全文获取类型
收费全文 | 56127篇 |
免费 | 2189篇 |
国内免费 | 25篇 |
专业分类
58341篇 |
出版年
2020年 | 589篇 |
2019年 | 750篇 |
2018年 | 1032篇 |
2017年 | 1128篇 |
2016年 | 1155篇 |
2015年 | 830篇 |
2014年 | 993篇 |
2013年 | 4453篇 |
2012年 | 1776篇 |
2011年 | 1792篇 |
2010年 | 1148篇 |
2009年 | 1091篇 |
2008年 | 1543篇 |
2007年 | 1599篇 |
2006年 | 1398篇 |
2005年 | 1273篇 |
2004年 | 1196篇 |
2003年 | 1155篇 |
2002年 | 1194篇 |
2001年 | 1744篇 |
2000年 | 1680篇 |
1999年 | 1308篇 |
1998年 | 569篇 |
1997年 | 548篇 |
1996年 | 539篇 |
1995年 | 517篇 |
1992年 | 1104篇 |
1991年 | 1013篇 |
1990年 | 1046篇 |
1989年 | 941篇 |
1988年 | 995篇 |
1987年 | 911篇 |
1986年 | 931篇 |
1985年 | 867篇 |
1984年 | 760篇 |
1983年 | 710篇 |
1982年 | 525篇 |
1979年 | 861篇 |
1978年 | 625篇 |
1977年 | 534篇 |
1975年 | 691篇 |
1974年 | 807篇 |
1973年 | 840篇 |
1972年 | 657篇 |
1971年 | 638篇 |
1970年 | 595篇 |
1969年 | 622篇 |
1968年 | 768篇 |
1967年 | 697篇 |
1966年 | 611篇 |
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
141.
Past research in referential communication has indicated normally developing children show developmental progression in ability to communicate a specific referent to a listener. In one paradigm subjects were given lists of word-pairs in which one member of each pair was designated as the referent. It was shown that communicating about referents found in word-pairs associated in some way was more difficult than communicating about referents in dissimilar word-pairs. The present study extended this methodology to learning-disabled children. Learning-disabled, language-learning-disabled, and normally achieving children were asked to communicate about 30 pictured referents on three different tasks. On Tasks 1 and 2 each subject was asked to give a clue for the referent that would distinguish it from the other picture. Stimuli for Task 1 were 30 pairs of pictures that were related in some way and the stimuli for Task 2 were 30 pairs of unrelated pictures. Task 3 required the subjects to evaluate the adequacy of the examiner's clues for Task 1 stimuli. The disabled subjects were matched to the normally achieving subjects on the basis of receptive vocabulary age. Few differences were noted among the groups' performances on these referential communication tasks. Implications include the importance of vocabulary and concept development to referential communication. 相似文献
142.
Human motor learning is often measured by error scores. The convention of using mean absolute error, mean constant error, and variable error shows lack of desirable parsimony and interpretability. This paper provides the background of error measurement and states criticisms of conventional methodology. A parsimonious model of error analysis is provided, along with operationalized interpretations and implications for motor learning. Teaching, interpreting, and using error scores in research may be simplified and facilitated with the model. 相似文献
143.
In this pilot study, 20 middle-school-age children classified as emotionally handicapped were administered Forms L and M of the Peabody Picture Vocabulary Test--Revised in test-retest fashion. Pearson correlations for Form L were .90, for Form M, .69, and these dependent correlations were significantly different from each other. As triennial school psychological evaluations typically contain tests which have been administered previously, e.g., WISC-R, WRAT-R, we suggest that psychologists use caution when using Form M to test or retest the receptive vocabulary of emotionally handicapped or disturbed middle-school-age children. 相似文献
144.
This research investigated the buffering role of social support in the relationship of work load to both tension-anxiety and coping for police radio dispatchers ( N = 60). Each dispatcher was observed throughout an entire 8-hour work shift by a trained observer. Objective load consisted of the hourly rate of incoming telephone calls, police radio transmissions, and face-to-face or written communications from superiors, co-workers, and others. At the end of each shift, measures were taken of dispatchers' perceived load, felt tension-anxiety, and coping actions. Hierarchical regression revealed that support from superiors moderated the effects of both objective and perceived loads; no main effects of support were found. Statistically significant interactions confirmed the hypothesized buffering role of support: under high perceived load, dispatchers with high social support engaged in more coping actions and felt less tension-anxiety than did low-support dispatchers. No differences were found when perceived load was low. Support also buffered effects of objective load on tension-anxiety but not on coping. 相似文献
145.
146.
Visual cognitive differences between hearing (N = 16) and deaf (N = 32) high-school and middle-school students were studied. Visual tasks were presented on a microcomputer and response latencies were collected. Significant differences were noted between the deaf and normal groups but not between total communication deaf and oral deaf students. These differences support the hypothesis that deaf students prefer a visual cognitive strategy. Implications for educating the deaf are discussed. 相似文献
147.
S W?sser W Handrick F B Spencker W Braun 《Psychiatrie, Neurologie, und medizinische Psychologie》1988,40(2):95-101
Observations on three children with neurolisteriosis (one case of meningitis, two cases of meningoencephalitis, each Serovar 4 b), show that even after the neonatal period, listeriosis must not be ignored in the process of diagnosis and therapy. It is the bacteriological examination of the cerebrospinal fluid, together with the blood culture, and not clinical symptoms and serology that guarantee a timely diagnosis and therapy (ampicillin and gentamicin). 相似文献
148.
149.
Midlife depression and the "empty nest" syndrome in Indian women 总被引:2,自引:0,他引:2
A L Pillay 《Psychological reports》1988,63(2):591-594
150.