全文获取类型
收费全文 | 3401篇 |
免费 | 116篇 |
国内免费 | 2篇 |
出版年
2019年 | 44篇 |
2018年 | 51篇 |
2017年 | 52篇 |
2016年 | 67篇 |
2015年 | 45篇 |
2014年 | 53篇 |
2013年 | 357篇 |
2012年 | 96篇 |
2011年 | 111篇 |
2010年 | 73篇 |
2009年 | 73篇 |
2008年 | 123篇 |
2007年 | 101篇 |
2006年 | 103篇 |
2005年 | 105篇 |
2004年 | 87篇 |
2003年 | 107篇 |
2002年 | 114篇 |
2001年 | 55篇 |
2000年 | 43篇 |
1999年 | 54篇 |
1998年 | 37篇 |
1997年 | 45篇 |
1996年 | 43篇 |
1995年 | 37篇 |
1994年 | 44篇 |
1993年 | 54篇 |
1992年 | 36篇 |
1991年 | 54篇 |
1990年 | 41篇 |
1989年 | 30篇 |
1988年 | 39篇 |
1987年 | 44篇 |
1986年 | 36篇 |
1985年 | 41篇 |
1984年 | 62篇 |
1983年 | 45篇 |
1982年 | 55篇 |
1981年 | 57篇 |
1980年 | 39篇 |
1979年 | 46篇 |
1978年 | 40篇 |
1977年 | 58篇 |
1976年 | 52篇 |
1975年 | 50篇 |
1974年 | 53篇 |
1973年 | 53篇 |
1972年 | 28篇 |
1967年 | 28篇 |
1966年 | 38篇 |
排序方式: 共有3519条查询结果,搜索用时 15 毫秒
911.
The authors examined the effect of inserting observation practice and undirected dialog into the rest interval between practice trials on the learning of a complex task (stabilometer). Training protocols in which learners practice in pairs (dyads) result in increases in learning efficiency, but the critical issue is the effect on learning effectiveness. Three groups of participants (n = 12 in each group) practiced maintaining their balance on a stabilometer. One group practiced individually, and the other 2 groups practiced in dyads in which 1 performer practiced the task while the other observed. In the dyad-alternate condition, participants alternated between physical, observational, and dialog practice on each trial, whereas in the dyad-control condition, subjects completed all trials on 1 form of practice (either physical or observational practice) before engaging in the other form. The results indicated that the dyad-alternate group initially performed more poorly but quickly overtook the individual group, and the performance advantage of the dyad-alternate group was maintained on the delayed retention test. When the different forms of practice were performed consecutively, as in the dyad-control group, acquisition and retention performance was generally poorer than when they were alternated. Those results suggest that one can combine the benefits of physical practice, observation, and dialog between learners in an interactive way to produce an effective and efficient learning protocol. 相似文献
912.
913.
John W. Murphy Luigi Esposito Charles F. Longino Jr. 《Journal of Aging and Identity》1999,4(4):223-229
Though multiculturalists focus on race and minority status, issues of central importance to the aged, multiculturalism has not infiltrated the gerontology literature. However, since the so-called natural stages of life are cultural formations, each one a valuable creation, the topic of aging would certainly benefit from a connection to multiculturalism and its critique of the demands of assimilation. 相似文献
914.
Richard J. Seime Charles R. Manley 《Journal of clinical psychology in medical settings》1999,6(2):183-201
This paper presents an overview of a productivity/incentive plan for faculty in an academic medicine center's department of behavioral medicine and psychiatry. The model utilizes the Resource-Based Relative Value Scale (RBRVS) for its measurement of clinical productivity. The paper provides an introduction to RBRVS terminology and how the RBRVS system was developed. The productivity/incentive plan developed for the Department of Behavioral Medicine and Psychiatry, West Virginia University School of Medicine, Morgantown, is described. The advantages and limitations of utilizing Relative Value Units (RVUs) in a productivity model are discussed. The paper may provide helpful insights to those charged with developing productivity/incentive plans at other academic health science centers. 相似文献
915.
We functionally defined and tested a model of psychological distress for mothers of children diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD). This operationalized model includes three latent constructs which are hypothesized to influence mother's psychological symptomatology: Parenting Stress, Parent Characteristics, and Environment Characteristics. Structural equation modeling was used to reformulate and test the measurement models and the overall model. Data supported a model with some empirically-based model revisions founded on both comparisons of best fit and by an examination of statistical modification indices. The final model maintained the Parenting Stress and Parental Characteristics constructs, but replaced independent environmental variables with a more generalized construct of life stress. 相似文献
916.
917.
918.
919.
Dianne Bertolino-Green Ph.D. Glenn H. Asquith Jr. Ph.D. J. L. Cedarleaf J. Earl Thompson Jr. Sarah F. Speed Rodney J. Hunter Rush Otey Herbert Anderson Rev. James G. Emerson Ph.D. Charles B. Cousar Ph.D. Justo L. González Louis R. Lothman S.T.D. J. Harold Ellens Christie Cozad Neuger Ph.D. C. Benton Kline Jasper N. Keith Jr. Bobbie Wrenn Banks M. Div. John Patton Elizabeth Liebert Jeanne Stevenson Moessner Thomas H. Phillips M.Div. Marie McCarthy Ph.D. Paul J. Johnson III Leslie E. Cole Shirley C. Guthrie 《Pastoral Psychology》1991,39(6):373-431
920.
Charles W. Stephens
Robert D. Clark
Ronald D. Kaplan 《Journal of School Psychology》1990,28(4):301-308A number of researchers have reported an association between neuropsychological impairment and psychiatric disorders. However, there has been relatively little research on the neuropsychological functioning of emotionally disturbed students served in public schools. The purpose of this study was to determine the neuropsychological performance of 65 emotionally disturbed students 8–18 years old on the Luria-Nebraska Neuropsychological Battery: Form I (LNNB) and the Luria-Nebraska Neuropsychological Battery: Children's Revision (LNNB-C). The results indicated that approximately 42% of the younger group (99–154 months) and 38% of the older group (156– 226 months) demonstrated neuropsychological impairment as defined by criterion values for the various scales of the two batteries. On average, the emotionally disturbed students appeared to demonstrate more difficulty on more complex cognitive tasks, such as writing, arithmetic, and intellectual processes, than for less complex tasks, such as motor functions. 相似文献