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21.
Benjamin L. Handen Sarah McAuliffe Janine Janosky Heidi Feldman Anna Marie Breaux 《Journal of abnormal child psychology》1998,26(4):269-277
Forty-two children (ages 6 to 12 years old) with moderate mental retardation to borderline intellectual functioning were studied in a laboratory playroom setting to determine whether children identified as ADHD (attention deficit hyperactivity disorder) or controls differed on activity and attentional measures. Children with ADHD were further divided into ADHD + conduct problems (ADHD + CD) and ADHD-only subgroups (with an ADHD-combined group comprising children of both subgroups). An interval recording system was used to code observations of independent play and a restricted academic task. Results indicated that the ADHD-combined group was significantly more vocal and engaged in a significantly greater number of toy changes than controls during independent play. Significant group differences were also noted during the restricted academic task, with the ADHD-combined and ADHD + CD groups more off-task and engaging in a greater number of toy touches than controls. Discriminant analyses found independent play measures to predict group membership in 70 percent of cases (ADHD-combined vs. controls), but in only 64 percent of cases using measures from the restricted academic task. No significant findings resulted when the ADHD subjects were further divided into two subgroups. Despite some inconsistent findings, such laboratory-based observations may be of value in the diagnosis of ADHD in children with moderate mental retardation to borderline intellectual functioning. 相似文献
22.
Marie Secor 《Argumentation》1998,12(2):295-314
In noting contemporary neglect of Mill's work on fallacy, Hansen and Pinto say that his account is tied more closely to scientific methodology than to problems of public discourse and everyday argumentation. This paper re-examines Mill's fallacies from a rhetorical perspective, assessing the extent to which his examples – drawn from the domains of popular superstition, science, philosophy, and public discussion – fit his theoretical structure. In articulating the relationship between Mill's philosophical assumptions and the discursive practices of the fields from which he draws his examples, it will suggest the ambiguities in Mill's mentalistic, rationalistic, inductivist approach and the inescapable rhetoricity of his examples. 相似文献
23.
Roberta M. Lees Bernadette E. Boyle Lisa Woolfson 《Journal of Fluency Disorders》1996,21(3-4):281-287
A 15-year-old-boy was referred on account of a fluency disorder that was not thought to be stuttering. The problems of the lack of an adequate definition of cluttering are discussed along with the inherent problems of providing a wide-based assessment of this client group. Assessments were conducted on the motoric, linguistic, and intellectual abilities of this client, and the findings are discussed. 相似文献
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25.
Don Beal Ph.D. Ann Marie Kopec Raymond DiGuiseppe 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》1996,14(4):215-229
This paper describes and illustrates a conceptual framework developed to assist novice REBT therapists with enlarging their disputational repertoire. First, four disputational strategies are described and illustrated. Then four disputational styles of presenting the strategies to the client are also described and illustrated. Then the disputational strategies and the disputational styles are combined within a conceptual framework to assist the developing REBT therapist in generating a variety of disputes for a single IB. Finally, the conceptual framework is applied to the IB of the case of Karen from Dryden and Digiuseppe'sPrimer on Rational Emotive Therapy to yield thirty-two separate disputes (sixteen disputes for the premise of the IB, and sixteen disputes for the derivative) of the IB. 相似文献
26.
John D. Shea Mundea Ogaiea Bernadette Bagara 《International journal of psychology》1983,18(1-4):203-214
Three hundred and eight primary level boys and girls from the Madang, North Solomons, and Southern Highlands Provinces of Papua New Guinea were tested for conservation of number, length, quantity, and area. School grade, and age were related to performance in some cases, though sex had little effect. There were significant differences between the language-culture groups tested on three of the four conservation tasks. Since there was little consistency of performance over the four tasks, it was suggested that explanations of the variations of cognitive performance found within Papua New Guinea, and between Papua New Guinean groups and others may need to give attention to specific characteristics of each group's environment. 相似文献
27.
Franklin H. Silverman Ellen-Marie Silverman Marie Meagher 《Journal of Fluency Disorders》1979,4(3):171-203
This bibliography consists of clinical, experimental, and theoretical papers pertaining to the onset, development, and treatment of stuttering in children five- years old and younger. It is a downward extension of Silverman, F.H., Bibliography of literature pertaining to stuttering in elementary-school children, Journal of Fluency Disorders, 1978, 3, 87–102. 相似文献
28.
Rose Marie Roach 《Journal of counseling and development : JCD》1976,55(2):86-89
The mass return to campus by the mature woman has become commonplace at colleges and universities across the country. According to the Bureau of the Census, almost 800,000 adults 35 years of age and over were enrolled in or attending college in October 1972 and “over half (53 percent) were women” (Young 1973, p. 39), the overwhelming majority of whom were going to college part-time. Many of these women find that their decision to return to school after an extended interruption of their formal education is both serious and significant, changing not only their own values, perceptions, and self-images but also giving rise to stress and change in their relationships with their families. The 1973 report of the National Advisory Council on Extension and Continuing Education concludes with the statement, “Perhaps most importantly, continuing education programs for women have revitalized the idea that the most important kind of learning results in changes in life styles and in self-image and often requires long and difficult struggle” (Mulligan 1973, p. 17). These changes and the consequent long and difficult struggle often prove to be disturbing, disrupting, disabling, or even disastrous. 相似文献
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