全文获取类型
收费全文 | 2222篇 |
免费 | 156篇 |
国内免费 | 1篇 |
专业分类
2379篇 |
出版年
2023年 | 10篇 |
2022年 | 18篇 |
2021年 | 30篇 |
2020年 | 58篇 |
2019年 | 73篇 |
2018年 | 99篇 |
2017年 | 104篇 |
2016年 | 91篇 |
2015年 | 67篇 |
2014年 | 99篇 |
2013年 | 312篇 |
2012年 | 119篇 |
2011年 | 146篇 |
2010年 | 86篇 |
2009年 | 81篇 |
2008年 | 108篇 |
2007年 | 103篇 |
2006年 | 79篇 |
2005年 | 81篇 |
2004年 | 97篇 |
2003年 | 73篇 |
2002年 | 67篇 |
2001年 | 27篇 |
2000年 | 24篇 |
1999年 | 29篇 |
1998年 | 17篇 |
1997年 | 18篇 |
1996年 | 31篇 |
1995年 | 22篇 |
1994年 | 23篇 |
1993年 | 15篇 |
1992年 | 12篇 |
1991年 | 10篇 |
1990年 | 7篇 |
1989年 | 10篇 |
1988年 | 7篇 |
1987年 | 8篇 |
1986年 | 5篇 |
1985年 | 8篇 |
1984年 | 15篇 |
1983年 | 5篇 |
1982年 | 9篇 |
1981年 | 7篇 |
1980年 | 13篇 |
1979年 | 9篇 |
1978年 | 8篇 |
1977年 | 5篇 |
1975年 | 9篇 |
1973年 | 5篇 |
1971年 | 3篇 |
排序方式: 共有2379条查询结果,搜索用时 0 毫秒
911.
Nadine M. Lambert Wilson Yandell Jonathan H. Sandoval 《Journal of School Psychology》1975,13(1):68-75
Presents a set of training experiences to develop school-based consultation skills in preservice school psychologists and discusses problems in implementing this model of service. Based on their experience in training school psychologists at the University of California, Berkeley, the authors report on preparing students to deal with teacher and principal expectations. Also discussed are methods for mobilizing teachers to plan more precisely to meet the needs of individual pupils in the classroom. A distinction is made in the paper between school-based and community-based mental health consultation. 相似文献
912.
In the presence of the experimenter and two dolls, children were asked to respond to sentences containing pronous which required distinctions to be made on the basis of person, number, and gender, such as “Point tomy (your, his, her, our, their) feet.” Errors tended to maintain distinctions; for example,we was treated as if it meantI (maintaining first person) orthey (maintaining plural) more often than could be accounted for by a response-bias model. Furthermore, there were consistent individual differences in the kinds of distinctions that were difficult; some subjects has more trouble with number, others with person. These findings support the notion that errors made during acquisition result from dropping only part of the correct meaning, and they suggest that individuals may differ in the relative strengths of different components. 相似文献
913.
Jonathan Vaughan 《Behavior research methods》1975,7(2):211-214
The orientation of a subject’s eyes can be automatically sampled in real time at 60 Hz using Mackworth’s corneal reflection method, a closed circuit TV system with a brightness-amplitude trigger, and a minicomputer. The organization of the electronic interface and software (for recording and behavioral control) is described, along with the characteristics of the recording system and potential sources of artifact. Sample calibration and experimental data are presented. 相似文献
914.
Edward W. Schultz John Salvia Jonathan Feinn 《Journal of abnormal child psychology》1973,1(4):378-389
A sample of 1567 third- and fourth-grade children in rural Illinois were rated on the Behavior Problem Checklist. The mean frequency of conduct problems, inadequacy-immaturity, personality problems, and socialized delinquency were analyzed by grade, sex, and age. Fourth graders and older children tended to have more problems than did third graders and younger children. Boys had more problems than did girls except on the personality-problem dimension. 相似文献
915.
Jonathan Baron 《Quarterly journal of experimental psychology (2006)》1973,25(2):241-246
Subjects can classify, as not making sense, phrases which sound as though they make sense, e.g. “tie the not”, as quickly as other phrases which do not even sound right, although they make more errors on the former. When asked whether or not phrases sound sensible regardless of how the phrases look, they are faster and make fewer errors on the phrases that look sensible as well as sound sensible. It is concluded that meaning can be efficiently derived from a visual analysis of text without the use of an intermediate phonemic code, or “inner speech”, although such a code may be used some of the time. 相似文献
916.
Several recent studies have found that while the behavior of normal weight individuals is primarily determined by internal cues, the behavior of the obese is chiefly controlled by external or environmental cues. The present study sought to generalize this finding to the self-monitoring of expressive behavior. Specifically, it was predicted that obese persons would tend to be high in the self-monitoring of their expressive behavior while individuals of normal weight would tend to monitor their expressive behavior to a lesser extent. This hypothesis was strongly supported. The findings are discussed both in terms of further extending the Schachterian model and in terms of the obese as a deviant population. 相似文献
917.
Philip A. Morse Jonathan E. Kass Rubens Turkienicz 《Attention, perception & psychophysics》1976,19(2):137-143
Two experiments investigating the selective adaptation of vowels examined changes in listeners’ identification functions for the vowel continuum [i-I-∈] as a function of the adapting stimulus. In Experiment I, the adapting stimuli were [i], [I], and [∈]. Both the [i] and [∈] stimuli produced significant shifts in the neighboringand distant phonetic boundaries, whereas [I] did not result in any adaptation effects. In order to explore the phonetic nature of feature adaptation in vowels, a second experiment was conducted using the adapting stimuli [gig] and [g ∈ g], which differed acoustically from the [i] and [∈] vowels on the identification continuum. Only [gig] yielded reliable adaptation effects. The results of these experiments were interpreted as suggesting arelative rather than a stableauditory mode of feature analysis in vowels and a possibly more complex auditory feature analysis for the vowel [i]. 相似文献
918.
Jonathan Sandoval 《Journal of School Psychology》1977,15(4):334-342
School-based and other mental health consultants are confronted with consultees who must adjust to the process of consultation by learning the parameters of the interaction. Consultees must learn how to act in this unique setting, must learn to use the consultant and the process for their own ends, and must learn about ways that they, themselves, contribute to problems which assail them. Consultation is successful to the extent that consultees come to a quick understanding of how to proceed. By being aware of what it is that the consultee must learn, the consultant may expedite the necessary insight. 相似文献
919.
Ingrid Waldron Jonathan Baron Michael Frese John Sabini 《Journal of applied social psychology》1988,18(10):826-836
This study presents longitudinal data concerning factors that influence student participation in political campaigns for candidates opposed to nuclear weapons build-up. Participation in campaigns was stimulated by nervousness about the nuclear arms race and the possibility of nuclear war, a feeling of moral obligation to act to try to prevent nuclear war, and several additional factors. The factors that contributed to participation in political campaigns are quite different from the factors found previously to be associated with other types of activism against nuclear weapons build-up. These findings suggest varied strategies for recruiting people to participate in different types of activism. 相似文献
920.
Two experiments investigated the impact of responding to recognition test items that do not include a correct alternative. In Experiment 1, subjects who were given exclusively incorrect response alternatives were less likely than control subjects to favor the correct alternatives on a second recognition test. Analysis of subjects’ responses indicated that commitments, rather than distractor familiarity, was the main source of this effect. In Experiment 2, an impairing effect of committing to an incorrect alternative was observed even when the initial distractors were excluded from the final test. Thus, this decreased performance cannot simply be attributed to a bias toward remaining consistent. One interpretation of these results is that committing to a distractor causes subjects to remember a false detail that can interfere with their later ability to access the original information. Other potential theoretical and applied implications of these results are explored. 相似文献