全文获取类型
收费全文 | 2312篇 |
免费 | 158篇 |
国内免费 | 1篇 |
专业分类
2471篇 |
出版年
2023年 | 10篇 |
2022年 | 18篇 |
2021年 | 30篇 |
2020年 | 57篇 |
2019年 | 76篇 |
2018年 | 101篇 |
2017年 | 105篇 |
2016年 | 92篇 |
2015年 | 69篇 |
2014年 | 101篇 |
2013年 | 314篇 |
2012年 | 119篇 |
2011年 | 150篇 |
2010年 | 86篇 |
2009年 | 81篇 |
2008年 | 112篇 |
2007年 | 104篇 |
2006年 | 79篇 |
2005年 | 81篇 |
2004年 | 97篇 |
2003年 | 77篇 |
2002年 | 73篇 |
2001年 | 29篇 |
2000年 | 25篇 |
1999年 | 30篇 |
1998年 | 17篇 |
1997年 | 20篇 |
1996年 | 32篇 |
1995年 | 22篇 |
1994年 | 24篇 |
1993年 | 16篇 |
1992年 | 15篇 |
1991年 | 12篇 |
1990年 | 7篇 |
1989年 | 10篇 |
1988年 | 8篇 |
1987年 | 9篇 |
1986年 | 9篇 |
1985年 | 10篇 |
1984年 | 18篇 |
1983年 | 9篇 |
1982年 | 11篇 |
1981年 | 11篇 |
1980年 | 14篇 |
1979年 | 12篇 |
1978年 | 11篇 |
1977年 | 6篇 |
1975年 | 15篇 |
1974年 | 6篇 |
1970年 | 5篇 |
排序方式: 共有2471条查询结果,搜索用时 15 毫秒
941.
942.
The literature on conditionals is rife with alternate formulations of the abstract semantics of conditional logic. Each formulation has its own advantages in terms of applications and generalizations; nevertheless, they are for the most part equivalent, in the sense that they underwrite the same range of logical systems. The purpose of the present note is to bring under this umbrella the partition semantics introduced by Brian Skyrms in (Skyrms, 1984). 相似文献
943.
Jonathan Brown 《British Journal of Guidance & Counselling》1999,27(2):275-282
Recent developments have raised questions about the distinctiveness of guidance and whether its practice can be separated from that of related professions. Those developments are reviewed. It is suggested that a distinctive position may be found by an examination of certain key features of guidance practice. One of these features is the role of information. Information is distinguished from informing. Its nature is discussed, as is its use in practice by both clients and guidance practitioners. 相似文献
944.
Susan Michie Jonathan A. Smith Jonty Heaversedge Simon Read 《Journal of genetic counseling》1999,8(5):275-287
Evaluation of genetic counseling requires a clear consensus about its objectives, which is not evident in published definitions and guidelines. This study aims to investigate clinical geneticists' beliefs and thoughts about their practice.
Structured interviews with eight clinical geneticists addressed the aims, skills, and expectations of genetic counseling. Analysis of transcribed interviews revealed four key themes, with contradictory aspects:
1. Providing information that is objective, full, and accurate versus information that is contingent on circumstances and tailored to individual needs.
2. Eliciting emotion and dealing with it directly versus dampening down and containing emotion.
3. Communicating nondirectively versus directively.
4. Expecting to perform a range of sophisticated tasks while having minimal training in the necessary skills to achieve these.
These results have implications for the nature of the professional role, the development of training required for it, and the evaluation of genetic counseling. 相似文献
945.
946.
The dual concern model of negotiation predicts behavioral approaches from an analysis of negotiators' motives. Previous studies of the model have shown support, but only under conditions where negotiators' motivationally prescribed behavior was the same. The present study was designed to examine the impact of several different behavioral contexts. Undergraduate students read conflict scenarios in which their concern for self and other, and the behavior of the other party were manipulated. Support for the dual concern model was found when the opponent's behavior was identical to the negotiator's own motivation-ally prescribed behavior. Across most conditions, a behavioral matching hypothesis provided a better explanation. However, interactions between motivational orientation and behavioral context suggest that negotiators' behavior may be best predicted through a combination of motivational and matching models. 相似文献
947.
948.
This study contrasted the performance on the Differential Abilities Scales (DAS) of a carefully selected sample of reading-disabled children with a matched control group of children from the standardization sample. It was hypothesized that patterns on the DAS might be similar to those found on the Wechsler Intelligence Scale for Children-Revised and on the British Abilities Scales (BAS). The results suggest that reading-disabled children as a group do demonstrate a characteristic profile on the DAS. They score relatively poorly on the achievement tests and on two of the three diagnostic tests, Recall of Digits and Recall of Objects. The one exception to complete profile similarity between the DAS and the BAS was Speed of Information Processing. In the present study, low scores on Speed of Information Processing did not characterize the reading-disabled children as a whole but did characterize a subgroup of reading-disabled children. Clusters of reading-disabled children were generated from the data, and specific profiles of subgroups of children are presented. 相似文献
949.
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
950.
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