全文获取类型
收费全文 | 5690篇 |
免费 | 250篇 |
出版年
2023年 | 42篇 |
2022年 | 28篇 |
2021年 | 47篇 |
2020年 | 110篇 |
2019年 | 111篇 |
2018年 | 151篇 |
2017年 | 149篇 |
2016年 | 202篇 |
2015年 | 140篇 |
2014年 | 125篇 |
2013年 | 620篇 |
2012年 | 262篇 |
2011年 | 325篇 |
2010年 | 188篇 |
2009年 | 221篇 |
2008年 | 244篇 |
2007年 | 293篇 |
2006年 | 225篇 |
2005年 | 220篇 |
2004年 | 234篇 |
2003年 | 233篇 |
2002年 | 204篇 |
2001年 | 110篇 |
2000年 | 101篇 |
1999年 | 104篇 |
1998年 | 105篇 |
1997年 | 80篇 |
1996年 | 79篇 |
1995年 | 76篇 |
1994年 | 86篇 |
1993年 | 55篇 |
1992年 | 73篇 |
1991年 | 44篇 |
1990年 | 51篇 |
1989年 | 32篇 |
1988年 | 26篇 |
1987年 | 37篇 |
1986年 | 37篇 |
1985年 | 37篇 |
1984年 | 35篇 |
1983年 | 54篇 |
1982年 | 41篇 |
1981年 | 32篇 |
1980年 | 29篇 |
1979年 | 42篇 |
1978年 | 44篇 |
1977年 | 27篇 |
1976年 | 28篇 |
1974年 | 13篇 |
1973年 | 14篇 |
排序方式: 共有5940条查询结果,搜索用时 15 毫秒
141.
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
142.
A study was conducted to examine the relation between each of several attitudinal qualities and attitude-behavior consistency. Subjects' attitudes toward volunterring to participate in psychological research were assessed. The number of experiments in which each subject volunteered to participate was employed as the measure of behavior. Attitude-behavior consistency was significantly related to (1) the amount of direct experience upon which the subject's attitude was based (specifically, the number of experiments in which the subject had previously participated), (2) the degree of certainty with which the attitude was held, and (3) how well-defined the subject's attitude was, as measured by the width of his latitude of rejection. These three attitudinal qualities were significantly intercorrelated, suggesting that direct experience with an attitude object may produce an attitude that is both better defined and more confidently held than an attitude formed through more indirect means. 相似文献
143.
Reviews the research on the use of behavioral self-control procedures with students in classroom settings. Thirteen published articles are reviewed. The three student classroom behaviors of on-task behavior, disruptive behavior, and academic behavior are considered. The use of behavioral self-control procedures appears promising with on-task and academic behaviors and inconclusive with disruptive behavior. The reviewed studies were weak regarding follow-up analyses and controlling for student prior experience with external contigency programs. Further research with behavioral self-control in different settings seems warranted. 相似文献
144.
145.
Using either a gas chromatography or an infrared absorption technique, series of blood alcohol concentrations (BACs) determined by breath tests were obtained from human subjects immediately subsequent to their having only oral contact with beverages ranging in ethyl alcohol concentration from 4% to 95% +. Times for total dissipation of mouth alcohol residuals to a level of practical nonsignificance ranged from 10 to 19 min. Dissipation rates were an inverse and approximately exponential function of the ethyl alcohol concentration of the beverage and were greatly shortened by rinsing the mouth with warm (34°C) water prior to testing. The results are discussed in terms of their relevance to the methodology of a number of research studies employing BAC breath-testing equipment. 相似文献
146.
147.
In a pilot study, a multielement design was used to assess the effectiveness of a response cost procedure on a 7-year-old child's hyperactive behavior and academic performance across days. The procedure was effective in reducing off-task behavior and in increasing academic assignment completion. In Experiment 2, three strategies were compared to a no-treatment baseline in treating an 8-year-old hyperactive child: drug (Ritalin) alone, response cost alone, and drug plus response cost. The cost program alone and the cost program combined with medication were effective in reducing off-task behavior and in increasing academic performance. In both studies, the procedure was viewed by the teachers as practical and effective for use in a classroom setting. The subjects liked the cost system and believed that they completed more academic work when it was operative. 相似文献
148.
Paul L. Harris Arne Kruithof Mark Meerum Terwogt Ton Visser 《Journal of experimental child psychology》1981,31(2):212-230
Children of 8 and 11 years were assessed in two experiments for their sensitivity to textual anomaly. In Experiment 1, subjects read stories containing two target lines, one appropriate and the other anomalous in relation to previously given information. Both age groups read the anomalous line more slowly than the appropriate line, but in a subsequent test of comprehension monitoring, the older group was more likely than the younger group to pick out the anomalous line as not fitting in with the rest of the story. Experiment 2 produced similar results: both 8- and 11-year-old children read an anomalous line more slowly, but 11-year-olds were more likely than 8-year-olds to cite the anomalous line or part of it when questioned about the possible presence of a line that did not fit in with the rest of the story. The results indicate that an age change in comprehension monitoring as indexed by citation or selection of a textual anomaly need not be contingent upon a parallel age change in constructive processing as indexed by modulation of reading rate. 相似文献
149.
150.
The way in which the apparent magnitude of numbers grows with their absolute magnitude was measured with a modified version of the direct technique Marks and Slawson (1966) used to determine the psychophysical exponent for loudness. This modified technique required subjects to estimate how evenly and randomly a sequence of integers appeared to sample the numerical continuum. The results indicate that the apparent magnitude of numbers increases with a decelerated power function of their arithmetic magnitude when a series samples from an open-ended range. However, when an upper boundary of the range is specified, the subjective scale seems to be linear. Random productions of numbers parallel the results found with judgments of presented sequences. The two scales of number provide the basis for an interpretation of the difference between magnitude and category scales: that subjects use numbers differently when the response scale is open-ended Imagnitude estimation than when it has a fixed upper limit tcategory scale. Given the assumption that subjects use numbers in this way in the two tasks, the qualitative relation between magnitude and category scales is predicted. 相似文献