
1969年 | 3篇 |
1967年 | 5篇 |
1955年 | 3篇 |
排序方式: 共有533条查询结果,搜索用时 15 毫秒
131.
Ellen W Richards 《Journal of Vocational Behavior》1984,24(3):279-304
This study examined employment outcome among recipients of a liberal arts BA at a state university, 1 year (N = 218) and 3 years (N = 156) after graduation. A working definition of underemployment (educationally inappropriate employment) was developed and described. The relationship of age, sex, and previous educational and occupational experience to occupational and educational outcome was examined, using cross-tabular analysis with controls to specify high-risk groups. Variables reflecting occupational outcome were each differently related to the independent variables, and many relationships changed over time. Educationally appropriate employment was related to college major and to participation in internship or work-study programs. Income and perceived stability of present job were linked to age, sex, and previous employment experience. Early unemployment was related to age, sex, previous employment experience, and inversely to grade point average. Patterns of occupational change were linked to sex, major, internships, and grade point average. Educational outcome was related to age, sex, major, grade point average, and first year employment outcome. 相似文献
132.
Ellen W Richards 《Journal of Vocational Behavior》1984,24(3):305-318
This study examined work role satisfaction as related to employment outcome among recipients of a liberal arts BA at a state university, 1 year (N = 218) and 3 years (N = 156) after graduation. A measure of work role satisfaction was developed and described. The relationship of work role satisfaction to work situation variables and to sex of the respondent was examined, using cross-tabular analysis, analysis of variance, and t tests, to assess shifts in satisfaction over time. Job Fit Index (a measure of underemployment), income, and job stability were all related to satisfaction. Findings suggested that priorities may change over time. Changes in Job Fit Index scores were related to changing levels of satisfaction, and interpretations suggested. 相似文献
133.
Meredith M Richards 《Journal of experimental child psychology》1979,27(1):1-47
The Semantic Features Acquisition theory of semantic development which is due to E. Clark (e.g., 1973b) is reviewed and evaluated against the recent experimental literature, with special reference to the acquisition of English antonyms. The review critically examines the three major ontogenetic principles of Clark's theory in light of numerous recent findings, many of which are at variance in some major way with predictions from the theory. In many instances, new data are available which call into question previous findings. A recurrent problem has been that children's comprehension task performance is confounded with their response biases which are specific to the linguistic and nonlinguistic contexts in which the lexical terms are presented. Methodological implications are discussed, with recommendations for employing the logic of converging operations. 相似文献
134.
135.
Lists of 30 monosyllabic words drawn at random with replacement from a set of 69 were presented monotically to the right or left ear of 28 subjects for immediate repetition (shadowing) at a rate of 120 words per minute. Each subject shadowed 40 lists. A right-ear advantage was found over the first 1.5 blocks (15 lists) but not for the remaining 2.5 blocks (25 lists). The results are related to previous investigations of monotic and dichotic listening, and are explained by a set (bias) in attention or response which favours the right ear and declines with practice. 相似文献
136.
Richards RW 《Journal of the experimental analysis of behavior》1981,35(2):145-152
Pigeons were trained on either a variable-interval 60-second schedule, or on a schedule that differentially reinforced responses that were spaced at least 20 seconds apart. The birds were then exposed to several durations of reinforcement delay, with comparisons between signaled and unsignaled delays. Although unsignaled delays of 5 and 10 seconds produced large decreases in response rate, signaled delays of up to 10 seconds produced only moderate decreases in response rates. In addition, some subjects responded more rapidly with a .5 or 1.0 second duration of unsignaled delay than with immediate reinforcement. These response rate changes occurred regardless of whether the rate of reinforcement concomitantly decreased or increased. 相似文献
137.
Ralph W. Richards 《Learning and motivation》1981,12(4):462-484
In a series of seven experiments pigeons were trained on the two-choice ambiguous-cue problem that contains PA and NA trials. On PA trials choice of P (the positive stimulus) was reinforced and choice of A (the so-called ambiguous stimulus) was not reinforced; on NA trials choice of A was reinforced and choice of N (the negative stimulus) was not reinforced. When the two types of trials were distinguished by only the presence of P or N and each trial was terminated by one response, subjects quickly attained high levels of performance on NA trials but showed only chance levels of performance on PA trials. PA performance was markedly improved when a variety of additional stimuli distinguished the two types of trials and when a variety of schedules of intermittent reinforcement were employed; these manipulations had little effect on NA performance. 相似文献
138.
DRL interresponse-time distributions: quantification by peak deviation analysis. 总被引:3,自引:1,他引:2 下载免费PDF全文
J B Richards K E Sabol L S Seiden 《Journal of the experimental analysis of behavior》1993,60(2):361-385
Peak deviation analysis is a quantitative technique for characterizing interresponse-time distributions that result from training on differential-reinforcement-of-low-rate schedules of reinforcement. It compares each rat's obtained interresponse-time distribution to the corresponding negative exponential distribution that would have occurred if the rat had emitted the same number of responses randomly in time, at the same rate. The comparison of the obtained distributions with corresponding negative exponential distributions provides the basis for computing three standardized metrics (burst ratio, peak location, and peak area) that quantitatively characterize the profile of the obtained interresponse-time distributions. In Experiment 1 peak deviation analysis quantitatively described the difference between the interresponse-time distributions of rats trained on variable-interval 300-s and differential-reinforcement-of-low-rate 72-s schedules of reinforcement. In Experiment 2 peak deviation analysis differentiated between the effects of the psychomotor stimulant d-amphetamine, the anxiolytic compound chlordiazepoxide, and the antidepressant desipramine. The results suggest that peak deviation analysis of interresponse-time distributions may provide a useful behavioral assay system for characterizing the effects of drugs. 相似文献
139.
C. A. Chaffee Charles E. Cunningham Ph.D. Margaret Secord-Gilbert Heather Elbard Joanne Richards 《Journal of abnormal child psychology》1991,19(1):65-74
This study examined the relative contributions of parental reports of child-related and parent-related stress to their estimates of expressive and receptive language skills on the Minnesota Child Development Inventory in 152 children referred to a communicative disorders clinic. Correlational analysis showed moderately high agreement between parental estimates and objective measures of expressive and receptive language ability. Multiple-regression analyses revealed that independent measures of language acquisition accounted for the greatest amount of variance in parental estimates of expressive and receptive language skills. Stressful child behavior accounted for a small but statistically significant proportion of the variance in estimates of expressive and receptive language skills. Parental stress, in contrast, did not contribute significantly to language estimates. These findings suggest that parents are able to formulate estimates of language development which are relatively independent of personal or child-related stressors. 相似文献
140.
The Role of Mothers and Fathers 总被引:1,自引:0,他引:1
Maryse H. Richards Idy B. Gitelson Anne C. Petersen Anita L. Hurtig 《Psychology of women quarterly》1991,15(1):65-81
The development of personality characteristics appears to differ by sex of child and role of parent, with interpersonal concerns tending to characterize mothers and instrumental concerns describing fathers. Using a semi-structured interview protocol and paper-and-pencil questionnaires, we examined the effects of parenting, as reported by middle-class high school senior boys and girls, on the development of two aspects of personality. Ego development and self-esteem both have demonstrated sex differences, with girls displaying more advanced ego development and boys displaying higher self-esteem. We expected that mothers, because of their greater interpersonal orientation, would influence the development of ego development more than would fathers, and that, based on past findings, the opposite-sex parent would exert the primary influence on self-esteem. While ego development was found to relate to more encouraging, warmer mothering in boys, it related weakly to mothering in girls. Boys and girls who perceived their cross-sex parent to be warm and supportive were found to have higher self-esteem. 相似文献