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81.
Schneider Barbara Swanson Christopher B. Riegle-Crumb Catherine 《Social Psychology of Education》1997,2(1):25-53
Course sequences are strands of courses in particular content areas that span a student's educational career. Courses that are differentiated and sequentially organized, such as mathematics and science course sequences, create opportunities for positional advantages in a school's curricular structure. When students make a nonroutine change of schools – that is, transferring to a school outside of the regular attendance zone – they are at risk of changing their positional advantage. Using data from the National Education Longitudinal Study of 1988–94 (NELS:88–94), we examine the educational outcomes of sequences and explore curricular dislocations within the context of school choice. We find that the strongest predictors of 12th-grade mathematics and science course sequences are a student's course sequences at 10th grade. With regard to outcomes, students in higher mathematics and science sequences show greater achievement gains. Furthermore, students in higher mathematics sequences are less likely to have behavior problems and are more likely to graduate from high school and attend college. Students who make a nonroutine change of schools are more likely to be in lower course sequences than students who do not transfer. Thus, course sequences in mathematics and science are tangible experiences with real consequences for students' lives during and beyond high school and are sensitive to transitions which disrupt the continuity of students' high school careers. 相似文献
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84.
In his bookMind and body(1873), Bain set out an account in which he related the processes of associative memory to the distribution of activity in neural groupings—or neural networks as they are now termed. In the course of this account, Bain anticipated certain aspects of connectionist ideas that are normally attributed to 20th-century authors—most notably Hebb (1949). In this paper we reproduce Bain's arguments relating neural activity to the workings of associative memory which include an early version of the principles enshrined in Hebb's neurophysiological postulate. Nonetheless, despite their prescience, these specific contributions to the connectionist case have been almost entirely ignored. Eventually, Bain came to doubt the practicality of his own arguments and, in so doing, he seems to have ensured that his ideas concerning neural groupings exerted little or no influence on the subsequent course of theorizing in this area. 相似文献
85.
Harvey J Langholtz Christopher Ball Barron Sopchak Jacqueline Auble 《Organizational behavior and human decision processes》1997,70(3):249-266
We all face resource-allocation tasks, yet little is known about how people make resource-allocation decisions. Three earlier papers (Langholtz, Gettys, & Foote, 1993, 1994, 1995) established that people can intuitively solve technical two-dimensional resource-allocation problems, where allocations are made on a continuous scale, reaching solutions that approach the optimum solution determined with Linear Programming (LP). In this research we expand our understanding of how people make resource-allocation decisions by examining how people perform complex but commonplace problems using a discrete scale where optimal solutions are determined with Integer Programming. We also contrast performance under conditions where progressively unequal scheduling is required to reach the optimum solution. The data show people can achieve solutions that provide most of the payoffs found with LP, even when they are faced with a complicated three-dimensional problem, but there is a tendency toward equal scheduling under all conditions. 相似文献
86.
Abstract— Strack and Förster (1995) showed that, unlike remember responses, know responses in recognition memory were influenced by manipulating response bias. We describe and experiment that replicated theirs but additionally allowed subjects to report guesses. Only guess responses were influenced by this manipulation. Response bias had no effects on either know or remember responses. This outcome suggests that manipulating response bias influence know responses only when guessing is encouraged but not reported as such. More-over, though know responses reflected memory for the study events, guess responses did not. 相似文献
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Alan Moss 《Heythrop Journal》1997,38(4):426-439
It is the contention of this article that Proverbs chs. 1–9 is a literary unity in which wisdom has the denotation of the parental household teaching. Teachings which have other contexts in other parts of the Old Testament have in Pr. 1–9 a parental teaching context. Besides denoting the parental teaching, personified speaking Wisdom has the personal features of a teacher. Both Wisdom's features and her message serve to reinforce the parental teaching. Personified Wisdom also denotes the teaching of the entire Book of Proverbs. Through the device of personified Wisdom, the wisdom of Solomon enshrined in the Book of Proverbs is re-located from the royal court to the individual Israelite household. This is evident in the literary design of the book. It also reflects the situation of the book's redaction in post-exilic Judaism. 相似文献
89.
G rünbaum , A dolf . Validation in the Clinical Theory of Psychoanalysis: A Study in the Philosophy of Psychoanalysis
H ollis , J ames . The Middle Passage: From Misery to Meaning in Midlife
B ertoia , J udi . Drawings from a Dying Child: Insights into Death from a Jungian Perspective
H olt , D avid . The Psychology of Carl Jung: Essays in Application and Deconstruction 相似文献
H ollis , J ames . The Middle Passage: From Misery to Meaning in Midlife
B ertoia , J udi . Drawings from a Dying Child: Insights into Death from a Jungian Perspective
H olt , D avid . The Psychology of Carl Jung: Essays in Application and Deconstruction 相似文献
90.
We conducted a functional assessment of problem behaviors of 2 students with developmental disabilities in their classroom environments. Results of the assessments showed that although there were more tantrums in demand than in no-demand conditions, the function of the behavior was to gain attention (positive reinforcement) rather than to avoid or escape demands (negative reinforcement); demand conditions apparently served a discriminative function for the availability of attention. Therefore, intervention was based on the positive reinforcement hypothesis, resulting in a substantial reduction of tantrums for both subjects. 相似文献