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821.
Joanna Sullivan 《Reading Psychology》2013,34(3-4):231-240
This study examines the area of critical reading in which pupils are to judge the truth value of statements related to social studies passages. A total of 526 subjects, 250 sixth grade and 276 eighth grade pupils were required to judge 45 statements, six statements for each of the seven passages, as either “true” (T), “probably true” (PT), “not enough facts” (NE), “probably false” (PF) or “false” (F) based upon passage information. Pupils differed significantly on 11 of 42 statements (X = 4.25, p<.05 to 51.65, p<.001). Findings support previous research that shows older pupils to be more aware of organizational structure, more precise in assessing information and better able to deal with logical relationships. Younger pupils respond more impulsively to ambiguous statements. When judging conclusive statements, the majority of sixth appear to rely upon their own belief system rather than upon passage information. 相似文献
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Lucy Davidson Virginia Ross Morton M. Silverman 《Suicide & life-threatening behavior》2001,31(Z1):1-5
T he recognition of suicide as a serious public health problem and the advocacy of Americans who have experienced the loss of someone to suicide together have galvanized action to create a national strategy to prevent the loss of life and the suffering that suicide causes. The process began in 1993, when the World Health Organization (WHO) and the United Nations (UN) convened the first Interregional Expert Meeting on the Formulation of National Strategies for the Prevention of Suicide in Calgary and Banff, Alberta, Canada. Building on a document emanating from these deliberations, Prevention of Suicide: Guidelines for the Formation and Implementation of National Strategies ( UN, 1996 ), a public/private partnership has begun national strategy development for the United States. The articles in this special supplement represent one significant achievement of that collaborative effort and a foundation for ongoing work in developing a comprehensive National Suicide Prevention Strategy. 相似文献
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Centrality is an indicator of an individual's relative importance within a social group. Predictors of centrality in best friendship networks were examined in 146 children (70 boys and 76 girls, Mage = 9.95). Children completed measures of social confidence, social desirability, friendship quality, school liking, and loneliness and nominated their best friends from within their class at two time points, 3 months apart. Multigroup path analysis revealed gender differences in the antecedents of centrality. Social confidence, social desirability, and friendship quality predicted changes in the indicators of centrality in best friend networks over time. Boys' social behaviour positively predicted changes in centrality, whereas girls' social behaviour negatively predicted changes in centrality. Together, these findings suggest that some aspects of social behaviour are influential for centrality in best friend groups. 相似文献
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Mimi Kirke‐Smith Lucy Henry David Messer 《The British journal of developmental psychology》2014,32(3):305-319
Research suggests that children exposed to maltreatment have deficits in executive functioning (EF) but few studies have focused on the adolescent age group. We investigated whether maltreated adolescents had lower EF abilities compared to a group of non‐maltreated adolescents. Forty adolescents with histories of child maltreatment, together with a comparison group of 40 non‐maltreated adolescents matched for age, completed a comprehensive battery of EF tasks. Hierarchical multiple regression analyses, controlling for IQ, were carried out using each of the EF measures as dependent variables to examine group differences. Maltreated adolescents had significantly lower performance than non‐maltreated adolescents on tasks assessing executive loaded working memory, fluency, and inhibition, although switching was not impaired. Emotional and behavioural difficulties (EBD) were included in additional regression analyses to examine whether these variables would explain the group differences. The inclusion of EBD variables had some effect on group differences, as expected, but did not eliminate them. These findings support the theory that impairments in EF may be one underlying reason why adolescents with histories of maltreatment struggle to cope both inside and outside the classroom. 相似文献
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In this article, the authors present a research-based, classroom tested assessment tool, the Classroom Fluency Snapshot (CFS). This assessment is grounded in the research that establishes fluency as an important component of initial reading instruction and in the work on the efficacy of curriculum based measurement. The article presents the case of one classroom in which a teacher uses the CFS as a pre-, post-assessment. Rich classroom examples, details of the teacher's interpretation, and instructional decision making are shared along with ideas for instruction. 相似文献
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