全文获取类型
收费全文 | 35273篇 |
免费 | 1300篇 |
国内免费 | 24篇 |
专业分类
36597篇 |
出版年
2020年 | 409篇 |
2019年 | 456篇 |
2018年 | 660篇 |
2017年 | 694篇 |
2016年 | 714篇 |
2015年 | 485篇 |
2014年 | 633篇 |
2013年 | 3097篇 |
2012年 | 1173篇 |
2011年 | 1265篇 |
2010年 | 772篇 |
2009年 | 771篇 |
2008年 | 1093篇 |
2007年 | 1069篇 |
2006年 | 1042篇 |
2005年 | 942篇 |
2004年 | 891篇 |
2003年 | 879篇 |
2002年 | 910篇 |
2001年 | 958篇 |
2000年 | 958篇 |
1999年 | 759篇 |
1998年 | 440篇 |
1997年 | 412篇 |
1996年 | 376篇 |
1994年 | 343篇 |
1993年 | 342篇 |
1992年 | 579篇 |
1991年 | 549篇 |
1990年 | 571篇 |
1989年 | 526篇 |
1988年 | 476篇 |
1987年 | 505篇 |
1986年 | 522篇 |
1985年 | 568篇 |
1984年 | 481篇 |
1983年 | 428篇 |
1982年 | 357篇 |
1981年 | 347篇 |
1979年 | 485篇 |
1978年 | 394篇 |
1977年 | 348篇 |
1975年 | 428篇 |
1974年 | 463篇 |
1973年 | 431篇 |
1972年 | 379篇 |
1969年 | 357篇 |
1968年 | 385篇 |
1967年 | 345篇 |
1966年 | 347篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
71.
We examined the functional role of verbalizations in the generalization of self-instructional training with preschoolers. Children learned to overtly self-instruct during classroom work periods prior to covert training. Data were collected on children's acquisition of verbal regulation during training and on overt use of self-instructions in the classroom generalization setting. Results of a multiple baseline design across subjects indicated that treatment effects were evident in the training setting but did not generalize to the classroom until children were emitting overt self-instructions in the classroom itself. The production of self-verbalizations in the generalization setting was related to changes in correct responding, on-task behavior, and efficiency in completing academic work. 相似文献
72.
John W. Schuster David L. Gast Mark Wolery Sharon Guiltinan 《Journal of applied behavior analysis》1988,21(2):169-178
The effectiveness of a 5-s constant time-delay procedure to teach three chained food preparation behaviors to four moderately retarded adolescent students was evaluated within a multiple probe design across behaviors. Results indicate that the procedure was effective in teaching all four students to make a sandwich, boil a boil-in-bag item, and bake canned biscuits. The skills maintained with at least 85% accuracy over a 3-month period. Training generalized from the school to the home setting for the 2 subjects that completed generalization probe sessions. The percentage of errors across all skills and students was less than 9%. 相似文献
73.
Inexperienced beer-drinkers who could not pass a beer-flavor discrimination test were divided into a taste group, which received additional perceptual experience with beer flavors; a verbal group, which received instruction in beer flavor terminology; a taste/verbal group, which received both additional experience and instruction; and a control group. Before and after training, all subjects participated in a similarity rating task involving beer flavors and flavor-related adjectives. Additional taste experience--but not increased experience with beer-flavor terminology--improved novices' ability to detect identical beer flavors. Results are discussed in terms of the trainability of flavor discrimination and the role of cognitive factors (both flavor-related and flavor-independent) in marketing beverages. 相似文献
74.
75.
David Wilson Alastair Mundy-Castle Ruth Greenspan 《International journal of psychology》1988,23(1-6):637-646
Six-hundred and thirteen girls and 601 boys in Zimbabwe completed the Junior Eysenck Personality Questionnaire (JEPQ). The reliability of the Neuroticism (N) and Social Desirability (L) factors was acceptable but the Psychoticism (P) and Extraversion (E) factors possessed modest reliability. While the factorial validity of the P, N and L scales was acceptable, the factorial validity of the E scale was poor. L scores were significantly correlated with N and P scores among girls and boys. Whereas Zimbabwean girls reported higher P scores than did Canadian girls, Zimbabwean boys reported lower P scores than did Canadian boys. Zimbabwean girls and boys reported lower E and N and higher P scores than their Canadian counterparts. This study provides broad support for Eysenck's basic personality model, but it does not support the use of this version of the JEPQ, and especially the E scale, among Zimbabwean children. 相似文献
76.
77.
78.
79.
80.