全文获取类型
收费全文 | 2082篇 |
免费 | 94篇 |
出版年
2023年 | 9篇 |
2022年 | 10篇 |
2021年 | 24篇 |
2020年 | 35篇 |
2019年 | 50篇 |
2018年 | 66篇 |
2017年 | 65篇 |
2016年 | 64篇 |
2015年 | 68篇 |
2014年 | 58篇 |
2013年 | 233篇 |
2012年 | 84篇 |
2011年 | 100篇 |
2010年 | 76篇 |
2009年 | 65篇 |
2008年 | 97篇 |
2007年 | 86篇 |
2006年 | 79篇 |
2005年 | 85篇 |
2004年 | 92篇 |
2003年 | 82篇 |
2002年 | 85篇 |
2001年 | 36篇 |
2000年 | 30篇 |
1999年 | 34篇 |
1998年 | 36篇 |
1997年 | 43篇 |
1996年 | 23篇 |
1995年 | 16篇 |
1994年 | 28篇 |
1993年 | 33篇 |
1992年 | 11篇 |
1991年 | 14篇 |
1990年 | 16篇 |
1989年 | 18篇 |
1988年 | 12篇 |
1987年 | 15篇 |
1986年 | 19篇 |
1985年 | 24篇 |
1984年 | 20篇 |
1983年 | 19篇 |
1982年 | 12篇 |
1981年 | 16篇 |
1980年 | 20篇 |
1979年 | 7篇 |
1978年 | 9篇 |
1977年 | 12篇 |
1976年 | 6篇 |
1975年 | 5篇 |
1950年 | 5篇 |
排序方式: 共有2176条查询结果,搜索用时 31 毫秒
791.
792.
793.
794.
For many models of lexical ambiguity resolution, relative frequency of the different meanings of homographs (words with more than one meaning) is crucial. Although several homograph association norms have been published in the past, none has involved a large number of subjects responding to a large number of homographs, and most homograph norming studies are now at least a decade old. In Experiment l, associations to 566 homographs were collected from an average of 192 subjects per homograph. Frequency of occurrence for the three most common meanings is reported, along with the corresponding associates, and a measure of the overall ambiguity of each homograph. Homographs whose meanings differed in part of speech were more ambiguous overall than homographs whose different meanings belonged to a single grammatical class. Homographs whose pronunciation depended on meaning (heterophones) were no more ambiguous than nonheterophones, and word frequency was unrelated to overall ambiguity. Estimates of homograph balance across different norming studies were compared, and homographs with two meanings of approximately equal relative meaning frequency (balanced homographs) and homographs with one clearly dominant meaning (polarized homographs) were identified. In Experiment 2, reliability of meaning categorizations was measured for a subset of the homographs in the first experiment. Meaning categorizations were shown to be highly reliable across raters. 相似文献
795.
Many women have undergone a significant life transition from a heterosexual marriage to a lesbian life pattern. As facilitators of life transitions, counselors can play an important role in minimizing the pain and maximizing the growth involved in such a change. This article provides counselors with information about the diversity of this life transition and then discusses three areas in which counselors may facilitate this process by helping clients to (a) develop a positive identity as a lesbian, (b) adapt to their relationships with women partners, and (c) deal with work-related issues arising from the changed life pattern. 相似文献
796.
Participants in research on discrimination consistently rate discrimination directed at their group higher than at themselves personally as a member of that group. In order to examine this personal/group discrimination discrepancy, women were asked to spontaneously verbalize their thoughts as they made ratings for personal and group discrimination on 11-point scales. In Study 1, university women who raised a greater number of life domains for group discrimination than for personal discrimination showed a larger personal/group discrimination discrepancy because of lower ratings for personal discrimination. An analysis of participants' protocols revealed that many attended to different domains when rating personal and group discrimination, and that these participants showed a larger personal/group discrimination discrepancy because of lower ratings for personal discrimination. Participants' ratings for group discrimination did not differ as a function of the number or content of the domains. The findings were replicated in Study 2 with working women, and are identified as two contributing factors to the personal/group discrimination discrepancy. The societal implications of the results are discussed in terms of the tendency for disadvantaged group members to downplay their personal experience with discrimination because it does not fit the stereotype of what is being experienced by the group. 相似文献
797.
798.
Beyond the qualitative paradigm: A framework for introducing diversity within qualitative psychology
The case for qualitative research in psychology is considered. We argue against the idea that qualitative research is merely a matter of technique or method, and question the utility of viewing it as a unitary paradigm. Rather, the links between epistemology, methodology, and method are explored within three theorized strands of qualitative inquiry, making reference to illustrative projects. Each strand is organized around a different approach to the issues of justifying and warranting psychological knowledge: (1) reliability and validity; (2) generativity and grounding; and (3) discourse and reflexivity. These are exemplified in Miles and Huberman's ‘data display’ model, Glaser and Strauss' method of ‘grounded theory’, and in various forms of ‘discourse’ analysis. Reflections upon points of contact between the three strands address two main issues: (1) rendering research publicly accountable; and (2) challenging relativism. 相似文献
799.
Prevention of depressive symptoms in school children 总被引:9,自引:0,他引:9
Lisa H. Jaycox Karen J. Reivich Jane Gillham Martin E. P. Seligman 《Behaviour research and therapy》1994,32(8):801-816
This paper describes the development and preliminary efficacy of a program designed to prevent depressive symptoms in at-risk 10–13 year-olds, and relates the findings to the current understanding of childhood depression. The treatment targets depressive symptoms and related difficulties such as conduct problems, low academic achievement, low social competence, and poor peer relations, by proactively teaching cognitive techniques. Children were identified as ‘at-risk’ based on depressive symptoms and their reports of parental conflict. Sixty-nine children participated in treatment groups and were compared to 73 children in control groups. Depressive symptoms were significantly reduced and classroom behavior was significantly improved in the treatment group as compared to controls at post-test. Six-month follow-up showed continued reduction in depressive symptoms, as well as significantly fewer externalizing conduct problems, as compared to controls. The reduction in symptoms was most pronounced in the children who were most at risk. 相似文献
800.
Karen Seashore Louis 《Knowledge, Technology, and Policy》1994,7(4):34-54
There has been increasing concern in a number of countries about the perceived deterioration of schools that serve immigrant,
minority or poor children. Field reports suggest that such schools tend to be bureaucratic, politicized, and isolated from
the most up-to-date information about educational innovations that may improve the educational opportunities for disadvantaged
children. Even in countries with relatively well-established dissemination systems, these schools may be “out of the knowledge
utilization loop.” In this paper, the organizational properties of U.S. urban schools that may lead to their isolation from
knowledge will be discussed, and a variety of strategies to improve dissemination and utilization will be outlined, including
political/community organizing, linking dissemination to organization development, increasing the salience of ties between
universities and schools, the development of teacher networks, and action research. The paper will conclude with some principles
for designing a dissemination system that will effectively promote knowledge utilization in urban centers. p]The conditions
in some of our schools are so bad, and the physical and social environments in which these schools are located are so frightful,
that we may have to cross off some...as expendable. (Halpin, 1966, as quoted in Englert, 1993: 3.)
Her research and teaching interests include innovation processes in education, knowledge use in schools, and schools as workplaces.
Recent publications include articles on social values and the quality of teacher work life,Reforming the Urban High School: What Works and Why with Matthew B. Miles, andReshaping the Principalship, with Joe Murphy.
The preparation of this paper was supported, in part, by the University of Wisconsin-Madison, Center for Effective Secondary
Schools, which was funded by the U.S. Department of Education, Office of Educational Research and Improvement (Grant No. G-008690007).
Any opinions, findings and conclusions or recommendations are those of the author and do not necessarily reflect the views
of either of the supporting agencies. An earlier version was presented at a conference on dissemination and school improvement
held at Haifa University, June 1993. 相似文献