全文获取类型
收费全文 | 19506篇 |
免费 | 749篇 |
国内免费 | 16篇 |
专业分类
20271篇 |
出版年
2021年 | 146篇 |
2020年 | 247篇 |
2019年 | 315篇 |
2018年 | 465篇 |
2017年 | 435篇 |
2016年 | 452篇 |
2015年 | 330篇 |
2014年 | 412篇 |
2013年 | 1961篇 |
2012年 | 773篇 |
2011年 | 803篇 |
2010年 | 468篇 |
2009年 | 512篇 |
2008年 | 694篇 |
2007年 | 705篇 |
2006年 | 696篇 |
2005年 | 638篇 |
2004年 | 591篇 |
2003年 | 601篇 |
2002年 | 597篇 |
2001年 | 454篇 |
2000年 | 425篇 |
1999年 | 357篇 |
1998年 | 255篇 |
1997年 | 262篇 |
1996年 | 248篇 |
1995年 | 210篇 |
1994年 | 204篇 |
1993年 | 204篇 |
1992年 | 257篇 |
1991年 | 271篇 |
1990年 | 250篇 |
1989年 | 219篇 |
1988年 | 175篇 |
1987年 | 213篇 |
1986年 | 235篇 |
1985年 | 267篇 |
1984年 | 253篇 |
1983年 | 220篇 |
1982年 | 172篇 |
1981年 | 195篇 |
1980年 | 174篇 |
1979年 | 203篇 |
1978年 | 185篇 |
1977年 | 170篇 |
1976年 | 161篇 |
1975年 | 161篇 |
1974年 | 196篇 |
1973年 | 185篇 |
1968年 | 134篇 |
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
161.
David Navon 《Acta psychologica》1984,55(3):273-280
Researchers sometimes report an effect of an experimental manipulation on a dependent variable in terms of the difference between levels of a certain nuisance variable required in the different experimental conditions to reach a given criterion of behavior. This method, however, may yield illusory impressions about magnitude of effects. 相似文献
162.
163.
A comparison of the WISC-R and the Woodcock-Johnson Psycho-Educational Educational Battery (W-J) was made for children with regular and learning-disabled (LD) class placement. The W-J and Wechsler Intelligence Scale for Children-Revised (WISC-R) evidence low to moderate correlations and significant mean differences, indicating that the two tests are measuring somewhat different abilities to somewhat differing degrees. W-J—WISC-R correlations for the regular students exceed those of the LD students in the greater majority of the cases. Rank ordering of the WISC-R subtests and the W-J clusters indicate, as might be expected, that the LD students fare the worst in the WISC-R academic subtests (Arithmetic, Information and Vocabulary) and in the W-J academic clusters. More research needs to be conducted with the W-J before it should be adopted for use in the placement of exceptional children. 相似文献
164.
David P. Lindeman Henry A. Goodstein Arlene Sachs Clifford C. Young 《Journal of School Psychology》1984,22(1):111-117
The purpose of the present study was to evaluate the predictive validity of the Yellow Brick Road Test (YBRT) relative to performance in reading as measured by the Metropolitan Achievement Test (MAT). A full prediction-performance comparison matrix was employed to compare three different cutoff scores for the YBRT for the identification of “at-risk” children. Four hundred and fourteen kindergarten-aged children were administered the YBRT, 214 of whom were followed to the end of second grade. It was concluded that the YBRT is a moderately valid instrument for predicting the level of reading achievement in a population with a different average performance level from the normative sample. However, the results of this study failed to support the utility of the test author's suggested use of a score of 120 as the cutoff score. Finally, it is recommended that a prediction-performance comparison study be considered standard methodology for the evaluation of the validity and efficiency of screening instruments. 相似文献
165.
I. D. John 《Australian psychologist》1984,19(1):29-37
Psychology seeks to justify its claims to privilege as a social institution largely on the basis of its scientific knowledge claims. These knowledge claims tend to be based on, and to reflect a particular view about the nature of science which is under increasing challenge. This situation is discussed and some of its implications examined. 相似文献
166.
167.
168.
169.
170.
Peter M. Monti Robert Boice Allan L. Fingeret William R. Zwick David Kolko Sandra Munroe Aimee Grunberger 《Behaviour research and therapy》1984,22(6):651-660
This paper reports the development and assessment of midi-level behavioral measures of social anxiety in the context of two experiments, one studying an analog student sample, the other a psychiatric sample. Judgments on nine categories of clinically practical midi-level behaviors (e.g. Facial Expression, Orienting, Sense of Timing), based on a review of the literature on human ethology and on pilot research, were compared to global judgments of social anxiety and social skill and to physiological arousal. Intraclass correlations exceeded 0.80 for judgments of the global and midi-level behavioral ratings on both samples. Results of correlational analyses indicated that while there were several significant predictors of global skill and anxiety among the midis, the magnitude of the relationship between midis and globals was stronger for the patient than the student sample. Further analyses based on S's heart rate (HR) reactivity suggested that while global ratings did not significantly predict H R in a high social anxiety situation, one midi-level behavioral rating (self-manipulations) did. The clinical utility of the newly developed measures is discussed with particular attention to their practicality for behavior therapy. 相似文献