首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   45843篇
  免费   855篇
  国内免费   3篇
  46701篇
  2020年   450篇
  2019年   596篇
  2018年   778篇
  2017年   820篇
  2016年   856篇
  2015年   626篇
  2014年   776篇
  2013年   3760篇
  2012年   1399篇
  2011年   1484篇
  2010年   905篇
  2009年   900篇
  2008年   1344篇
  2007年   1279篇
  2006年   1214篇
  2005年   1140篇
  2004年   1125篇
  2003年   1059篇
  2002年   1105篇
  2001年   1232篇
  2000年   1099篇
  1999年   898篇
  1998年   586篇
  1997年   501篇
  1996年   466篇
  1995年   459篇
  1992年   706篇
  1991年   680篇
  1990年   659篇
  1989年   662篇
  1988年   657篇
  1987年   627篇
  1986年   632篇
  1985年   713篇
  1984年   632篇
  1983年   611篇
  1982年   534篇
  1981年   512篇
  1979年   648篇
  1978年   543篇
  1977年   470篇
  1976年   512篇
  1975年   562篇
  1974年   624篇
  1973年   610篇
  1972年   483篇
  1969年   470篇
  1968年   556篇
  1967年   471篇
  1966年   471篇
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
921.
Sixty first- and second-grade teachers were randomly assigned to one of four conditions representing variations in consultation where they were required to teach a hypothetical child to add. The first condition involved face-to-face behavioral consultation in which the consultant cued a teacher to verbalize antecedent and consequent conditions that might affect learning and prompted the teacher to specify the kinds of capabilities that the child would need in order to master the academic task targeted for instruction. In the second type of behavioral consultation, face-to-face consultation was augmented by a task analysis report specifying prerequisite skills. The third type, medical model consultation, involved face-to-face consultation focusing on temporally remote environmental circumstances accompanied by a traditional psychological report specifying that the child was of low ability. The control group was asked general questions about the school. Results suggested that behavioral consultation with task analysis was associated with significantly more teaching success than was control, medical model, and behavioral consultation without task analysis. Moreover, behavioral consultation without task analysis was better than medical model consultation. Implications for psychoeducational assessment are discussed within the context of teacher expectations and instruction.  相似文献   
922.
This paper reviewed the studies which evaluated counseling groups in senior high school settings. A methodological evaluation was conducted within four areas: subjects, counselors, treatment, and outcome criteria. The studies were reviewed according to the type of outcome measure: achievement, attitude and personality, behavioral, and vocational. Three levels of voluntariness (voluntary, semivoluntary, and nonvoluntary) were examined in relation to outcome. Subjects who were free to volunteer for the group experience achieved greater gains than subjects who were coerced into participation. Overall, behavioral and directive groups achieved greater success than nondirective or client-centered groups. The time spent on topics relating to treatment goals appeared to be an important factor for success. Future researchers should assess the effects of treatment on each participant instead of relying upon group mean changes.  相似文献   
923.
In two experiments, humans received tokens either on a fixed-interval schedule for plunger pulling or various response-nondependent fixed-time schedules ranging from 16 to 140 seconds. Locomotor activity such as walking, shifting weight, or pacing was recorded in quarters of the interreinforcement interval to examine the induced characteristics of that behavior in humans. While performance was variable, several characteristics were present that have counterparts in experiments with nonhumans during periodic schedules of food reinforcement: (a) first quarter rates, and sometimes overall rates, of locomotor activity were greater during intervals that terminated in a visual stimulus and token delivery than those without: (b) overall rates of locomotor activity were greater during fixed-time 16-second schedules than during fixed-time 80- or 140-second schedules; (c) rates of locomotor activity decreased during the interreinforcement intervals; (d) locomotor activity was induced by response-dependent and response-nondependent token delivery. These results showed that the rate and temporal pattern of locomotor activity can be schedule-induced in humans.  相似文献   
924.
925.
A catamnestic account is given of a case of corpus callosum deficiency. The clinical symptoms and para-clinical findings could not be interpreted with the syndrome. A short reference is made to the importance of the corpus callosum deficiency.  相似文献   
926.
The effects of EMG biofeedback training on cursive handwriting were investigated for 4 girls and 5 boys in Grade 4. A significant reduction in EMG between the first baseline session and the last training session was obtained. Four of 5 characteristics of handwriting improved significantly. The need for carefully designed research comparing EMG biofeedback training and relaxation training was indicated. A self-control factor in handwriting was hypothesized.  相似文献   
927.
928.
Temporal imbalances between the successive stimulation of pairs of loci on each forearm altered judgments of the equality of the spatial extents between sets of loci. The spatial judgments became increasingly inaccurate as the temporal imbalance was increased, i.e., the Tau effect. Changes in stimulus intensity also influenced the dependency of spatial judgments on temporal factors. The data suggest that concomitant variations of spatial, temporal, and intensitive components of a vibrotactile stimulus "package" can produce systematic perceptual effects of potential significance in the design of vibrotactile sensory substitution systems.  相似文献   
929.
Research examined both the Position Analysis Questionnaire (PAQ) and the possible analyst sources for gathering job analysis information. 25 state government jobs were examined using job incumbents, supervisors, job analysts, and a comparison group of college students. Reliability and validity (judge convergence and prediction of present pay levels) information was determined for each of the four analyst categories. Results indicate that there is little difference between analyst sources, including students, in terms of their ability to reliably analyze a job using the PAQ. Convergent validity results showed a high degree of agreement among all judge categories when summing item frequencies across all 25 jobs. The prediction of present pay levels was significant for all judge categories but was noticeably smaller than previously reported studies. This seemed to be primarily due to the restriction in salary range of the present study. An analysis of judge response bias showed that supervisors and incumbents rate all or most PAQ items higher than their analyst counterparts. These findings suggest that who furnishes responses to a job analysis inventory makes little practical difference. The exception is that the determination of pay levels and human requirements for test construction purposes should be viewed with caution when different analyst sources are utilized for different jobs.  相似文献   
930.
The purposes of the present study were (a) to examine the comparative validity of a written job knowledge test constructed on the basis of a systematic job analysis with that of a commercial employment test selected in the absence of a prior job analysis for accounting positions and (b) to determine the fairness of each test for minority and nonminority job applicants. Results indicated that the job knowledge test was a valid and unbiased predictor of relevant criteria of job performance while the commercial employment test produced adverse impact and lacked validity. Implications of the results for future research studies and test validation efforts involving differential prediction are discussed.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号