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511.
Sue Polhemus Mbakiso Dambe Fazlur Moorad Martha Dambe 《International journal of psychology》1985,20(1):1-11
Group training of conservation of length was undertaken with primary school children in Botswana. Each group contained 10 subjects of mixed academic ability. Three methods of training were used: (1) teacher demonstration accompanied by responsive group recitation, (2) limited manipulation of training materials by students, (3) full manipulation of training materials by students. The three training methods were effective in producing learning, retention, and generalization of conservation. The results are discussed in terms of Piaget's views on the role of environmental influences and the function of action in the development of cognitive structures. The value of Piagetian concepts for non-technological societies also is discussed. 相似文献
512.
Ego development in adult women 总被引:2,自引:0,他引:2
Martha Sturm White 《Journal of personality》1985,53(4):561-574
Ego development in adult women was studied using Loevinger's Sentence Completion Test of Ego Development (SCT). The subjects were 163 women in a university nurse practitioner training program. Ego development scores were correlated with scores from personality tests and with interview data. Higher ego levels were related to personal adjustment, nurturance, responsibility, tolerance, enjoyment of children, inner control, capacity for status, and age. Improvement in ego level scores was found only for those at, or below, the self-aware level. The SCT, as scored for women, seems to be particularly sensitive to differences in responsible caring in relationships, an aspect of personality development often neglected by other tests. 相似文献
513.
Two studies examined the relationship of sex of subject, sex-typing of tasks, and prior task experience on self-confidence ratings of Black men and women. In both investigations, women's self-confidence tended to vary as a function of task type, while men's self-confidence remained relatively stable across all tasks. Prior experience with the task was highly correlated with self-confidence ratings for men and women and moderated the effects. The variations in the findings of Studies I and II and implications for future research are discussed.Portions of this study were reported at the Eastern Psychological Association Convention, 1983. 相似文献
514.
Georgia N. Nigro Dina E. Hill Martha E. Gelbein Catharine L. Clark 《Psychology of women quarterly》1988,12(2):225-235
Two studies measured the facial prominence of women and men in popular images over the last decade. The first study used 1,200 photo-graphs from Time and Newsweek for the years 1970 and 1980. The results indicate that overall, men have received greater facial prominence than women, and facial prominence has increased over the decade. Only for Newsweek did women show a significantly greater increase in facial prominence than men. The second study used 640 photographs from Good Housekeeping and Ms. for the years 1974 and 1984. The results show that overall, men have received greater facial prominence than women, and facial prominence has risen over the decade, although not by much. In Ms. , women but not men gained; in Good Housekeeping , women gained slightly, but not as much as men. The results are consistent with earlier reports of an asymmetry in representation of men's and women's faces and suggest that this asymmetry is slowly diminishing. 相似文献
515.
Martha Wilson 《Attention, perception & psychophysics》1971,10(4):271-272
Four monkeys, trained to match to sample, were asked to judge seven stimuli which differed in lightness, in terms of five response categories. The sample stimulus was presented on a black or white background, and all responses were made on a gray background. The mean judgment category for a stimulus was a function of the adaptation reflectance, and, in general, the ease of categorization depended upon the distance of the stimulus from the adaptation level. 相似文献
516.
The perception of length depends on the mode of stimulation. When Ss were asked to judge the apparent lengths of blocks presented either visually or proprioceptively (between thumb and finger of one hand), visual length was proportional to block length, whereas proprioceptive length was an accelerating function of block length. When both visual and proprioceptive stimulation occurred simultaneously (S both saw and felt a block), the visual input was preemptive. 相似文献
517.
Martha C. Poppelbaum 《Journal of Employment Counseling》1970,7(3):113-120
A study was undertaken to attempt to relate selected defined factors to success in a Manpower Development Training Center program. Subjects were disadvantaged or culturally deprived adults who were referred to a nurse aide-orderly training course that consisted of both vocational and remedial education phases. Factors studied were an evaluation by the referring counselor in the stated interest of an individual taking the training, previous employment history (compiled by both type and duration), formal educational level, age when completing the course, expressed attitudes toward the course while enrolled, and aptitude test results. 相似文献
518.
The purpose of this study was to examine the relationship between receptive and productive language acquisition in developmentally disabled children. A single-subject operant methodology was employed to evaluate the effect of training in one mode on performance in the other mode. Noun labels for pictured objects were used as the unit of analysis. Six children with severe language deficits participated in the experiment. Each subject learning to identify a different set of five pictures in each of four successively administered training conditions. In the first condition, a set of pictures was trained in the productive mode. In the second condition, a different set was trained in the receptive mode. These training conditions were then repeated using two additional sets of pictures. Training was done using reinforcement for correct responses and prompting for incorrect responses. Nonreinforced probes were conducted throughout training to assess performance in the untrained mode. The pictures in each set were trained successively so that transfer across the language modes could be studied separately for each response trained. All subjects successfully met the criteria for learning each picture set in both the receptive and productive training conditions. The probe data showed that opposite-modality performance improved as a function of both types of training, although performance levels differed. After productive training, five of six subjects' performance was highly accurate on receptive probes. By contrast, receptive training resulted in limited correct productive performance. Transfer from receptive training was negatively related to subjects' use of extra-experimental labels on productive probe trials. In addition to these competing response errors, subjects frequently made articulation errors. The findings suggest that for retarded children similar to those studied here, productive training will be sufficient to establish accurate receptive performance on vocabulary tasks. However, receptive training does not appear to be either a necessary or a sufficient condition for productive performance. The results do not support the reception-then-production training sequence based on normal language development. 相似文献
519.
Five fifth-grade students tutored five kindergarten children in basic arithmetic skills for 7.5 weeks. A control group consisted of five kindergarten children who received no tutoring and were matched with the experimental group in arithmetic ability. Pre-, mid-, and posttesting was done using a skills-based arithmetic test. Results showed that the experimental group made far greater gains than the control group on a post-test comparison (matched pairs signed ranks test p = 0.062). In addition, a subanalysis of specific arithmetic skills showed they were improved only when tutoring for that skill was carried out. Systematic observations made of the tutor-student interactions indicated wide tutor-to-tutor variability in the percentage of student responses praised, and very little use of negative, disapproving statements. It was concluded that trained fifth-grade students can effectively teach basic arithmetic skills to kindergarteners. 相似文献
520.
A portable apparatus for studying infant head movements and programming sensory stimulation is described. Remote pushbuttons allow observation of vocalizations, smiles, and visual attention. Lightweight and compact, the system allows recording of data in a variety of locations, including home, hospital, and laboratory. 相似文献