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   34353篇
  免费   646篇
  国内免费   2篇
  35001篇
  2020年   331篇
  2019年   452篇
  2018年   576篇
  2017年   610篇
  2016年   619篇
  2015年   441篇
  2014年   551篇
  2013年   2452篇
  2012年   1012篇
  2011年   1076篇
  2010年   627篇
  2009年   634篇
  2008年   933篇
  2007年   909篇
  2006年   846篇
  2005年   769篇
  2004年   751篇
  2003年   683篇
  2002年   720篇
  2001年   1027篇
  2000年   947篇
  1999年   721篇
  1998年   395篇
  1997年   320篇
  1992年   559篇
  1991年   557篇
  1990年   533篇
  1989年   545篇
  1988年   543篇
  1987年   501篇
  1986年   526篇
  1985年   577篇
  1984年   461篇
  1983年   441篇
  1982年   362篇
  1981年   347篇
  1979年   526篇
  1978年   383篇
  1977年   320篇
  1976年   363篇
  1975年   434篇
  1974年   491篇
  1973年   510篇
  1972年   409篇
  1971年   385篇
  1970年   381篇
  1969年   408篇
  1968年   489篇
  1967年   423篇
  1966年   423篇
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
821.
The present investigation examined the effects of varying the standard assessment conditions on performance of social skills among normal and psychiatric inpatient children. Sixty children (30 normals, 30 patients), ages 6–12, completed behavioral and self-report measures of social skills on two separate occasions. During the second assessment, half of the children received feedback and incentives for performance; the other half did not. The testing conditions consistently altered social skill performance. Children who received the incentives during assessment showed significantly higher levels of social skills, as reflected in concrete behavior (e.g. eye contact, facial expressions), and molar responses (e.g. giving compliments, responding to provocation). The results suggest that social skills performance varies considerably as a function of the assessment conditions. Training programs should not assume that persons do not have the responses in their repertoires merely because of low pretest performance unless more extensive efforts are made to evoke appropriate responses.  相似文献   
822.
This study examines attributions of blame to the Nazis and the Jews for the events of the holocaust. The sample consisted of Germans and Americans who had viewed the television series “Holocaust” and comparison groups who had not seen the program. It was found that among viewers who identified with the Nazis, attributions of blame to the Jews were higher than among nonviewers or viewers who identified with the Jews. Attributions of blame to the Nazis did not vary as a function of viewing the television series. However, people who identified with the Nazis blamed the Nazis less for the holocaust than people who identified with the Jews. These results are discussed in terms of the justworld hypothesis (Lerner & Miller, 1978) and their implications for media presentations on the victims of oppression.  相似文献   
823.
“Family rituals” and “family myths” are useful concepts for understanding some of the behavior of disturbed families and hence for planning therapeutic interventions. A case of a family of a schizophrenic patient is described in which a “counter-ritual” involving onion-peeling to induce tearing was invented. The intervention addressed the family's inappropriate laughter and denial of sadness and seemed to lead to therapeutic gains for the identified patient and the family. This counter-ritual, as an indirect affect-inducing experience, is analyzed from a variety of perspectives and a partial parallel is drawn to an Iranian cultural ritual. A suggestion is made that more light may be shed on the mechanisms and structures of myths and rituals in families by drawing on studies of myths and rituals in ethnography. “Counter-ritual” is offered as a general concept for a type of active family intervention that involves inventing and employing rituals antithetical to pathological ones engaged in by some families.  相似文献   
824.
Electrical stimulation of the region of the lateral hypothalamus produced a consistent form of quiet-biting attack behavior in cats. In one series of experiments, cats, implanted with electrodes from which attack had been elicited, were anesthetized and then were injected with a bolus of 14C-2-deoxyglucose at the same time as electrical stimulation was delivered through the attack electrodes. Brains prepared for X-ray autoradiography revealed that lateral hypothalamic stimulation activated the classical medial forebrain bundle pathway supplying the septal region, diagonal band, lateral preoptic area, and ventral tegmental region. Stimulation of quiet-attack sites in perifornical hypothalamus resulted in the activation of a much more extensive projection system which included the central and lateral tegmental fields of the midbrain and pons, and central gray region, as well as the structures described above. In a second series of experiments, 3H-leucine was placed into the region of the electrode tip from which attack was elicited in order to identify more precisely the pathways arising from that site. In general, tritiated amino acid radioautography replicated the 14C-2-deoxyglucose findings. In addition, the amino acid radioautographic data revealed the presence of extensive projections from perifornical hypothalamus to such pontine structures as the nucleus locus coeruleus, motor nucleus of NV , and the lateral pontine tegmental field. The functional connections between the lateral hypothalamic “attack region” and lateral preoptic zone were also confirmed by electrophysiological methods.  相似文献   
825.
Preadolescent emotionally disturbed, learning-disabled, and normal boys were compared on social perspective-taking and behavioral measures to examine possible contributions of social cognitive deficits to children's adjustment problems. Antisocial-prosocial and withdrawn-gregarious behavior dimensions were studied through subscales derived from teacher ratings. Results indicated that across all groups, high perspective-taking was associated with significantly less withdrawal than was low perspective-taking; within groups, this finding was significant only for the emotionally disturbed boys. Contrary to theoretical assumptions, antisocial behavior was not significantly related to perspective-taking across the sample. Among emotionally disturbed boys, relatively higher affective perspectivetaking was significantly correlated with higher antisocial behavior. This positive correlation for the emotionally disturbed group was significantly different from the nonsignificant negative correlation between antisocial behavior and perspective-taking among normals. Findings for learning-disabled boys were intermediate. between results for emotionally disturbed and normal boys on both perspectivetaking and behavioral measures, and the learning-disabled group generally did not differ significantly from either other group. Theoretical and clinical implications of the findings are discussed The authors acknowledge the invaluable assistance and cooperation of many teachers and principals in Jefferson County School District in Colorado, especially Ms. Norma Sobesky, coordinator of the program for Significantly Impaired Emotionally and Behaviorally Disturbed Children, and Ms. Beth Young, coordinator of the program for Perceptual and Communicative Disorders.  相似文献   
826.
827.
Three experiments examined the influence of videotaped classroom events on the academic performance and study behavior of reading-disabled and normally reading children in grades 1 through 6. In experiments 1 and 2a an experimenter-controlled presentation of these distractors resulted in performance decrements, the magnitude of which was greater for higher difficulty tasks. The distractor effects were similar for the two groups in this condition. However, when the children themselves were allowed to control their degree of exposure to the same distractors in experiment 2b, the reading-disabled children were less likely to act to escape the distraction. Results are discussed in terms of children's metacognitive awareness of distraction, and implications for the classroom are considered.  相似文献   
828.
829.
Automated techniques of appetitive conditioning in honey bees are described. The subject is pretrained to come to the laboratory, where it is confined while the training trials are programmed and then is free to return to the hive. The responses recorded are approach to and entering a tube into which sucrose solution is pumped. Illustrative experiments on classical conditioning, simple instrumental conditioning, and choice are reported.  相似文献   
830.
Our study represents a rural case management agency's use of its data to aid in its transition from being funded by federal grant funds to self-sustainment. We wanted to learn if some characteristics of those children served could predict the resources needed to serve them. We analyzed data on 90 children and adolescents living in a rural community. Using multiple regression analysis we found that CAFAS total and CBCL total problem scores predicted Medicaid reimbursements but not flexible funds spending or case management hours. History of psychiatric hospitalization, however, predicted flexible funds spending and case management hours. Using one-way ANOVA and post hoc analysis we found that the staff members' assessments of each child and family's level of service needs were reflected in differences in mean CAFAS total scores, Medicaid reimbursements and case management hours, but not CBCL total problem scores or flexible funds spending.  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