全文获取类型
收费全文 | 31394篇 |
免费 | 1351篇 |
国内免费 | 16篇 |
专业分类
32761篇 |
出版年
2020年 | 379篇 |
2019年 | 374篇 |
2018年 | 638篇 |
2017年 | 569篇 |
2016年 | 601篇 |
2015年 | 408篇 |
2014年 | 532篇 |
2013年 | 2284篇 |
2012年 | 919篇 |
2011年 | 1011篇 |
2010年 | 562篇 |
2009年 | 607篇 |
2008年 | 865篇 |
2007年 | 844篇 |
2006年 | 781篇 |
2005年 | 666篇 |
2004年 | 632篇 |
2003年 | 617篇 |
2002年 | 579篇 |
2001年 | 1137篇 |
2000年 | 1119篇 |
1999年 | 807篇 |
1998年 | 321篇 |
1997年 | 285篇 |
1995年 | 274篇 |
1992年 | 659篇 |
1991年 | 613篇 |
1990年 | 657篇 |
1989年 | 579篇 |
1988年 | 564篇 |
1987年 | 523篇 |
1986年 | 529篇 |
1985年 | 597篇 |
1984年 | 470篇 |
1983年 | 385篇 |
1982年 | 325篇 |
1979年 | 448篇 |
1978年 | 337篇 |
1977年 | 293篇 |
1976年 | 283篇 |
1975年 | 419篇 |
1974年 | 490篇 |
1973年 | 514篇 |
1972年 | 415篇 |
1971年 | 372篇 |
1970年 | 321篇 |
1969年 | 349篇 |
1968年 | 445篇 |
1967年 | 376篇 |
1966年 | 394篇 |
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
81.
The kinematic parameters of to and fro forearm movements in the horizontal plane were investigated in 5- to 7-year-old boys. In one condition, the period of the movements was induced by an acoustic stimulus, while the amplitude was left free. In a second condition, the amplitude of the swing was suggested by a visual frame, but the movement was self-paced. In both conditions, the unconstrained variable (amplitude and period, respectively) was found to covary spontaneously with the constrained variable. The results suggest that, within the age range considered here, motor control processes do not conceive of amplitude and velocity as two independent variables. 相似文献
82.
The influence of positive and negative moods on children's recall and recognition memory and impression-formation judgments was investigated in a two-list experimental design. A total of 161 schoolchildren, 8 to 10 years old, were presented with audiovisual information containing positive and negative details about 2 target children. Each presentation was preceded by happy or sad mood manipulations. One day later, the children were again placed in a happy or sad mood, and their recall and recognition memory and impression-formation judgments were assessed. Results showed that memory was better when (a) the children felt happy during encoding, retrieval, or both; (b) the material was incongruent with learning mood; (c) the 2 target characters were encountered in contrasting rather than in matching mood states; and (d) recall mood matched encoding mood. A happy mood increased the extremity of both positive and negative impression-formation judgments. Results are contrasted with experimental data obtained with normal or depressed adults, and implications are considered for contemporary theories of mood effects on cognition and for social-developmental research. 相似文献
83.
We examined the functional role of verbalizations in the generalization of self-instructional training with preschoolers. Children learned to overtly self-instruct during classroom work periods prior to covert training. Data were collected on children's acquisition of verbal regulation during training and on overt use of self-instructions in the classroom generalization setting. Results of a multiple baseline design across subjects indicated that treatment effects were evident in the training setting but did not generalize to the classroom until children were emitting overt self-instructions in the classroom itself. The production of self-verbalizations in the generalization setting was related to changes in correct responding, on-task behavior, and efficiency in completing academic work. 相似文献
84.
Using a multi-trial, free-recall paradigm (Rey Auditory-Verbal Learning Test; Lezak, 1983), the acquisition and retention by learning disabled (LD) young adults with a Halstead Impairment Index less than or equal to 0.3 (low LD) or greater than or equal to 0.4 (high LD) was compared with that of nondisabled and head-injured (HI) young adults. Significant group differences, particularly during the last three acquisition trials, confirmed the effectiveness of this method in revealing subtle learning and retention deficits. Analyses of Trial 1 recall showed group differences in the prerecency but not the recency portion of the serial position curve, thus implicating long-term but not short-term memory differences between the groups. Analyses of pair frequency (Sternberg & Tulving, 1977) data showed that the three clinical groups had difficulty organizing the to-be-learned material for effective retrieval. Following an interpolated task, retention was poorer for the clinical groups than for the nondisabled and varied inversely with the degree of neuropsychological impairment. Finally, during retention, the nondisabled and low LD groups retained and used the list organization established during acquisition whereas the high LD and HI groups did not. 相似文献
85.
Although peers' and teachers' evaluations of children's prosocial behavior and peers' sociometric ratings frequently have been used in studies of social development, the validity of young children's ratings of others has been questioned, as has that for teachers' ratings of prosocial behavior. In this study, preschoolers' ratings of peers' sociometric status and prosocial behavior, as well as teachers' ratings of children's prosocial dispositions, were obtained. These were correlated with children's naturally occurring prosocial or social behavior; ratings of prosocial behavior also were correlated with children's prosocial moral reasoning and prosocial self-attributions. Peers' sociometric ratings were positively related to children's sociability whereas prosocial ratings were related to helping (but not sharing) behavior. Teachers' ratings of prosocial behavior were not related to frequency of prosocial behaviors, but were positively related to developmentally mature moral judgments and self-reported motives. 相似文献
86.
Schinke SP Orlandi MA Botvin GJ Gilchrist LD Trimble JE Locklear VS 《Journal of counseling psychology》1988,35(1):87-90
Tobacco, alcohol, and drug use are problems for American-Indian people. We reviewed these problems and the explanations for them and described a bicultural competence skills approach for preventing substance abuse with American-Indian adolescents. Data from a study of that approach suggest its efficacy with American-Indian youth. At posttest and a 6-month follow-up, American-Indian subjects who received preventive intervention based on bicultural competence skills concepts improved more than did American-Indian subjects in a no-intervention control condition on measures of substance-use knowledge, attitudes, and interactive skills, and on self-reported rates of tobacco, alcohol, and drug use. Our findings have implications for future substance-abuse prevention research with American-Indian people. 相似文献
87.
88.
This binational study explored the need importance patterns and involvement in work and family contexts. Results reveal that in the work context, growth needs are most important, followed by affiliative and subsistence needs. In the family context, affiliative needs are most important, followed by subsistence and growth needs. Involvement in work and family contexts was found to be influenced by the need satisfaction potential of the respective contexts. This explained the nature of relationship between work and family involvement. The cross-national generalizability and usefulness of a motivational model for research on involvement in multilife-spheres are discussed. 相似文献
89.
In Korea, two number systems are in simultaneous use. One is somewhat irregular (like the English language number system), and the other regular (similar to the Chinese number system). This natural experiment allows a direct test of the hypothesis that structural regularity of the number system facilitates the acquisition of counting. Korean children initially suffer from their numerical ‘bilingualism’: they find it difficult to learn two counting systems at the same time. Yet, after this initial difficulty, they soon master the generative rules which are transparent in the regular system. The cognitive advantage provided by the regular number system then combines with other factors, like intensive teaching and parental pressure, to produce school achievement in mathematics superior to US children's. 相似文献
90.