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901.
Recent developments with the Rorschach invite research concerning cognitive and coping styles of learning disabled students. This study, based on an N of 25 (12 learning disabled and 13 controls), was designed to assess group differences in perceptual accuracy, self-concept, and reactivity. Analysis showed that learning disabled students represent a diverse population for which highly individualized understanding is required if appropriate schooling strategies are to be devised. Such students, compared with controls, were more inclined to have lower self-confidence, to be more reactive, to avoid emotionally-laden stimuli, to manifest a higher proportion of responses involving perceptual inaccuracies, and to be less spontaneous and less inclined to take risks. Some curricular implications of the findings are discussed. 相似文献
902.
Information search following damage to the frontal lobes 总被引:2,自引:0,他引:2
Five adult patients with focal brain damage in different areas of the frontal lobes and five matched controls were administered a 20 Questions test. Other tests of planning, problem-solving, and decision-making were also administered to frontal lobe patients. The results indicate that damage to the frontal lobe impairs the ability to impose and utilize hierarchical organization in mental representation. 相似文献
903.
A comprehensive, multidimensional scale measuring job satisfaction was constructed for use in a major project concerned with personnel recruitment and retention of health professionals. 11 dimensions relating to opinions of immediate supervisors, physical working conditions, satisfaction with coworkers and with pay, aspects related to promotion and work motivation, are identified. These dimensions are shown to distinguish among health professionals on sex and between locations and different occupations. The scale also has high internal validity, producing a multiple R of .78 with over-all job satisfaction. 相似文献
904.
Measures of concurrent validity and alternate-form reliability of the Test of Nonverbal Intelligence
The subjects, 60 undergraduate students, were administered the Test of Nonverbal Intelligence (TONI) individually. The Shipley Institute of Living Scale was administered in small groups. A Pearson correlation of .56 was obtained for TONI Quotients, Forms A and B. TONI Quotients, Forms A and B, correlated with Shipley estimated WAIS--R IQ .50 and .46, respectively, and correlated to .71 and .64, with Shipley Total T scores, .52 and .44, respectively (corrected to .71 and .61), with Shipley Abstraction T scores, .51 and .42, respectively (corrected, .63 and .52), and with Shipley Vocabulary T scores .26 and .32, respectively (corrected to .63 and .52). TONI scores seem more closely related to Shipley Total and Abstraction scores than to Shipley Vocabulary. 相似文献
905.
In a comparison of religious and nonreligious psychotherapists' perceptions of a portion of a psychotherapeutic session no significant differences were found on the Vanderbilt Psychotherapy Process Scale for four groups of therapists designated according to their scores on three religious questionnaires. While the results suggest attitudes toward religion are not reflected in therapists' practice of psychotherapy, limitations of the study indicate the need for more rigorous testing of this possibility. 相似文献
906.
The Priestley duality for Wajsberg algebras 总被引:1,自引:1,他引:0
N. G. Martínez 《Studia Logica》1990,49(1):31-46
The Priestley duality for Wajsberg algebras is developed. The Wajsberg space is a De Morgan space endowed with a family of functions that are obtained in rather natural way.As a first application of this duality, a theorem about unicity of the structure is given. 相似文献
907.
908.
James G. Kelly 《American journal of community psychology》1990,18(6):769-792
Conclusion The legacy of the Swampscott conference 25 years ago is palpable. The scientific accomplishments have been substantial. The four agendas I have presented for the future development of the field depend upon psychologists as individuals and psychologists as participants in our departments, colleges, universities, professional societies, and peer review panels to reduce the constraints that limit the definition and study of psychological phenomena in community settings (Schneider, 1990). As these constraints are addressed, new social norms can be established to expand and diversify the research process. There are some explicit positive side effects that can occur. A new working social structure can be created for how universities and communities can be resources for each other.The four topics I have presented are agendas for keeping at the task of generating active and expanding scientific traditions. These topics when addressed in the context of collaboration with other disciplines and citizens can develop an empirical base of shared wisdom about how to carry out community psychology research. In these ways the benefits of community psychology research can become more empowering for the public and more and more systemic for the scholar.These comments were presented as an Invited Address at the 2nd annual meeting of the American Psychological Society, June 8, 1990, Dallas, Texas.The following persons took time to read and comment on earlier drafts of these comments. I have benefited very much from their appraisals. Eileen Altman, Daniel Cervone, Seeley Chandler-Kelly, Nancy Dassoff, Penny Foster-Fishman, Steve Goldston, Peter Graves, Kenneth Heller, Robert E. Hess, David Henry, Ira Iscoe, Chris Keys, Benjamin Kleinmuntz, Ed Lichtenstein, Philip Mann, Kyoung Oh, Julian Rappaport, Dan Romer, Lonnie R. Snowden, Joseph P. Stokes, Edison J. Trickett, Abe Wandersman, and Marc Alan Zimmerman. 相似文献
909.
Rate variables and automatized naming in developmental dyslexia 总被引:2,自引:0,他引:2
The rate variable in rapid automatized naming (RAN) was investigated in 50 adolescent and 40 adult students with developmental dyslexia, in matched normal controls, and in learning-disabled students without reading difficulties. Visual stimuli depicting familiar colors and common objects were presented in isolation at three film speeds and three exposure times. Film speed and exposure time contributed as independent variables to error rate; and dyslexic subjects of both age groups made significantly more naming errors than controls. Dyslexic subjects also responded with longer naming latencies than controls when the same RAN stimuli were presented in a continuous sequential mode as a matrix of rows and columns. Naming latencies in the sequential presentation were highly correlated with naming errors in the film version. The implications of reduced naming rates for nongraphological stimuli in developmental dyslexia are discussed. 相似文献
910.
This study presents initial standardization data on the Sutter- Eyberg Student Behavior Inventory (SESBI), a teacher- completed measure of disruptive classroom behaviors. SESBIs were completed on 1116 children in kindergarten through fifth grade in a rural eastern Washington school district. Various analyses (Cronbach's alpha, corrected item- total correlations, average interitem correlations, principal components analyses) indicated that the SESBI provides a homogeneous measure of disruptive behaviors. Support was also found for three factors within the scale (e.g., overt aggression, oppositional behavior, and attentional difficulties). While the child's age did not have a significant effect on the SESBI, the child's gender did have a significant effect on scale scores as well as on most of the items, with males being rated more problematic than females. The SESBI was also able to discriminate between children in treatment for behavioral problems or learning disabilities and children not in treatment.The authors would like to acknowledge the support of the teachers in the Pullman School District, whose kind help and assistance made the study possible. Special thanks are also extended to Todd Sosna, Christine Ladish, and Lee Sternberger for their helpful comments on earlier versions of the paper. Preparation of this study was supported in part by funds provided to G. Leonard Burns by Washington State University. 相似文献