全文获取类型
收费全文 | 5431篇 |
免费 | 277篇 |
国内免费 | 4篇 |
出版年
2023年 | 60篇 |
2022年 | 91篇 |
2021年 | 104篇 |
2020年 | 143篇 |
2019年 | 137篇 |
2018年 | 269篇 |
2017年 | 249篇 |
2016年 | 235篇 |
2015年 | 147篇 |
2014年 | 169篇 |
2013年 | 725篇 |
2012年 | 414篇 |
2011年 | 415篇 |
2010年 | 255篇 |
2009年 | 170篇 |
2008年 | 322篇 |
2007年 | 263篇 |
2006年 | 230篇 |
2005年 | 217篇 |
2004年 | 123篇 |
2003年 | 131篇 |
2002年 | 125篇 |
2001年 | 58篇 |
2000年 | 81篇 |
1999年 | 47篇 |
1998年 | 25篇 |
1997年 | 19篇 |
1996年 | 21篇 |
1995年 | 18篇 |
1994年 | 13篇 |
1993年 | 17篇 |
1992年 | 30篇 |
1991年 | 20篇 |
1990年 | 27篇 |
1989年 | 24篇 |
1988年 | 27篇 |
1987年 | 21篇 |
1986年 | 12篇 |
1985年 | 13篇 |
1984年 | 18篇 |
1983年 | 13篇 |
1979年 | 17篇 |
1978年 | 14篇 |
1976年 | 13篇 |
1974年 | 11篇 |
1973年 | 11篇 |
1972年 | 11篇 |
1970年 | 11篇 |
1968年 | 13篇 |
1965年 | 10篇 |
排序方式: 共有5712条查询结果,搜索用时 15 毫秒
61.
The purpose of the present research was to propose and test a motivational process model of academic achievement. The model
posits that parental, teachers, and school administration support for students' autonomy positively influences students' perceived
school competence and autonomy. In turn, perceived school competence and autonomy affect positively self-determined school
motivation which in turn influences academic achievement. Two studies using a prospective design tested the adequacy of the
model. In Study I, participants were 1,623 ninth-grade students. Results from structural equation modeling supported the motivational
model. Participants in Study 2 were 1,098 tenth-grade students. Results from this study corroborated those of Study 1 controlling
for students' prior achievement in the ninth grade. The role of self-determinod school motivation in academic achievement
is discussed and avenues for future research are considered.
This research is part of a larger project that is being funded by grants from the William and Flora Hewlett Foundation; the
San Francisco Foundation; the Robert Wood Johnson Foundation; the Danforth Foundation; the Smart Foundations; the Pew Charitable
Trusts; the John D. and Catherine T. MacArthur Foundation; the Annenberg Foundation; Spunk Fund, Inc.; the DeWitt Wallace-Reader's
Digest Fund, Inc.; Louise and Claude Rosenberg; and the Center for Substance Abuse Prevention, U.S. Department of Health and
Human Services. The views expressed in the paper are those of the authors and not necessarily of the funders. We are grateful
to the many educators, students, and colleagues who cooperated with us on this project and to several anonymous reviewers
who provided helpful suggestions. 相似文献
62.
63.
G E Kühne J U Grünes W Knorr L Perina H Richter U Rommel R Sorger H St?ck N Waldow 《Psychiatrie, Neurologie, und medizinische Psychologie》1978,30(2):104-115
The antidepressants desipramine and imipramine were compared within the framework of a multiclinical study performed under the conditions of a controlled clinical experiment. There has been found a time-different remission of affective symptoms, which was not detectable for the inhibition of drive. The tachythymoleptic action of desipramine is discussed with reference to these results. Evaluation of the possibility of controlling affects shows different ranges of activity of desipramine and imipramine, with desipramine influencing especially negative psychoenergetic symptoms in the area of drives and emotions and imipramine, restrictive symptoms in addition to differential phenomena of the psychomotor expression. 相似文献
64.
The purpose of this clinical experiment was to investigate the manipulability of a Factor II avoidance response (arm movement). The substantive hypothesis under test was that its suppression would be enhanced by repeated punishment sessions. During the first of nine therapy sessions response-contingent negative stimulation was not delivered. In the next five, after a base-rate period, “wrong” was made consequent upon the target response. In each of these sessions the suppression of arm movement was apparent. However, the magnitude of the suppression decreased from session to session. Evidently, the continued use of punishment did not enhance suppression. Because of this finding procedural changes were introduced in the next three therapy sessions. Verbal praise was added as a consequence of increasingly stringent omission criteria and three consecutive units of praise led to time-out from the reportedly fatiguing task of continuous speech. A marked reduction and then complete extinction resulted. Moreover, learning was evidenced since the frequency of arm movement lessened in the base-rate period of each session. 相似文献
65.
66.
Eric Térouanne 《Journal of mathematical psychology》1983,27(4):370-405
The concept “impossible figure” is analyzed by formalizing the interpretations of a polyhedral figure by an observer, and defining several types of inconsistency in such interpretations. Tests for these inconsistencies are developed using simple graph theory, and a sufficient condition is established for the feasibility of an interpretation. Finally, techniques are derived for the automatic construction of usual or unusual multibar figures. 相似文献
67.
The effect of visibility on eye-movement parameters in reading 总被引:1,自引:0,他引:1
68.
69.
The aim of this study was to investigate the possible relations between specific personality variables and the effect of subliminal stimulation on choice behavior. It was hypothesized that subjects with low anxiety, less neuroticism, and external locus of control and the trait of extraversion would be more susceptible to subliminal stimulation. 38 undergraduate students were exposed to subliminal messages urging them to choose symbols instead of numbers or letters. Analysis showed that subliminal stimulation did not generate a preference for symbols over numbers or letters. No support was observed for the hypothesis of an association between susceptibility and personality variables. These results may be explained in terms of symbol choice being a neutral message that did not relate to the subjects' needs and motivation. 相似文献
70.