全文获取类型
收费全文 | 353篇 |
免费 | 0篇 |
国内免费 | 1篇 |
出版年
2023年 | 2篇 |
2020年 | 1篇 |
2014年 | 1篇 |
2013年 | 51篇 |
2012年 | 3篇 |
2011年 | 1篇 |
2010年 | 4篇 |
2009年 | 13篇 |
2008年 | 14篇 |
2007年 | 4篇 |
2006年 | 11篇 |
2005年 | 4篇 |
2004年 | 4篇 |
2003年 | 4篇 |
2002年 | 5篇 |
2001年 | 28篇 |
2000年 | 10篇 |
1999年 | 8篇 |
1998年 | 9篇 |
1997年 | 10篇 |
1996年 | 23篇 |
1995年 | 11篇 |
1994年 | 5篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1982年 | 3篇 |
1981年 | 5篇 |
1980年 | 8篇 |
1979年 | 9篇 |
1978年 | 5篇 |
1977年 | 5篇 |
1976年 | 5篇 |
1975年 | 7篇 |
1974年 | 6篇 |
1973年 | 33篇 |
1972年 | 4篇 |
1971年 | 10篇 |
1970年 | 4篇 |
1969年 | 5篇 |
1964年 | 2篇 |
1958年 | 1篇 |
1946年 | 1篇 |
排序方式: 共有354条查询结果,搜索用时 234 毫秒
231.
232.
Assoc. Professor Michael J. Kiernan Elizabeth Murrell Stephen Relf 《Australian psychologist》2008,43(4):286-292
Abstract: Problem‐based learning (PBL) is a pedagogical approach to professional training that emphasises the development of clinical reasoning skills and self‐directed learning. In contrast to more traditional lecture‐based approaches that focus upon the linear acquisition of course content, PBL is undertaken in the context of actual case presentations. Although PBL has been adopted widely in the professional training of medical practitioners and nurses, it is only just beginning to be used in the professional education of psychologists. This paper examines the nature and benefits of PBL for education in clinical and forensic psychology by outlining its implementation and development at Charles Sturt University, located in a rural area of Australia. Although a full and independent evaluation of PBL for education in clinical or forensic psychology is yet to be undertaken, this paper argues that PBL can make a significant contribution to professional training in psychology. 相似文献
233.
Professor Ton Mooij Geert Driessen 《The British journal of educational psychology》2008,78(3):491-506
Background . In preschool and primary education, pupils differ in many abilities and competences (giftedness). Yet mainstream educational practice seems rather homogeneous in providing age‐based or grade–class subject matter approaches. Aims . To clarify whether pupils scoring initially at high ability level do develop and attain differently at school with respect to language and arithmetic compared with those displaying other initial ability levels. To investigate whether specific individual, family, or educational variables covary with the attainment of these different types of pupils in school. Samples . Data from the large‐scale PRIMA cohort study including a total of 8,258 Grades 2 and 4 pupils from 438 primary schools in The Netherlands. Methods . Secondary analyses were carried out to construct gain scores for both language and arithmetic proficiency and a number of behavioural, attitudinal, family, and educational characteristics. The pupils were grouped into four different ability categories (highly able, able, above average, average or below average). Further analyses used Pearson correlations and analyses of variance both between‐ and within‐ability categories. Cross‐validation was done by introducing a cohort of younger pupils in preschool and grouping both cohorts into decile groups based on initial ability in language and arithmetic. Results . Highly able pupils generally decreased in attainment in both language and arithmetic, whereas pupils in average and below‐average groups improved their language and arithmetic scores. Only with highly able pupils were some educational characteristics correlated with the pupils' development in achievement, behaviour, and attitudes. Conclusions . Preschool and primary education should better match pupils' differences in abilities and competences from their start in preschool to improve their functioning, learning processes, and outcomes. Recommendations for educational improvement strategies are presented at the end of the article. 相似文献
234.
235.
236.
Professor Glyn C. Roberts Maria Kavussanu Robert L. Sprague 《Science and engineering ethics》2001,7(4):525-37; discussion 538-40
In this article, we focus on the mentoring process, and we argue that the internal and external pressures extant at research universities may create a research culture that may be antithetical to appropriate mentoring. We developed a scale based on motivation theory to determine the perceived research culture in departments and research laboratories, and a mentoring scale to determine approaches to mentoring graduate students. Participants were 610 faculty members across 49 departments at a research oriented university. The findings were that a mastery-oriented research climate and an outcome-oriented research climate were manifested at the university. More importantly, each research climate had its own unique impact on how the faculty approached mentoring graduate students. A mastery research climate was related to a more supportive approach to mentoring than the outcome research climate. We concluded by suggesting that the outcome research climate may have an adverse effect on effective mentoring and on maintaining research ethics. 相似文献
237.
Professor David H. Smith 《Science and engineering ethics》2001,7(4):615-634
The paper is a set of reflections on the moral culture of modern biology built around the author's experience as a participant observer in two university laboratories. I draw parallels between laboratory culture and organized religion and point out practical problems in conducting scientific research. The notion that good biologists must be atheists is questioned and failures of organized religion are noted. The paper concludes with a suggestion that research ethics should be rooted in laboratory practice and must include vigorous principles of honesty and justice. Those are not requirements imposed from outside but internal requirements of the research community. 相似文献
238.
239.
Professor Joel Michell 《The British journal of mathematical and statistical psychology》2009,62(1):41-55
The psychometricians' fallacy concludes that an attribute is quantitative from the premise that it is ordinal. This fallacy occupies a central place in the paradigm of psychometrics. Most of the founders of the discipline committed it and it makes sense of otherwise anomalous developments within the discipline, such as the permissible statistics controversy and the dominant form taken by item response theories. The fallacy is displayed by showing (1) that an attribute's quantitative structure reduces to a weak order upon differences between degrees that satisfies the double cancellation, solvability, and Archimedean conditions of conjoint measurement theory and (2) the fact that any order on the degrees themselves does not entail sufficient structure on this weak order to guarantee satisfaction of these conditions. Thus, it is possible that an ordered attribute is non‐quantitative. Also, each pair of differences between degrees of an ordinal attribute falls into one of two disjoint classes: (1) those where the order relation between the pair follows from an order on the attribute and (2) those where it is independent of that order and possibly diagnostic of quantitative structure and this fact means that the distinction between order and quantity is an empirical one. 相似文献
240.
JAMES W. SMITHER Associate Editor 《Personnel Psychology》2001,54(4):935-936