全文获取类型
收费全文 | 2176篇 |
免费 | 82篇 |
国内免费 | 1篇 |
专业分类
2259篇 |
出版年
2020年 | 31篇 |
2019年 | 41篇 |
2018年 | 36篇 |
2017年 | 51篇 |
2016年 | 39篇 |
2015年 | 28篇 |
2014年 | 41篇 |
2013年 | 220篇 |
2012年 | 76篇 |
2011年 | 84篇 |
2010年 | 42篇 |
2009年 | 50篇 |
2008年 | 104篇 |
2007年 | 77篇 |
2006年 | 87篇 |
2005年 | 67篇 |
2004年 | 73篇 |
2003年 | 54篇 |
2002年 | 86篇 |
2001年 | 19篇 |
2000年 | 36篇 |
1999年 | 36篇 |
1998年 | 40篇 |
1997年 | 31篇 |
1996年 | 26篇 |
1995年 | 23篇 |
1994年 | 31篇 |
1993年 | 28篇 |
1992年 | 29篇 |
1991年 | 28篇 |
1990年 | 20篇 |
1989年 | 32篇 |
1988年 | 21篇 |
1987年 | 31篇 |
1986年 | 22篇 |
1985年 | 26篇 |
1984年 | 22篇 |
1983年 | 33篇 |
1982年 | 29篇 |
1981年 | 32篇 |
1980年 | 23篇 |
1979年 | 20篇 |
1978年 | 33篇 |
1977年 | 39篇 |
1976年 | 27篇 |
1975年 | 32篇 |
1974年 | 25篇 |
1973年 | 22篇 |
1970年 | 18篇 |
1966年 | 19篇 |
排序方式: 共有2259条查询结果,搜索用时 0 毫秒
51.
This experiment compared the extent to which students learned facts included in computer-based-training frames that required
an overt response to those that did not. Frames included two types of facts: Some facts had one word missing which had to
be supplied by the student (active facts). Other facts had no missing words and required no overt response (passive facts).
Each student completed four 14-fact modules in random order. Two of the modules contained frames with all active facts. Each
frame in the other two modules contained one active and six passive facts. Paper pretests and posttests showed that students
learned twice as many facts when all facts in the module were active than when only one in seven were active. The modules
that included passive facts required one-fifth the time to complete than those with only active facts. Students learned more
facts per minute of training in one of the two modules that included passive facts than in the two modules with only active
facts. 相似文献
52.
This study investigated the personality and family-of-origin differences in male and female alcoholics. Results indicated that, regarding personality, men (both type 1 and type 2) were less troubled than were women. Implications for treatment based on these results are included. 相似文献
53.
54.
Kenneth J. Zucker Richard Green Christina Garofano Susan J. Bradley Katherine Williams Howard M. Rebach Claire B. Lowry Sullivan 《Journal of abnormal child psychology》1994,22(1):1-13
A mother's (prenatal) wish for a girl has, at times, been implicated as an etiological factor for boyhood femininity or its DSM-III-R diagnostic equivalent, the Gender Identity Disorder of Childhood. In one sample of 52 feminine and 52 nonclinical control boys from Los Angeles, the proportion of mothers who recalled a wish for a girl during the pregnancy did not differ significantly between groups (26.9% vs. 19.2%, respectively); however, in both groups, the maternal wish for a girl was significantly more common in sibships in which all of the proband's older siblings were male. In a second sample of 103 feminine boys from Toronto, the maternal wish for a girl was significantly higher than that found in the Los Angeles sample (43.7% vs. 26.9%), but a control group was not available; as in the Los Angeles sample, the maternal wish for a girl was significantly more common in sibships in which all of the proband's older siblings were male. Implications of these findings for further study of maternal influences on boyhood femininity are discussed. 相似文献
55.
Kenneth Jerald Moore 《Journal of multicultural counseling and development》1994,22(3):165-172
This article describes the scope of the current school drop-out problem. Within this context, an overview and analysis of the school drop-out problem among the Florida Seminole is provided. Current prevention and remediation strategies for populations at risk are reviewed. Culturally sensitive strategies are suggested for addressing this Seminole problem. 相似文献
56.
57.
58.
Kenneth I. Maton Freeman A. Hrabowski III Geoffrey L. Greif 《American journal of community psychology》1998,26(4):639-668
Employed qualitative methods to examine the role of the family in the academic success of very high-achieving African American males. Findings revealed a complex tapestry of family processes and contexts involved in each youth's journey to outstanding academic achievement. Specifically, the combined importance of parental-determined academic engagement, strict discipline, nurturance, and community connectedness appeared to counteract potentially negative contextual influences of neighborhood, peers, schools, and society. The qualitative findings tell a multifaceted, rich, and compelling story of the pathways to academic success for Black males, and highlight the need for culture-specific and ecologically based conceptualization, research, and intervention approaches. 相似文献
59.
Kenneth A. Chase Dominique Treboux K. Daniel O'Leary Zvi Strassberg 《Journal of abnormal child psychology》1998,26(6):467-473
Ninety-five high-risk adolescents were studied to determine whether their dating aggression and its justification as a response to interpersonal problems were specific to the current partner, general to dating relationships, or part of a global age-mate (same-sex peers and opposite-sex dating partners) aggression problem. Approximately one-third of males and two-thirds of females reported physical aggression against their current dating partner. Males' aggression (and its justification) toward their current dating partner was part of a generalized pattern of dating aggression, whereas for females, physical aggression against a current dating partner (and its justification) was partner-specific and unrelated to aggression in other relationships. Findings are discussed with regard to intervention and future research on adolescent dating aggression. 相似文献
60.
David Schwartz Kenneth A. Dodge John D. Coie Julie A. Hubbard Antonius H. N. Cillessen Elizabeth A. Lemerise Helen Bateman 《Journal of abnormal child psychology》1998,26(6):431-440
A contrived play group procedure was utilized to examine the behavioral and social-cognitive correlates of reactive aggression, proactive aggression, and victimization via peers. Eleven play groups, each of which consisted of six familiar African-American 8-year-old boys, met for 45-min sessions on five consecutive days. Social-cognitive interviews were conducted following the second and fourth sessions. Play group interactions were videotaped and examined by trained observers. High rates of proactive aggression were associated with positive outcome expectancies for aggression/assertion, frequent displays of assertive social behavior, and low rates of submissive behavior. Reactive aggression was associated with hostile attributional tendencies and frequent victimization by peers. Victimization was associated with submissive behavior, hostile attributional bias, reactive aggression, and negative outcome expectations for aggression/assertion. These results demonstrate that there is a theoretically coherent and empirically distinct set of correlates associated with each of the examined aggression subtypes, and with victimization by peers. 相似文献