全文获取类型
收费全文 | 2196篇 |
免费 | 73篇 |
出版年
2022年 | 10篇 |
2021年 | 21篇 |
2020年 | 27篇 |
2019年 | 30篇 |
2018年 | 57篇 |
2017年 | 52篇 |
2016年 | 58篇 |
2015年 | 47篇 |
2014年 | 46篇 |
2013年 | 252篇 |
2012年 | 84篇 |
2011年 | 91篇 |
2010年 | 63篇 |
2009年 | 72篇 |
2008年 | 82篇 |
2007年 | 95篇 |
2006年 | 73篇 |
2005年 | 84篇 |
2004年 | 81篇 |
2003年 | 77篇 |
2002年 | 74篇 |
2001年 | 38篇 |
2000年 | 35篇 |
1999年 | 31篇 |
1998年 | 36篇 |
1997年 | 33篇 |
1996年 | 32篇 |
1995年 | 29篇 |
1994年 | 33篇 |
1993年 | 33篇 |
1992年 | 26篇 |
1991年 | 20篇 |
1990年 | 30篇 |
1989年 | 30篇 |
1988年 | 33篇 |
1987年 | 21篇 |
1986年 | 19篇 |
1985年 | 27篇 |
1984年 | 30篇 |
1983年 | 23篇 |
1982年 | 30篇 |
1981年 | 26篇 |
1980年 | 22篇 |
1979年 | 12篇 |
1978年 | 24篇 |
1977年 | 10篇 |
1976年 | 18篇 |
1975年 | 16篇 |
1973年 | 13篇 |
1971年 | 10篇 |
排序方式: 共有2269条查询结果,搜索用时 0 毫秒
31.
32.
33.
34.
Patricia M. Barbetta Ph.D. William L. Heward Ed.D. 《Journal of Behavioral Education》1993,3(3):217-233
An alternating treatments design was used to compare the effects of Active Student Response (ASR) error correction and No Response (NR) error correction during instruction of the capitals of states and countries. Three students with learning disabilities were provided one-to-one daily instruction on four sets of 14 unknown capitals (7 ASR capitals and 7 NR capitals). Student errors during instruction on ASR capitals were immediately followed by the teacher stating the capital and the student repeating it (an active student response). Errors on NR capitals were immediately followed by the teacher stating the capital while the student visually attended to a geography card with the correct capital handwritten on it (an on-task response). During instruction each of the three students correctly stated more capitals taught with ASR instruction than he or she stated with NR error correction. Results of same-day and next-day tests show that all three students learned more capitals with ASR error correction than with NR error correction The students also correctly stated more ASR error correction capitals on 1-week maintenance tests. 相似文献
35.
David C. Geary Pierre Cormier Judith P. Goggin Patricia Estrada Melanie C. E. Lunn 《International journal of psychology》1993,28(2):185-201
Two experiments compared rates of solving simple and complex addition and multiplication problems in groups of speakers of French or English in Experiment 1 (n = 35) and Spanish or English in Experiment 2 (n = 84). Subjects were divided into groups of English unilinguals, weak bilinguals, and strong bilinguals according to their performance on a naming task. In both experiments, simple problems consisted of two single-digit numbers. At least three single-digit numbers were used for complex problems in Experiment 1 and double-digit numbers in Experiment 2. Mean solution times, particularly for complex problems, were lowest for the monolingual group, followed in turn by the weak bilingual and strong bilingual groups, but these differences were not statistically reliable in either experiment. In Experiment 2, however, componential analyses of solution times indicated that strong bilingual subjects were slower at executing the carry operation when solving complex problems, relative to the two remaining groups. Results were interpreted in terms of the relationship between bilingualism and the representation and processing of numerical information. 相似文献
36.
Manuel Ruiz Ruiz Ph.D. M.D. Patricia Fernández-Baca M.D. Gloria Busby M.A. 《Journal of Contemporary Psychotherapy》1993,23(1):61-67
Paradigmatic complexes in family psychotherapy have been indicating a revolutionary change and the creation of new paradigms for the past thirty years. Starting with the application of the general systems theory and the development of those concepts that have been emerging regarding psychosomatic illnesses we discuss the epistemological confusion created, the methodological problems and the dissociation between theory and practice. We suggest a double process of investigation of the family structure using a knowledge of the basic attitudes and the development of a psychotherapy programme within the family of the psychosomatic patient. 相似文献
37.
Janice E. Murray Pierre Jolicoeur Patricia A. McMullen Margaret Ingleton 《Memory & cognition》1993,21(5):604-610
The effects of stimulus orientation on naming were examined in two experiments in which subjects identified line drawings of natural objects following practice with the objects at the same or different orientations. Half the rotated objects were viewed in the orientation that matched the earlier presentations, and half were viewed at an orientation that mismatched the earlier presentations. Systematic effects of orientation on naming time were found during the early presentations. These effects were reduced during later presentations, and the size of this reduction did not depend on the orientation in which the object had been seen originally. The results are consistent with a dual-systems model of object identification in which initially large effects of disorientation are the result of a normalization process such as mental rotation, and in which attenuation of the effects is due to a shift from the normalization system to a feature/part-based 相似文献
38.
Timothy Fitzgerald 《Religion》1993,23(4)
It is argued in this paper that beneath the superficial analysis of Japanese 'religions' such as Buddhism, Shinto, Confucianism and the New Religions, there is one dominant ideological complex which, following some Japanese scholars, can conveniently be dubbed 'The Japanese Religion' or Nihonkyo. This Japanese religion is a ritual order based on the hierarchical concept of 'ie' and its variations such as 'kigyoushugi' at the level of the company and 'katei' at the domestic level. This ritual order pervades all major institutions in Japan and the main mechanism for its reproduction is the school system. In analysing the latter a distinction between training and education is adopted, and it is argued that the concept of liberal education, which is based on the concept of the autonomous rational and moral individual, is essentially missing from the Japanese school system which is better described as a system of training. It is suggested further that training can be linked conceptually with ritual: training is a form of ritualized behaviour though with a heavily pragmatic content. It is hoped that the approach to Japanese religion which is argued here will prove more fruitful in the Religious Studies context than one which begins with an explicit or implicit concept of religion centred on beliefs about salvation, the supernatural and life after death. 相似文献
39.
40.
AIDS prevention for intravenous drug users in the community: Street-based education and risk behavior 总被引:2,自引:0,他引:2
John K. Watters Moher Downing Patricia Case Jennifer Lorvick Yu-Teh Cheng Bonnie Fergusson 《American journal of community psychology》1990,18(4):587-596
Conducted a study of behavior change associated with a street-based AIDS education project targeted to intravenous (IV) drug users in San Francisco. Two cross-sections were sampled from drug detoxification clinics and street locations in 1986 (n = 438) and 1987 (n = 623). Significant increases were reported in the percentage of IV drug users who used bleach to decontaminate syringes, who did not share needles in past year, and in condom use. A significant reduction in an index of the number of needle-sharing partners was reported. Respondents ranked treatment program as most important source of AIDS information prior to implementation of the program, and ranked outreach workers as most important after implementation. Findings suggest that this community-based outreach program had at least some impact on knowledge about AIDS and may have led to reductions in behaviors known to transmit HIV. 相似文献