全文获取类型
收费全文 | 33197篇 |
免费 | 1377篇 |
国内免费 | 19篇 |
专业分类
34593篇 |
出版年
2020年 | 453篇 |
2019年 | 483篇 |
2018年 | 727篇 |
2017年 | 656篇 |
2016年 | 730篇 |
2015年 | 476篇 |
2014年 | 682篇 |
2013年 | 2808篇 |
2012年 | 1154篇 |
2011年 | 1207篇 |
2010年 | 747篇 |
2009年 | 837篇 |
2008年 | 1138篇 |
2007年 | 1129篇 |
2006年 | 1014篇 |
2005年 | 886篇 |
2004年 | 897篇 |
2003年 | 850篇 |
2002年 | 808篇 |
2001年 | 971篇 |
2000年 | 979篇 |
1999年 | 754篇 |
1998年 | 416篇 |
1997年 | 368篇 |
1996年 | 295篇 |
1995年 | 334篇 |
1994年 | 311篇 |
1993年 | 318篇 |
1992年 | 603篇 |
1991年 | 532篇 |
1990年 | 589篇 |
1989年 | 513篇 |
1988年 | 492篇 |
1987年 | 471篇 |
1986年 | 469篇 |
1985年 | 543篇 |
1984年 | 452篇 |
1983年 | 378篇 |
1982年 | 324篇 |
1981年 | 305篇 |
1980年 | 288篇 |
1979年 | 423篇 |
1978年 | 363篇 |
1977年 | 294篇 |
1976年 | 289篇 |
1975年 | 365篇 |
1974年 | 420篇 |
1973年 | 406篇 |
1972年 | 311篇 |
1968年 | 310篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
151.
152.
Celeste P. M. Wilderom 《Knowledge, Technology, and Policy》1988,1(3):57-68
In our rapidly changing environment, both profit and non-profit organizations confront an increasing demand for technological,
economic, and social innovation. In response to this demand, organizations are taking on the role of “change agents” by transforming
existing practices into innovative action. Libraries, as centers that accumulate and disperse knowledge, can support these
organizations in their “change agent” roles. This paper delineates the way public libraries can help organizations meet the
increasing need for external information associated with innovation. Policy issues concerned with efficient information transfer
to user organizationss are specified, and two concrete examples of information transfer systems are described. In order to
best utilize existing knowledge,personal-professional assistance in selecting potentially innovative,impersonal written materials is recommended.
Dr. Celeste P. M. Wilderom is an assistant professor at the School of Economics of the Free University of Amsterdam, The Netherlands
and a research associate in organization behavior at the School of Management, S.U.N.Y., Buffalo. NY 14260. Her Ph.D. is in
organizational psychology from S.U.N.Y., Buffalo, Where she taught in the Schools of Management and Social Work. Dr. Wilderom's
research interests are behaviors in service and nonprofit organizations, problems of cross-cultural managemet and educational
issues in the social sciences. 相似文献
153.
P. Paul Heppner Ann H. Baumgardner Lisa M. Larson Richard E. Petty 《Counselling psychology quarterly》1988,1(2-3):129-143
This study examined the usefulness of an 8-week applied problem-solving training program. Specifically, the study examined (a) whether problem-solving training that emphasised self-management principles would be useful, (b) if the effects of training would persist over time, (c) whether an individual difference variable (problem-solving appraisal) would affect training outcomes, and (d) whether the cognitive responses of the subjects during the course of training were related to their problem-solving appraisal or the change process. Results indicated that problem solving training was effective at enhancing students’ problem-solving appraisal, and that the self-report changes were maintained at a 1 year follow-up. In particular, training seemed most useful for students who initially appraised their problem solving very negatively. Finally, the results suggested that the process-oriented cognitive responses were related to students' initial problem-solving self-appraisal as well as the impact of training. Implications of the results are discussed in terms of counselling interventions, problem solving training, the interpersonal influence process, and future research. 相似文献
154.
155.
This paper describes an amplifier for an electroencephalograph with gain of 1×104 to 1×106 and made entirely of commercially available IC components. The two-stage amplifier has a preamplifier stage with fixed gain of 1000, and a second stage with variable gain from 1 to 100. The final stage, an anti-aliasing filter, adds a gain of 10 to the signal. The circuit has high common mode rejection, low input bias current, very low noise characteristics, low offset voltages, and offset nulling capability built into the circuit. 相似文献
156.
A unique relationship exists between physicians and philosophers — one that expands on the constructive potential of the liaison between physicians and, for example, theologians, on the one hand, or, social workers on the other. This liaison should focus in the scientific aspects of medicine, not just the ethical aspects. Philosophers can provide physicians with a perspective on both the philosophy and the history of medicine through the ages — a sense of how medicine has adapted to the social cultural and ethical needs of each period. This perspective, while emphasizing medicine asscience, should not be limited to matters of methodology, or to criteria for distinguishing science from other intellectual pursuits, but should be concerned also with the history, sociology and politics of science. Both physicians and philosophers stand to gain from a strengthening of their active liaison now as never before; but most of all, the public will be the beneficiary. 相似文献
157.
Fear of Success (FOS) was originally conceived as a unidimensional motive. However, there is both theoretical and empirical
support for the hypothesis that FOS is multidimensional. We factor analyzed the responses of 236 undergraduates to twenty-oneConcern Over the Negative Consequences of Success items and found four factors. Our four factors show considerable overlap with dimensions based on theoretical accounts of
FOS etiology as well as with the factor structures obtained from two other factor analytic studies. Thus, there is converging
evidence that FOS is multidimensional. The relationship between multidimensional FOS and a multidimensional approach to achievement
motivation is discussed. 相似文献
158.
This study investigated social sensitivity and self-concept in students with learning disabilities (LD) and their non-learning-disabled (non-LD) peers. Thirty students each from public junior and senior high schools and a community college participated in the study; at each grade level, half were identified as learning disabled and half experienced no learning problem. Students were individually assessed in 30-minute interviews for their accuracy in interpreting the thoughts and feelings of actors in tape-recorded stories depicting two adults in happy angry, anxious, and sad interactions. A questionnaire assessing four dimensions of self-concept in learning situations (motivation, task orientation, problem-solving ability, and class membership) was also administered. LD students at all grade levels were significantly less accurate at interpreting social situations than were their non-LD peers, and had significantly lower self-concepts. These results support the need for remediation efforts specifically aimed at social skills for overcoming social deficits in adulthood. 相似文献
159.
Differences in school behavior and achievement between students from intact, reconstituted, and single-parent families were analyzed. Students from intact two-parent families had fewer absences and tardies, higher grade point averages, and fewer negative and more positive teacher behavioral ratings than did those from reconstituted and single-parent families. 相似文献
160.
To investigate the moderating role of individual differences in hypnotic susceptibility and visuospatial skills on afterimage persistence, we presented a codable (cross) flash of light to 40 men and 46 women who had been dark adapted for 20 min. In an unrelated classroom setting, subjects had previously been given two standardized scales of hypnotic susceptibility (Harvard Group Scale of Hypnotic Susceptibility, Shor & Orne, 1962; Group Stanford Hypnotic Susceptibility Scale, Form C, Crawford & Allen, 1982) and the Mental Rotations Test (Vandenberg & Kuse, 1978). The first afterimage interval and the afterimage duration correlated significantly with hypnotic responsiveness, supporting Wallace (1979), but did not show the anticipated relationships with mental rotation visuospatial skills. Individuals in the high hypnotizable group had (a) significantly longer afterimage intervals between its first appearance and first disappearance than did those in medium or low groups, as well as (b) significantly longer afterimages between the first appearance and the final disappearance than did those in low groups, but those in medium groups did not differ significantly from the other groups. Discriminant analysis using the afterimage persistence measures classified correctly 65.2% of high hypnotizables, 37.5% of medium hypnotizables, and 54.8% of low hypnotizables. Hypothesized cognitive skills that assist in the maintenance of afterimages and underlie hypnotic susceptibility include abilities to maintain focused attention and resist distractions over time and to maintain vivid visual images. 相似文献