全文获取类型
收费全文 | 5197篇 |
免费 | 290篇 |
国内免费 | 2篇 |
出版年
2023年 | 34篇 |
2022年 | 29篇 |
2021年 | 73篇 |
2020年 | 117篇 |
2019年 | 132篇 |
2018年 | 172篇 |
2017年 | 185篇 |
2016年 | 200篇 |
2015年 | 148篇 |
2014年 | 185篇 |
2013年 | 671篇 |
2012年 | 282篇 |
2011年 | 296篇 |
2010年 | 153篇 |
2009年 | 179篇 |
2008年 | 238篇 |
2007年 | 209篇 |
2006年 | 220篇 |
2005年 | 170篇 |
2004年 | 139篇 |
2003年 | 183篇 |
2002年 | 132篇 |
2001年 | 77篇 |
2000年 | 87篇 |
1999年 | 75篇 |
1998年 | 74篇 |
1997年 | 71篇 |
1996年 | 52篇 |
1995年 | 45篇 |
1994年 | 49篇 |
1993年 | 58篇 |
1992年 | 46篇 |
1991年 | 42篇 |
1990年 | 37篇 |
1989年 | 26篇 |
1988年 | 37篇 |
1987年 | 29篇 |
1986年 | 29篇 |
1985年 | 31篇 |
1984年 | 47篇 |
1983年 | 31篇 |
1982年 | 39篇 |
1981年 | 30篇 |
1980年 | 30篇 |
1979年 | 32篇 |
1977年 | 27篇 |
1976年 | 28篇 |
1975年 | 26篇 |
1974年 | 25篇 |
1973年 | 26篇 |
排序方式: 共有5489条查询结果,搜索用时 0 毫秒
91.
Schneider Barbara Swanson Christopher B. Riegle-Crumb Catherine 《Social Psychology of Education》1997,2(1):25-53
Course sequences are strands of courses in particular content areas that span a student's educational career. Courses that are differentiated and sequentially organized, such as mathematics and science course sequences, create opportunities for positional advantages in a school's curricular structure. When students make a nonroutine change of schools – that is, transferring to a school outside of the regular attendance zone – they are at risk of changing their positional advantage. Using data from the National Education Longitudinal Study of 1988–94 (NELS:88–94), we examine the educational outcomes of sequences and explore curricular dislocations within the context of school choice. We find that the strongest predictors of 12th-grade mathematics and science course sequences are a student's course sequences at 10th grade. With regard to outcomes, students in higher mathematics and science sequences show greater achievement gains. Furthermore, students in higher mathematics sequences are less likely to have behavior problems and are more likely to graduate from high school and attend college. Students who make a nonroutine change of schools are more likely to be in lower course sequences than students who do not transfer. Thus, course sequences in mathematics and science are tangible experiences with real consequences for students' lives during and beyond high school and are sensitive to transitions which disrupt the continuity of students' high school careers. 相似文献
92.
Melinda Jones 《Journal of applied social psychology》1997,27(20):1767-1784
To determine whether detailed testimony has equivalent effects on judgments of stereotyped and nonstereotyped defendants, subjects read a synopsis of a criminal court case in which the defendant either was a stereotyped offender or was not. Additionally, the degree of detail in the prosecution testimony and defense testimony was varied. Results indicated that defendant stereotypicality had a greater impact under conditions in which witnesses provided equal amounts of detail in their testimony. When witnesses differed in the degree of detail in their testimony, the stereotypicality of the defendant was disregarded and judgments favored the witness who provided greater detail. These findings suggest that stereotype application is not inevitable; rather, stereotypes may bias jurors' decision-making processes when the quality and quantity of the evidence does not easily lead to a confident judgment. 相似文献
93.
In the present study, we examined the effects of perceived overqualification on health and the moderating effect of emotional support. Exploratory and confirmatory factor analyses found 2 indicators of perceived overqualification: "mismatch" and "no-grow." Perceived mismatch had a significant negative effect on health but perceived no-grow did not. The main effect revealed that the greater the perceived emotional support, the greater the health. The significant interaction of perceived emotional support and mismatch, and perceived emotional support and no-grow on health indicates that the negative effects of overqualification on health was greater for those perceiving low emotional support than for those perceiving high emotional support. The significance of social support in illuminating the relationship between perceived overqualification and health are discussed. 相似文献
94.
95.
The Revd. Professor Leslie J. Francis The Revd. Susan H. Jones 《Pastoral Psychology》1997,45(6):421-428
A sample of 368 committed Christian adults completed the Index of Charismatic Experience together with the short form Revised
Eysenck Personality Questionnaire and the Myers Briggs Type Indicator (MBTI). The data demonstrate that, according to the
MBTI typology, Christians who prefer “thinking” are likely to score higher on the Index of Charismatic Experience than Christians
who prefer “feeling”. According to the Eysenckian dimensional model of personality, the charismatic experience is associated
with stable extraversion. 相似文献
96.
Kitcher's unification theory of explanation seems to suggest that only the most reductive accounts can legitimately be termed explanatory. This is not what we find in actual scientific practice. In this paper, I attempt to reconcile these ideas. I claim that Kitcher's theory picks out ideal explanations, but that our term explanation is used to cover other accounts that have a certain relationship with the ideal accounts. At times, versions and portions of ideal explanations can also be considered explanatory. 相似文献
97.
Engel JD Kane G Jones DL Lynn-McHale D Swartz M Durbin P Klingen D 《The Journal of medical humanities》1997,18(3):193-208
This study describes the results of a retrospective review of patients' charts who had an advanced directive (AD) and who were hospitalized in a tertiary, acute care teaching hospital. The purpose of the review was to understand from clinical, sociological, ethical and legal perspectives the nature and utility of ADs. Findings and implications of the review are discussed in terms of: patient demographics; diagnoses; quality of ADs; influence of ADs on clinical decisions; and legal aspects of ADs. 相似文献
98.
Harvey J Langholtz Christopher Ball Barron Sopchak Jacqueline Auble 《Organizational behavior and human decision processes》1997,70(3):249-266
We all face resource-allocation tasks, yet little is known about how people make resource-allocation decisions. Three earlier papers (Langholtz, Gettys, & Foote, 1993, 1994, 1995) established that people can intuitively solve technical two-dimensional resource-allocation problems, where allocations are made on a continuous scale, reaching solutions that approach the optimum solution determined with Linear Programming (LP). In this research we expand our understanding of how people make resource-allocation decisions by examining how people perform complex but commonplace problems using a discrete scale where optimal solutions are determined with Integer Programming. We also contrast performance under conditions where progressively unequal scheduling is required to reach the optimum solution. The data show people can achieve solutions that provide most of the payoffs found with LP, even when they are faced with a complicated three-dimensional problem, but there is a tendency toward equal scheduling under all conditions. 相似文献
99.
Using a 2×2 experimental design and data from 86 business students, the present study examined the main and interactive effects of the purpose of the request (personnel selection vs. career tracking), and applicant gender (male vs. female) on the perceived fairness of biodata. Results revealed a significant main effect for purpose and a purpose x gender interaction. Implications for the collection of biodata in the personnel selection process are discussed. 相似文献
100.