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951.
The parents of a 6-year-old disruptive boy were observed interacting with their son during 20 assessment-oriented, 10- minute experimental sessions. An experimental design consisting of alternately arranged baseline and self-monitoring conditions was utilized. Following the reversal- to- baseline phase, parents were given specialized training in self-recording positive parental praise. Results indicated that (a) self-monitoring of positive verbalizations was an effective means of producing reactive changes in parental behavior, and (b) training in self-monitoring increased parent-observer accuracy scores to more than acceptable levels of agreement. These findings were discussed with regard to the simplicity of a parental self-observational intervention and recommendations were made for continuing investigations in the area.This research was supported by the University of Montana Research Grant and Fellowship Program. 相似文献
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953.
Byron Egeland Professor Pat Bielke Philip C. Kendall 《Journal of School Psychology》1980,18(4):361-372
To help clarify the relationship between the Matching Familiar Figures (MFF) Test and measures of school achievement and adjustment, 450 children from kindergarten, second, and fifth grades were tested and achievement scores and teacher's ratings of classroom and personal adjustment were obtained. Regardless of grades, MFF latency in most instances did not predict achievement or adjustment. At the kindergarten level the correlations between MFF errors and both achievement and adjustment were significant for most subscales but at second grade correlations were lower and generally nonsignificant except for a few adjustment items. At the fifth grade level the correlations were moderately high but when IQ was partialled out the correlations with achievement and school adjustment dropped to near zero; however, partialling out IQ did not affect the moderate correlations between errors and personal adjustment. The errors score evidencedmore important relationships than the latency scores. The relationship between the MFF and ratings of social and emotional adjustment was consistently higher than the correlations between the MFF and achievement. These results suggest that MFF errors are personalogically relevant and that MFF performance is generally more related to adjustment than achievement. 相似文献
954.
Robert Kail James Pellegrino Philip Carter 《Journal of experimental child psychology》1980,29(1):102-116
Subjects from Grades 3, 4, 6, and college judged whether pairs of stimuli were identical or mirror-image reversals. One stimulus of a pair was presented upright; the other was rotated 0 to 150° from the standard. The pairs were either alphanumeric symbols or unfamiliar, letter-like characters of the type found on the PMA Spatial Ability Test. Response latencies were measured. The primary results were that (a) the speed of mental rotation increased with development, (b) unfamiliar characters were rotated more slowly than alphanumeric characters, by approximately the same amount at each grade, and (c) unfamiliar characters were encoded and compared more slowly than alphanumeric symbols, by an amount that declined with development. The results are discussed in terms of the component processes that underlie developmental change and individual variation in mental rotation skill. 相似文献
955.
Sixty-four infants, eight boys and eight girls at each of four ages, months, were observed during a 15-minute free play session. Three types of play (stereotypical, relational, and functional) and the number of appropriate uses for specific realistic toys were recorded. Stereotypical play (87% of total active play at months) gave way to relational (35% at months) and functional play (52% at months) as the dominant activity. Both functional play and the number of different appropriate uses of toys were rare at months, appeared reliably at months and increased lineraly through months. A change in the quality of play from indiscriminate mouthing, waving, banging, and fingering of objects to the matching of appropriate uses for a large array of toys indicates that the child's manipulations become more object specific and functional over this 6-month age span. Among possible explanations for the linear increase in the frequency and diversity of appropriate toy uses is the suggestion that an important cognitive change occurs toward the end of the first year of life. A case study is presented to illustrate the application of the play procedure for both assessment and treatment. 相似文献
956.
Stephen Handel Shiro Imai Philip Spottswood 《Attention, perception & psychophysics》1980,28(3):205-212
Subjects classified sets of two-dimensional stimuli into two or three groups in any way they wished. For integral stimuli, classification was based on numerical balance and the similarity structure. For separable stimuli, classification was based on the dimensional structure and the configurai properties of the stimulus set. These results replicate and extend those of Handel and Imai (1972). In addition, they suggest that no closed set of stimulus concepts is possible. 相似文献
957.
Milgram et al. (1972) proposed the formula R = f(C X D) for the recognition of city scenes where R = Recognition, C = Centrality to the population flow and D = architectural or social distinctiveness. In this paper a slight modification to this formula was suggested. The centrality concept was replaced by the more adequate one of familiarity and an empirical test of the proposition was carried out. Fifty-four scenes of urban Adelaide, South Australia were chosen using the two techniques of fixed distance sampling along major roads and equivalent representation sampling from the entire urban area. High School students (N = 41) and University Students (N = 31) were shown colour slides and ratings were obtained for recognition and distinctiveness. Familiarity was assessed using frequency of travel patterns. Multiple regression analyses showed that frequency of encounter was the only significant predictor variable in the younger High School sample, but distinctiveness and frequency were both significant for the University sample. A possible explanation for this difference in terms of car usage is outlined and some critical comments on the distinctiveness concept are presented. 相似文献
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