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121.
Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories 总被引:9,自引:0,他引:9
Children's experiences with their parents and teachers were related to the acquisition of academic skills from preschool through second grade. Individual and group growth curves were estimated, and individual patterns of change were predicted from selected demographic, family, and classroom characteristics to identify multiple pathways to early academic competence. Standardized assessments of language and academic skills and parent and teacher surveys were collected on 511 children beginning in the second-to-last year of child care through the third year of elementary school. As expected, children tended to show better academic skills across time if their parents had more education and reported more progressive parenting beliefs and practices. Statistical interactions between family background and teacher-child relationships indicated that a closer relationship with the teacher was positively related to language skills for African-American children and to reading competence for children whose parents reported more authoritarian attitudes. These results provide further evidence that social processes in classrooms are important for academic competence for children considered at risk for academic problems. 相似文献
122.
Sixty‐six children aged between 5 and 7 years participated in the event, ‘Visiting the Pirate’, and were interviewed about it at one of five delays, namely, no delay (immediate interview), or at a 1‐week, 1‐day, 1‐month or 6‐month delay. For open‐ended recall, a significant decrease in the amount of information reported was detected only at the 6‐month delay, although forgetting functions indicated forgetting was most rapid at the shorter delays. Accuracy of open‐ended recall was maintained over all delays. In contrast, in response to specific, leading and misleading questions, accuracy had decreased significantly by the 6‐month delay. The theoretical and practical implications of these findings regarding the effects of delays on children's event reports are discussed. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献
123.
Doris B. Wallace Fazal Ibrahim Ali Jeanne Bamberger Gillian Beer Lee Benson Katja Bödeker John Broughton Jerome Bruner Weihang Chen Peter Damerow Jürgen Renn Charlotte Doyle Wolfgang Edelstein Howard Gardner Ellen Gruber Garvey Mary Lee Grisanti Sarah V. Gruber Simon L. Gruber Helen Haste Vera John-Steiner Deanna Kuhn Danielle Maurice Emiel Reith Lucien Richard Isabelle Sehl Anastasia Tryphon Ryan Tweney Jacques Vonèche Crystal Woodward Yeh Hsueh S. P. Zitner 《Journal of psycholinguistic research》2003,32(5):573-619
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Each year, approximately 51,000 incidents of rape and sexual assault occur in the workplace. If an incident of rape occurs in the workplace, management can adopt several procedures for both the assaulted victim and the organization. First, encourage coworkers to show support for the victim. Second, plan the employee's return to work. Third, provide career and other forms of counseling and assistance for the victim. Fourth, and most important, show concern for the employee. An organization can use a variety of administrative controls and environmental designs as preventive measures to help protect employees from being raped or sexually assaulted in the workplace. 相似文献
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Children were found to experience difficulty evaluating contradictions of the form p & -p, and tautologies of the form p v -p. It was hypothesized that (a) the difficulty of these statements was not due solely to the logical words occuring in them, (b) part of the difficulty is due to the fact that their truth value derives from their linguistic form rather than from empirical considerations, and (c) the ability to examine language in an objective manner, apart from events and objects to which it refers, is necessary but not sufficient for correct evaluation of contradictions and tautologies. The results of two experiments support the hypothesis. 相似文献
128.
W C Aitken J T Braggio P Ellen 《Journal of comparative psychology (Washington, D.C. : 1983)》1975,89(6):546-555
Two experiments reported the effects of prefeeding normal and septal rats prior to their daily sessions on a differential reinforcement of low rates (DRL-20) schedule. Prefeeding reduced responses and increased reinforcements in the case of septal animals, regardless of the level of body weight. In the case of normal animals, prefeeding led to a decrease in responding and an increase in the number of reinforcements obtained only when the animals were at 85% of ad-lib levels, prefeeding, although it decreased responding, also decreased the frequency of obtained reinforcements. These results implied an impairment in normal animals in the discrimination of response feedback by stimulation arising from stomach distention. 相似文献
129.
This study is another contribution to the development of a satisfactory child version of the linguistic task of judging grammaticality. With a nondifferentially reinforced forced-choice procedure, it was found that responses of 24 5- and 24 7-yr-old children did vary as a function of the grammatical complexity of stimulus sentences. The children judged sentence stimuli of two types (negatives and wh-word questions) each having three levels of grammatical complexity (two primitive and one well-formed). After each stimulus presentation, the subject pointed to the adult or the child in a photograph, depending on who was judged to have produced that utterance. Performance of the two age groups did not differ for the question stimuli, for which subjects pointed to the adult more frequently as the grammatical complexity of wh-word questions increased. In response to the negative sentences, the older group attributed more well-formed stimuli to the adult than primitive ones. While the younger group pointed to the adult more frequently for well-formed negatives than for the middle level negatives, they made more adult responses than expected to the least complex negatives. It was concluded that, with this procedure, 5- and 7-yr-olds demonstrate ability to distinguish grammatically well-formed from primitive sentences. Procedural improvements for future research may allow children this age and younger to demonstrate more adult-like discrimination between a variety of primitive and well-formed sentences. 相似文献
130.