全文获取类型
收费全文 | 804篇 |
免费 | 59篇 |
出版年
2023年 | 8篇 |
2022年 | 8篇 |
2021年 | 9篇 |
2020年 | 20篇 |
2019年 | 23篇 |
2018年 | 33篇 |
2017年 | 30篇 |
2016年 | 42篇 |
2015年 | 24篇 |
2014年 | 29篇 |
2013年 | 96篇 |
2012年 | 37篇 |
2011年 | 23篇 |
2010年 | 13篇 |
2009年 | 29篇 |
2008年 | 36篇 |
2007年 | 25篇 |
2006年 | 23篇 |
2005年 | 17篇 |
2004年 | 21篇 |
2003年 | 19篇 |
2002年 | 17篇 |
2001年 | 12篇 |
2000年 | 11篇 |
1999年 | 11篇 |
1998年 | 17篇 |
1997年 | 9篇 |
1996年 | 7篇 |
1995年 | 6篇 |
1994年 | 5篇 |
1992年 | 9篇 |
1991年 | 15篇 |
1990年 | 8篇 |
1989年 | 9篇 |
1988年 | 9篇 |
1986年 | 8篇 |
1985年 | 8篇 |
1984年 | 9篇 |
1983年 | 8篇 |
1982年 | 8篇 |
1980年 | 15篇 |
1979年 | 14篇 |
1978年 | 6篇 |
1977年 | 9篇 |
1976年 | 11篇 |
1975年 | 9篇 |
1974年 | 9篇 |
1970年 | 4篇 |
1966年 | 5篇 |
1965年 | 4篇 |
排序方式: 共有863条查询结果,搜索用时 15 毫秒
111.
112.
Sinéad M. Rhodes Josephine N. Booth Lorna Elise Palmer Richard A. Blythe Mirela Delibegovic Nial J. Wheate 《The British journal of developmental psychology》2016,34(2):261-275
We examined the relationship between executive functions and both factual and conceptual learning of science, specifically chemistry, in early adolescence. Sixty‐three pupils in their second year of secondary school (aged 12–13 years) participated. Pupils completed tasks of working memory (Spatial Working Memory), inhibition (Stop‐Signal), attention set‐shifting (ID/ED), and planning (Stockings of Cambridge), from the CANTAB. They also participated in a chemistry teaching session, practical, and assessment on the topic of acids and alkalis designed specifically for this study. Executive function data were related to (1) the chemistry assessment which included aspects of factual and conceptual learning and (2) a recent school science exam. Correlational analyses between executive functions and both the chemistry assessment and science grades revealed that science achievements were significantly correlated with working memory. Linear regression analysis revealed that visuospatial working memory ability was predictive of chemistry performance. Interestingly, this relationship was observed solely in relation to the conceptual learning condition of the assessment highlighting the role of executive functions in understanding and applying knowledge about what is learned within science teaching. 相似文献
113.
P. Roger Turner 《Philosophical Studies》2016,173(8):2125-2132
114.
James Turner Johnson 《The Journal of religious ethics》2015,43(1):170-177
In addition to noting significant differences of interpretation between me and Kristopher Norris on understanding classic just war thought and judging its importance, this Comment flags errors of fact and faulty logic in the Norris essay. 相似文献
115.
Voice control, a punishment technique based on loud commands, has been used widely in pediatric dentistry. This study examined whether (a) loudness is a necessary component of the technique, (b) voice control actually reduces children's disruptive behavior, and (c) after treatment, children's negative affect increases. Subjects were forty 3 1/2- to 7-year-olds who posed potential behavior problems and who were scheduled for cavity restoration. Children were assigned randomly to either loud- or normal-voice groups. Children who were assigned to either group but who were not disruptive formed a nonexperimental control group. Prior to and after treatment, children reported their feelings using the Self-Assessment Mannequin. Disruptive behavior was scored using the Behavior Profile Rating Scale. Results indicated that, following loud, but not normal voice commands, children reduced their disruptive behavior (p less than .004) and self-reported lower arousal (p less than .09) and greater pleasure (p less than .10). Theoretical and practical implications of these findings are discussed. 相似文献
116.
117.
118.
David Russell PhD R. Jay Turner PhD Thomas E. Joiner PhD 《Suicide & life-threatening behavior》2009,39(4):440-451
Although the significance of poor physical health for suicide risk is well established, the potential relevance of physical disability, as distinct from diseases and traumas that give rise to disability, has received little attention. Prior evidence suggests the possible utility of the stress process theoretical model for understanding variations in risk for suicide ideation and the contribution of physical disability to such risk. In this article, we examine the independent and joint explanatory significance of physical disability and components of the stress process model for risk of suicide ideation. Data from an ethnically diverse and representative sample of disabled and nondisabled adults (n = 1,768) reveal that physical disability is associated with a greater risk of lifetime suicidal ideation. 相似文献
119.
Jeanine Warisse Turner James D. Robinson Yan Tian Alan Neustadtl Pam Angelus Marie Russell Betty Levine 《人类交流研究》2013,39(2):252-268
This investigation examined the impact of social support messages on patient health outcomes. Forty‐one American Indian, Alaska Native, and Native Hawaiian patients received a total of 618 e‐mail messages from their healthcare provider (HCP). The e‐mail messages were divided into 3,565 message units and coded for instances of emotional social support. Patient glycosulated hemoglobin scores (HbA1c) showed significantly improved glycemic control and emotional social support messages were associated with significant decreases in HbA1c values. Patient involvement with the system, measured by system login frequency and the frequency of uploaded blood glucose scores to the HCP, did not predict change in HbA1c. 相似文献
120.