全文获取类型
收费全文 | 5982篇 |
免费 | 266篇 |
专业分类
6248篇 |
出版年
2023年 | 44篇 |
2022年 | 29篇 |
2021年 | 48篇 |
2020年 | 113篇 |
2019年 | 115篇 |
2018年 | 152篇 |
2017年 | 153篇 |
2016年 | 209篇 |
2015年 | 147篇 |
2014年 | 131篇 |
2013年 | 648篇 |
2012年 | 276篇 |
2011年 | 333篇 |
2010年 | 196篇 |
2009年 | 231篇 |
2008年 | 250篇 |
2007年 | 297篇 |
2006年 | 232篇 |
2005年 | 229篇 |
2004年 | 245篇 |
2003年 | 238篇 |
2002年 | 210篇 |
2001年 | 115篇 |
2000年 | 111篇 |
1999年 | 112篇 |
1998年 | 111篇 |
1997年 | 84篇 |
1996年 | 86篇 |
1995年 | 83篇 |
1994年 | 91篇 |
1993年 | 60篇 |
1992年 | 75篇 |
1991年 | 45篇 |
1990年 | 52篇 |
1989年 | 41篇 |
1988年 | 28篇 |
1987年 | 40篇 |
1986年 | 39篇 |
1985年 | 39篇 |
1984年 | 37篇 |
1983年 | 56篇 |
1982年 | 49篇 |
1981年 | 39篇 |
1980年 | 32篇 |
1979年 | 41篇 |
1978年 | 52篇 |
1977年 | 31篇 |
1976年 | 34篇 |
1974年 | 16篇 |
1973年 | 17篇 |
排序方式: 共有6248条查询结果,搜索用时 15 毫秒
121.
122.
123.
Nicola K. Caldwell B.S. Mark Wolery Ph.D. Margaret G. Werts Ed.S. Yvonne Caldwell M.S. 《Journal of Behavioral Education》1996,6(4):459-480
The effects of embedding a constant time delay procedure into an independent seat work activity and using instructive feedback were evaluated in this study. Seven students with mild disabilities participated in the study that occurred in their special education classroom. A multiple probe design across sets of target behaviors was used, and students' responses to instructive feedback stimuli were evaluated during each probe condition. The procedures were implemented with a high degree of fidelity, and the results indicate that (a) the students acquired the target behaviors taught with the constant time delay procedure that was embedded into independent seat work, and (b) the students acquired some but not all of the responses to the instructive feedback stimuli. These findings are discussed in terms of using instructive feedback in classrooms and future research on instructive feedback. 相似文献
124.
Michael Feuerstein Mark Greenwald Michael P. Gamache Anthony S. Papciak Edwin W. Cook 《Journal of psychopathology and behavioral assessment》1985,7(4):301-315
The present study investigated the validity of an inpatient pain behavior rating scale modified for outpatient use. A series of 43 consecutive outpatients referred for evaluation of chronic pain was examined using the Pain Behavior Scale (PBS) and other psychometric instruments. Analyses revealed significantly higher Pain Behavior Scale scores for low back and multiple pain-site groups. The results also indicated a high degree of internal consistency of the scale. A multiple regression analysis, predicting observed pain behavior from reported pain behavior, indicated that decreased activity accounted for 32% of the variance in the PBS score. A similar regression for pain experience found that the pain level and the sensory scale score on the McGill Pain Questionnaire accounted for 39% of the PBS variance. Psychological characteristics including disease conviction, self-control, depression, and anxiety explained 45% of the variability in the PBS score. Thus, the scale is related to pain intensity, interference with activities, and a variety of psychological characteristics. The scale provides a measure of observable pain behavior that is also relatively independent of these clinical data sources. The Pain Behavior Scale as modified for outpatient use provides a brief index of pain behavior with potential use in the comprehensive evaluation of the pain patient. 相似文献
125.
The qualitative nature of the incidental memory trace produced by perceptual and conceptual processing within a speeded inference task was examined. Performance on recall and auditory recognition tests replicated the general finding that semantic processing leads to better retention of words than does nonsemantic processing. This pattern of results was reversed on a visual recognition test designed to measure the amount of perceptual information remembered. These data suggest that different types of processing result in different aspects of the stimulus being encoded, with conceptual processing resulting primarily in the encoding of semantic information and perceptual processing resulting primarily in the encoding of physical information. Thus, the effectiveness of a particular kind of processing for good memory performance depends on the kind of information being tested. 相似文献
126.
127.
128.
129.
130.
Gerald Sagotsky Charlotte J Patterson Mark R Lepper 《Journal of experimental child psychology》1978,25(2):242-253
A field experiment investigated the effects of training in self-monitoring and goal-setting skills on classroom study behavior and academic achievement among elementary school students in an individualized mathematics program. In the Self-Monitoring Conditions, students were shown a simple system for observing and maintaining daily records of their own study behavior during their math classes; orthogonally, in the Goal-Setting Conditions, students were shown a simple method of setting and recording daily performance goals during their math classes. Exposure to self-monitoring procedures produced significant increases in both appropriate study behavior and in actual achievement in the mathematics program, while exposure to goal-setting procedures had no effect on either study behavior or academic achievement. Nor, contrary to expectation, did exposure to the goal-setting instructions enhance the effectiveness of the self-monitoring system. The implications of these results in terms of implicit and explicit models of self-reinforcement processes were discussed. 相似文献