全文获取类型
收费全文 | 25819篇 |
免费 | 257篇 |
出版年
2023年 | 42篇 |
2022年 | 29篇 |
2021年 | 47篇 |
2020年 | 116篇 |
2019年 | 120篇 |
2018年 | 3592篇 |
2017年 | 2921篇 |
2016年 | 2405篇 |
2015年 | 328篇 |
2014年 | 199篇 |
2013年 | 702篇 |
2012年 | 817篇 |
2011年 | 2653篇 |
2010年 | 2660篇 |
2009年 | 1652篇 |
2008年 | 1915篇 |
2007年 | 2406篇 |
2006年 | 251篇 |
2005年 | 429篇 |
2004年 | 394篇 |
2003年 | 343篇 |
2002年 | 264篇 |
2001年 | 144篇 |
2000年 | 152篇 |
1999年 | 120篇 |
1998年 | 130篇 |
1997年 | 97篇 |
1996年 | 90篇 |
1995年 | 79篇 |
1994年 | 87篇 |
1993年 | 57篇 |
1992年 | 78篇 |
1991年 | 45篇 |
1990年 | 63篇 |
1989年 | 35篇 |
1988年 | 26篇 |
1987年 | 42篇 |
1986年 | 39篇 |
1985年 | 38篇 |
1984年 | 36篇 |
1983年 | 51篇 |
1982年 | 45篇 |
1981年 | 35篇 |
1980年 | 33篇 |
1979年 | 45篇 |
1978年 | 46篇 |
1977年 | 28篇 |
1976年 | 32篇 |
1974年 | 19篇 |
1973年 | 16篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
91.
92.
Recent studies have called for the abandonment of the relative-time-spent scale in task inventories. This recommendation is based on findings that the job profile created with the scale data is highly correlated with the profile created from a much simpler “Do you perform this task?” checklist. We examined this issue using 3 inventories and 42 jobs (N=2252). Profile correlations were computed on only the tasks actually performed by incumbents to avoid possibly inflated rs due to including irrelevant tasks. The specificity of task inventory items was proposed as an explanation for the high correlation between the two job profiles. Specificity of items was examined by looking at both the type (job duties versus tasks) and the amount (number of items in job profile and average number of items relevant to each job) of items used in the inventory. Correlations between time spent and checklist profiles were in the .80's and .90's regardless of the number of irrelevant tasks or the specificity of tasks. We agree with previous military research and conclude that the relative-time-spent scale has limited incremental utility beyond a dichotomous checklist. 相似文献
93.
Mark Sheldon 《Theoretical medicine and bioethics》1990,11(3):201-212
The paper is an attempt to review the basis for the claim that physicians have a professional obligation to treat AIDS patients. Considered are the historical record, two professional codes of ethics, and several recent articles. The paper concludes that the arguments considered, which attempt to support the claim that physicians have an obligation to treat, fail. It is suggested, rather, that common humanity, which physicians share with those who suffer from AIDS, ought to be the basis for engaging in the care of AIDS patients. 相似文献
94.
Increases in self-attention as a function of decreases in the relative size of one’s subgroup in a heterogeneous group context
have been shown to result in increased regulation of behavior toward social (normative) standards for behavior. The present
study demonstrated increased regulation of behavior toward a personal standard for behavior as a function of variations in
group composition. One hundred twenty-five subjects individually completed the Creativity subscale of Scott’s Personal Value
Scale assessing attitudes toward originality. They then completed a word-association task in groups ranging in size from 2
to 8. Originality of word-associations was determined by reference to previously established word-association norms and norms
based on frequency of responses given in the present study. Results indicate that originality in responses increase as the
relative size of one’s own subgroup decreases (indexing increases in self-attention) for subjects who value originality. Discussion
centers on the distinction between experimentally manipulated public and private self-attention and standards that are adopted
for behavioral self-regulation.
Portions of this study were presented at the annual meeting of the Eastern Psychological Association, New York, April 1991. 相似文献
95.
John W. Thomas Linda Bol Robert W. Warkentin Mark Wilson Amy Strage William D. Rohwer 《Applied cognitive psychology》1993,7(6):499-532
This investigation focused on the interrelationships among students' study activities, students' self-concept of academic ability ratings, students' academic achievement, and instructional practices in 12 high school biology courses. Using a framework derived from a previous investigation, course features were classified into those that appear to (a) place demands on, (b) support, or (c) compensate for student engagement in particular study activities. Students' study activities, self-concept of academic ability ratings, and achievement were measured with experimenter-developed instruments. Results are reported for (a) characteristics of instruments and course features, (b) relationships between central factors of the investigation, and (c) multi-level relationships between course features and student variables. Results at the student level indicated that self-concept of academic ability and, to a lesser extent, students' study activities were positively associated with student achievement. Students' self-concept of academic ability ratings were also linked to students' engagement in generative, proactive study activities. At the course level the supportive practices of providing challenging homework assignments and extensive feedback on student coursework were associated with student engagement in effortful, generative, proactive study activities. The provision of extensive feedback was also associated with high student achievement. Multi-level relationships were analysed using hierarchical linear modelling (HLM) analyses. These analyses revealed, for example, that in courses in which little or no feedback is given on homework assignments, the relationship between achievement and student engagement in diligent effort management activities was enhanced. Other HLM analyses were conducted to examine the mediating role of course features on the relationship between students' self-concept of academic ability and their study activities and achievement. For example, the presence of challenging course demands was associated with an enhancement of the relationship between self-concept of academic ability and achievement whereas the presence of instructor provisions (supports and compensations) designed to reduce course demands was associated with a reduction in this relationship. 相似文献
96.
97.
98.
99.
100.