全文获取类型
收费全文 | 1049篇 |
免费 | 36篇 |
专业分类
1085篇 |
出版年
2021年 | 12篇 |
2020年 | 18篇 |
2019年 | 13篇 |
2018年 | 24篇 |
2017年 | 28篇 |
2016年 | 28篇 |
2015年 | 17篇 |
2014年 | 14篇 |
2013年 | 127篇 |
2012年 | 36篇 |
2011年 | 42篇 |
2010年 | 24篇 |
2009年 | 27篇 |
2008年 | 36篇 |
2007年 | 43篇 |
2006年 | 36篇 |
2005年 | 29篇 |
2004年 | 26篇 |
2003年 | 32篇 |
2002年 | 50篇 |
2001年 | 14篇 |
2000年 | 16篇 |
1999年 | 24篇 |
1998年 | 24篇 |
1997年 | 17篇 |
1996年 | 13篇 |
1995年 | 9篇 |
1994年 | 11篇 |
1993年 | 15篇 |
1992年 | 19篇 |
1991年 | 11篇 |
1990年 | 10篇 |
1989年 | 11篇 |
1988年 | 13篇 |
1987年 | 13篇 |
1986年 | 9篇 |
1985年 | 12篇 |
1984年 | 17篇 |
1983年 | 14篇 |
1982年 | 11篇 |
1981年 | 13篇 |
1980年 | 18篇 |
1979年 | 16篇 |
1978年 | 23篇 |
1977年 | 19篇 |
1976年 | 12篇 |
1975年 | 9篇 |
1973年 | 6篇 |
1972年 | 3篇 |
1969年 | 3篇 |
排序方式: 共有1085条查询结果,搜索用时 0 毫秒
851.
Clinical observations indicate that individuals with Social Anxiety Disorder (SAD) use a variety of safety behaviours; however, virtually no research has examined the functional effect of different safety-seeking strategies. Accordingly, we conducted two studies to address this issue. Study 1 measured global patterns of safety behaviour use in a large analogue sample. Factor analysis revealed two primary safety behaviour categories, avoidance and impression management. Study 2 assessed situational use of safety behaviours during a controlled social interaction in a clinical sample of 93 patients with Generalised SAD. Factor analysis again revealed support for avoidance and impression-management subtypes. Notably, the two types of safety behaviours were associated with different social outcomes. Avoidance safety behaviours were associated with higher state anxiety during the interaction and negative reactions from participants’ interaction partners. Impression-management strategies appeared to impede corrections in negative predictions about subsequent interactions. These findings suggest that it may be beneficial to consider the unique effects of different safety-seeking strategies when assessing and treating SAD. 相似文献
852.
853.
Lynn Fendler 《Studies in Philosophy and Education》2011,30(5):463-469
Edwin, a person contemplating a career in teaching, has a conversation with Phyllis, a teacher and amateur theorist, about
reasons to become a teacher. 相似文献
854.
2-D cues to perceived depth organization have been used to segregate test and mask stimulus components in a discrimination task. Observers made either spatial-frequency or orientation judgments on a rectangular test component by itself or in the presence of constant rectangular masks. There were two basic masking conditions: same-plane or different-plane. In the same-plane conditions, the test components and masks are perceived as existing in the same depth plane. In the different-plane conditions, the test and mask components are perceived to exist in different depth planes. The perception of different depth planes was achieved by using perceived occlusion, which could place either component closer or further from the observer. The results suggest that when test and mask components are separated into different depth planes they no longer influence one another. This effect could be observed in either depth organization, test components in front of the masks or mask components in front of the test. These results indicate that the figure-ground organization of components is not important. Only the designation as existing in the same or different depth planes affects whether or not a mask is effective. 相似文献
855.
856.
Fuchs LS Compton DL Fuchs D Powell SR Schumacher RF Hamlett CL Vernier E Namkung JM Vukovic RK 《Developmental psychology》2012,48(5):1315-1326
The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd grade. Multilevel path analysis, controlling for instructional effects associated with the sequence of classrooms in which students were nested across Grades 2-3, indicated arithmetic calculations and word problems are foundational to pre-algebraic knowledge. Also, results revealed direct contributions of nonverbal reasoning and oral language to pre-algebraic knowledge, beyond indirect effects that are mediated via arithmetic calculations and word problems. By contrast, attentive behavior, phonological processing, and processing speed contributed to pre-algebraic knowledge only indirectly via arithmetic calculations and word problems. (PsycINFO Database Record (c) 2012 APA, all rights reserved). 相似文献
857.
This study assessed girls' and boys' dominance-related behaviors (aggressive, commanding, submissive, and neutral behaviors) as they naturally occurred during interactions with male and female peers and evaluated the possibility that such behaviors elicit aggression from peers. Using a focal observational procedure, young girls' and boys' (N = 170; 54% boys) naturally occurring dominance-related behaviors and male and female peers' aggressive responses to those behaviors were recorded multiple times each week across the academic year. Findings suggested that same-gender aggression occurred at similar rates as other-gender aggression once tendencies toward gender-segregated play were controlled. Additionally, there were both gender-based similarities and differences in children's use of dominance-related behaviors in peer interactions and as antecedents for peers' aggression. The findings have implications for the literatures on aggression and gendered peer interactions. (PsycINFO Database Record (c) 2012 APA, all rights reserved). 相似文献
858.
859.
The purpose of this study was to assess the value of dynamic assessment (DA; degree of scaffolding required to learn unfamiliar mathematics content) for predicting 1(st)-grade calculations (CA) and word problems (WP) development, while controlling for the role of traditional assessments. Among 184 1(st) graders, predictors (DA, Quantity Discrimination, Test of Mathematics Ability, language, and reasoning) were assessed near the start of 1(st) grade. CA and WP were assessed near the end of 1(st) grade. Planned regression and commonality analyses indicated that for forecasting CA development, Quantity Discrimination, which accounted for 8.84% of explained variance, was the single most powerful predictor, followed by Test of Mathematics Ability and DA; language and reasoning were not uniquely predictive. By contrast, for predicting WP development, DA was the single most powerful predictor, which accounted for 12.01% of explained variance, with Test of Mathematics Ability, Quantity Discrimination, and language also uniquely predictive. Results suggest that different constellations of cognitive resources are required for CA versus WP development and that DA may be useful in predicting 1(st)-grade mathematics development, especially WP. 相似文献
860.
Summary.-Employees in three call centers were surveyed about their perceptions of organizational justice. Four factors were measured: distributive justice, procedural justice, interpersonal justice, and informational justice. Structural equation modeling was employed to test whether a two-, three-, or four-factor model best fit the call center data. A three-factor model of distributive, procedural, and informational justice provided the best fit to these data. The three-factor model that showed the best fit does not conform to any of the more traditional models identified in the organizational justice literature. This implies that the context in which organizational justice is measured may play a role in identifying which justice factors are relevant to employees. Findings add to the empirical evidence on the dimensionality of organizational justice and imply that dimensionality of organizational justice is more context-dependent than previously thought. 相似文献