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131.
Job Evaluation and Gender: The Case of University Faculty 总被引:3,自引:0,他引:3
This study examined the effects of students' and professors' sex on student evaluations of professors' teaching effectiveness. Ratings of over four hundred faculty made by over nine thousand students were analyzed. After controlling for a large number of variables, the main results showed that (a) male faculty were given significantly higher evaluations on global teacher effectiveness and academic competence than female faculty; (b) when controlling for extraneous variables, female faculty were not found to be rated as more sensitive to student needs than male faculty; and (c) when making overall, global judgments of faculty performance, students seem to place more weight on academic competence for male faculty than for female faculty. 相似文献
132.
Jim Millham 《Journal of research in personality》1974,8(4):378-392
Subjects completed a simulated “intelligence test” on which they were given bogus feedback indicating that they had either met college norms or had failed substantially to meet norms. Immediately following was a period in which subjects could modify their scores and believe that their modification would go undetected. The relationship of need for approval to “cheating” and amount of “cheating” was analyzed. The results supported an “avoidance” interpretation of approval motivation. Two separate components of need for approval score were identified and found to be differentially related to avoidance behavior for men and for women. 相似文献
133.
Jim Taylor 《Journal of personality》1987,55(1):139-153
The purpose of the present study is to examine the ability of certain psychological attributes to predict performance in six National Collegiate Athletic Association Division I collegiate sports. Eighty-four athletes from the varsity sports teams of cross country running, alpine and nordic skiing, tennis, basketball, and track and field at the University of Colorado completed a questionnaire adapted from Martens (1977; Martens et al., 1983) that measured their trait levels of self-confidence (Bandura, 1977), somatic anxiety, and cognitive anxiety (Martens, 1977; Martens et al., 1983). In addition, at three to six competitions during the season, the members of the cross country running and tennis teams filled out a state measure (Martens et al., 1983) of the three attributes from one to two hours prior to the competition. Following each competition, subjective and objective ratings of performance were obtained, and, for all sports, coaches' ratings of performance and an overall seasonal team ranking were determined as seasonal performance measures. The sports were dichotomized along motor and physiological dimensions. Results indicate that all three psychological attributes were significant predictors of performance in both fine motor, anaerobic sports and gross motor, aerobic sports. Further, clear differences in these relationships emerged as a function of the dichotomization. In addition, unexpected sex differences emerged. The findings are discussed relative to prior research and their implications for future research. 相似文献
134.
Jim Birch 《Journal of Family Therapy》1985,7(2):147-159
In therapeutic work a systemic approach has characteristically focused on the family or marital system. In this paper the author focuses on the patient/health care system in a particular case and argues that chronic disability can be seen as a systemic feature rather than a characteristic of the individual patient. A strategy is taken from the field of international conflict and its therapeutic value is explored. 相似文献
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José-de-Jesús Lavalle-Martínez Manuel Montes-y-Gómez Luis Villaseñor-Pineda Héctor Jiménez-Salazar Ismael-Everardo Bárcenas-Patiño 《Studia Logica》2018,106(2):371-395
The concept of polarity is pervasive in natural language. It relates syntax, semantics and pragmatics narrowly (Giannakidou, in: Maienborn, von Heusinger, Portner (eds.), Semantics: an international handbook of natural language meaning, De Gruyter Mouton, Berlin, 2011; Israel in The grammar of polarity: pragmatics, sensitivity, and the logic of scales, Cambridge studies in linguistics, Cambridge University Press, Cambridge, 2014), it refers to items of many syntactic categories such as nouns, verbs and adverbs. Neutral polarity items appear in affirmative and negative sentences, negative polarity items cannot appear in affirmative sentences, and positive polarity items cannot appear in negative sentences. A way of reasoning in Natural Language is through Natural Logic (van Benthem in Essays in logical semantics, vol. 29 of Studies in linguistics and philosophy, Reidel, Dordrecht, 1986; Language in action: categories, lambdas, and dynamic logic, vol. 130 of Studies in logic, Elsevier, Amsterdam, 1991). This logic is based on the concept of polarity in order to make the meaning of a sentence weaker o stronger without changing its truth value. There exist many proposals to compute polarity in the Natural Logic context, the most widely known are the ones by: van Benthem (1986, 1991), Sánchez-Valencia (Studies on natural logic and categorial grammar, Ph.D. thesis, Universiteit van Amsterdam, 1991), Dowty (Proceedings of the 4th conference on semantics and theoretical linguistics, Cornel University, CLC Publications, Rochester, 1994), and van Eijck (in: ten Cate, Zeevat (eds.), 6th international Tbilisi symposium on logic, language, and computation, Batumi, Georgia, Springer, 2007). If Natural Logic is going to be used, as an inferential mechanism between text fragments, in Natural Language Processing applications such as text summarization, question answering, and information extraction, it is a priority to know what the existing relationship among the aforementioned algorithms is; for example, to implement the most general. We show in this paper the equivalence among the analyzed algorithms, filling a gap in Natural Logic research, particularly in computing polarity, and the soundness of their algorithms. 相似文献
139.
Recent interventions have focused upon play dates as a means to improve friendships. However, no measures have been published
which quantify play date quality. An important characteristic of play dates in this regard may be the amount of conflict.
We present the development of such a measure. We compare maternal reports of play dates for 112 community subjects with 48
subjects referred for peer problems (mean age = 8.7 years). We found that clinic–referred subjects had significantly fewer
hosted and invited play dates than the community subjects. The mean conflict on play dates was significantly lower for the
community subjects than for the clinic-referred subjects. We obtained significant correlations between conflict on play dates
and measures of problem behaviors. Our results support the position that conflict on play dates is an important area to target
in social skills training programs. The scale may prove useful to clinicians and researchers by facilitating screening and
assessing interventions directed towards improving play dates. 相似文献
140.
The reading achievement of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) has scarcely been explored in research conducted in the Spanish language and when it has, the results have been contradictory. The focus of the present research is to analyze participants' reading competency and metacognitive strategies as they carry out reading comprehension tasks. The sample was comprised of 187 Argentine schoolchildren aged 9 to 13 years old. 94 constituted the control group and the clinical group consisted of 93 schoolchildren diagnosed with ADHD. The metacognitive assessment was made up of two metacognitive tests, the Reading Awareness Scale (ESCOLA; acronym in Spanish) and a Spanish adaptation of Metacognitive Awareness of Reading Strategies Inventory (MARSI), and one test of reading comprehension, the Evaluation of Reading Processes for Secondary Education Students (PROLEC-SE; acronym in Spanish). Students with ADHD had lower achievement on tests o reading comprehension compared to the control group. Nevertheless, our results suggest their difficulties did not stem from readin comprehension problems, but rather from alterations in their Executive Functions, because when subjects' reading comprehensio was equalized, students with ADHD still exhibited a lower level of Metacognition, particularly when it came to planning. 相似文献