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891.
No abstract available for this article. 相似文献
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Emily A. McTate PhD Amy S. Badura Brack PhD Paul J. Handal PhD Raymond V. Burke PhD 《Child & family behavior therapy》2013,35(4):279-292
The effectiveness of a behaviorally based day treatment program for young children diagnosed with Pediatric Bipolar Disorder (PBD) was evaluated using pretreatment and posttreatment mean scores from the Child Behavior Checklist (CBCL). Data were evaluated in aggregate and using the clinically significant change method for children diagnosed with PBD, Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), Adjustment Disorder, and no diagnosis/clinical and subclinical groups. Significant effects were found for all groups except the no diagnosis/subclinical group on the Internalizing scale and for all groups on the Externalizing scale. Clinically significant change was supported for the PBD, ADHD, ODD, and Adjustment Disorder groups. Implications and limitations of the study are discussed. 相似文献
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Paul Crits-Christoph Ph.D. Mary Beth Connolly Gibbons Ph.D. 《Psychoanalytic Inquiry》2013,33(2):332-349
Research on psychotherapy in general, and psychodynamic therapy in particular, has consistently found that the quality of the alliance predicts the outcome of treatment. Little empirical support exists for the notion that the alliance sets the stage for techniques to be most effective, although adequate studies of this interaction between techniques and alliance are scarce. Research suggests that that the alliance is influenced in part by preexisting patient characteristics and in part by the quality of therapist interventions. Limitations of the empirical literature on the alliance are presented and some suggestions for future research are given. 相似文献
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This study investigates how collaborative knowledge construction within an inquiry learning environment can be assisted with scaffolds that aim to support students' hypothesis generation process. Sixty-six students on a university preparatory track worked collaboratively on a kinematics task. The instructional goal was to develop students' understanding of one-dimensional kinematics. All students completed a proposition test in which they indicated their individual opinions about the truth-value of specific propositions. Subsequently, students were coupled into dyads and assigned to one of three conditions: (a) a shared proposition scratchpad (expression builder), (b) a shared proposition table, and (c) a control condition. Students in the scratchpad condition were given an expression builder consisting of dropdown menus with pre-defined variables and relations. Students in the shared proposition table condition could combine individual opinions about the truth-value of a proposition into one shared proposition table that highlighted differences in opinion. Students in the control condition received no extra support related to propositions. Learning outcomes were assessed using a variety of pre- and posttests. The findings indicate that students supported with the shared proposition table showed significant gains for qualitative knowledge about relations. The number of unique propositions students discussed during the learning session was a significant predictor of learning gains. A more detailed analysis of students' interaction protocols suggests that students differed in their task perceptions, their interaction patterns, and their use of prior knowledge. 相似文献
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Reasoning about mechanisms is one of the hallmarks of disciplined inquiry in science and engineering, but comparatively little is known about its precursors and development. Children at grades 2 and 5 predicted and explained the motion of simple mechanical systems composed entirely of visible linkages (levers). Students' explanations of device behavior suggested four forms of knowledge: simple recognition of device components, noting of structural relations among components, construction of cause-effect rules derived by observation of regularities in device behavior, and identification of essential system components and interactions among components that accounted for cause–effect rules. Only a few children coordinated multiple essential components to constitute a mechanistic causal scheme. Mechanistic causal schemes, in turn, were associated with successful prediction of the output motion of a system. Device tracing via gesture and talk appeared to support this form of knowledge development, and hence may inform future instructional design. 相似文献
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Paul D. Windschitl Aaron M. Scherer Andrew R. Smith Jason P. Rose 《Organizational behavior and human decision processes》2013,120(1):73-86
Previous studies that have directly manipulated outcome desirability have often found little effect on likelihood judgments (i.e., no desirability bias or wishful thinking). The present studies tested whether selections of new information about outcomes would be impacted by outcome desirability, thereby biasing likelihood judgments. In Study 1, participants made predictions about novel outcomes and then selected additional information to read from a buffet. They favored information supporting their prediction, and this fueled an increase in confidence. Studies 2 and 3 directly manipulated outcome desirability through monetary means. If a target outcome (randomly preselected) was made especially desirable, then participants tended to select information that supported the outcome. If made undesirable, less supporting information was selected. Selection bias was again linked to subsequent likelihood judgments. These results constitute novel evidence for the role of selective exposure in cases of overconfidence and desirability bias in likelihood judgments. 相似文献
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