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931.
Relation between physical activity and academic performance in 3rd-year secondary education students
Morales J Pellicer-Chenoll M García-Masso X Gomis M González LM 《Perceptual and motor skills》2011,113(2):539-546
The main aim of this study was to analyze the relationship between the amount of physical activity and academic performance in 3rd-year secondary education students. The sample was taken from three secondary schools in the area of Barcelona. 284 students (158 girls, 126 boys) with an average age of 14.7 yr. participated. The International Physical Activity Questionnaire was used by students to self-report their amount of physical activity. Students' academic records were obtained for comparisons. Results showed that there was a linear relationship between academic performance and physical activity; nevertheless, there was a trend to stronger correlation when modeling the relationship between these variables with a quadratic equation. Further research should focus on whether academic performance and physical activity might be better explained with a second-order equation. 相似文献
932.
An analysis of psychological well-being (self-esteem and subjective vitality) of 639 Spanish university students was performed, while accounting for the amount of leisure-time physical activity. The Spanish versions of the Rosenberg Self-Esteem Scale and Subjective Vitality Scale were employed. Participants were divided into four groups (Low, Moderate, High, and Very high) depending on estimation of energy expenditure in leisure-time physical activity. Men and women having higher physical activity rated higher mean subjective vitality; however, differences in self-esteem were observed only in men, specifically between Very high and the other physical activity groups. 相似文献
933.
The reliability and factor structure of the Spanish version of the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ) were assessed in a sample of 213 Spanish university graduates. The questionnaire measures three types of processing preferences (verbal, object imagery, and spatial imagery). Principal components analysis with varimax rotation identified three factors, corresponding to the three scales proposed in the original version, explaining 33.1% of the overall variance. Cronbach's alphas were .72, .77, and .81 for the verbal, object imagery, and spatial imagery scales, respectively. 相似文献
934.
We defend the view that defines the rigidity of general terms as sameness of designated universal across possible worlds from
the objection that such a characterization is incapable of distinguishing rigid from non-rigid readings of general terms and,
thus, that it trivializes the notion of rigidity. We also argue that previous attempts to offer a solution to the trivialization
problem do no succeed. 相似文献
935.
Fernández Megías C Pascual Mateos JC Soler Ribaudi J Fernández-Abascal EG 《Psicothema》2011,23(4):778-785
One of the main difficulties in the study of emotion is the induction of a real emotional response by means of artificial techniques. The aim of the current study is to validate the Spanish version of a set of films with the capacity to induce emotions (PIE) under laboratory conditions and to analyze its capacity to provoke differentiated basic emotions. A sample of 127 subjects took part in the study; 57 excerpts of Spanish-dubbed films with capacity in previous studies to induce 7 emotions: anger, fear, sadness, disgust, amusement, tenderness, and neutral emotion were used. Subjective emotional response was measured using the Self-Assessment Manikins and the Discrete Emotions Questionnaire. Films included showed a good capacity to induce positive and negative affects, high levels of emotional activation and variations in the perception of emotional control. They induced basic emotions of amusement and fear in a differentiated way. However, sadness and disgust could not be significantly differentiated from anger; or anger and tenderness from sadness. The PIE could be a useful tool for the experimental research of emotions in Spanish populations. 相似文献
936.
This study aims to analyze the psychometric properties of the Spanish version of the Scale of Perceived Social Support Specific to the Illness of Revenson et al. 1991. A sample of 202 patients with chronic conditions was used. After making several factor analysis of the scale on all four versions (partner, family, friends and doctors), it was found a structure formed by two factors involving positive social support and not functional or problematic social support. The results obtained with Cronbach's alpha show that all scales have acceptable and adequate internal consistency. In this sense, this scale may be appropriate to identify properly perceived social support for chronic patients on the four sources of support studied. 相似文献
937.
In this research, we applied the operating characteristic of the receiver (ROC) to evaluate item-recognition memory by means of open class words (CA) and closed class words (CC). The purpose was to evaluate memory processes and models, according to the type of stimuli used: words in Spanish, classified according to grammar characteristics. To register the data, a rating scale was applied to obtain the appropriate response levels. Statistically significant differences between the processing of both types of words were obtained. We evaluated models of threshold, continuous, and unequal variance. As a result, we could contribute to the resolution of the present controversy about the models adapted to evaluate the memory of item recognition. Lastly, the differentiation and integration of the models from an empirical point of view is discussed. 相似文献
938.
The Need for Cognitive Closure (NCC) refers to the motivation to seek and maintain a definitive answer to a given problem. This mental closure allows people to avoid confusion, ambiguity and uncertainty. The NCC plays a critical role in a variety of processes of diverse nature, including intra-personal (e.g., the higher the NCC, the less generation of hypothesis), inter-personal (e.g., decreased empathy), intra-group (e.g., increased desire for consensus), and inter-group (increased in-group favouritism) phenomena. The goal of the present research was to provide a Spanish adaptation of Antonio Pierro and Arie Kruglanski's Revised NCC Scale (2005, Rev NfCS), examining the reliability and the validity of participants' scores. In the present studies, it was found that the Spanish version of the scale had acceptable internal reliability and adequate factor structure (Study 1), as well as acceptable test-retest reliability and adequate discriminant validity with regard to the scores in another measure of individual differences such as the Need for Cognition (NC, Study 2). 相似文献
939.
Malo Cerrato S Bataller Sallent S Casas Aznar F Gras Pérez ME González Carrasco M 《Psicothema》2011,23(4):871-878
The aim of this study is to carry out a psychometric study of the AF5 scale in a sample of 4.825 Catalan subjects from 11 to 63 years-old. They are students from secondary compulsory education (ESO), from high school, middle-level vocational training (CFGM) and from the university. Using a principal component analysis (PCA) the theoretical validity of the components is established and the reliability of the instrument is also analyzed. Differential analyses are performed by gender and normative group using a 2 x 6 factorial design. The normative group variable includes the different levels classified into 6 sub-groups: university, post-compulsory secondary education (high school and CFGM), 4th of ESO, 3rd of ESO, 2nd of ESO and 1st of ESO. The results indicate that the reliability of the Catalan version of the scale is similar to the original scale. The factorial structure also fits with the original model established beforehand. Significant differences by normative group in the four components of self-concept explored (social, family, academic/occupational and physical) are observed. By gender, significant differences appear in the component of physical self-concept, academic and social but not in the family component. 相似文献
940.
Equivalence-Equivalence responding, based on equivalence class formation, is a key concept of the functional-analytic model of analogical reasoning held by RFT theorists. Relational stimulus control is supposed to play an important role in this arbitrary relational response. Previous research showed that mere training of the prerequisites for equivalence class formation is not always enough for the derivation of equivalence-equivalence responding, even in adults. In the first experiment, with 12 adult participants, we designed a matching-to-sample training and testing procedure that, although it provided all necessary conditions, did not lead to Equivalence-Equivalence responding in most participants, so that the efficacy of a facilitation procedure could be assessed. In Experiment 2, with 32 valid participants, a matching-to-sample procedure based on non-arbitrary relations was introduced to assess its efficacy in enhancing stimulus control by the relational properties of sample and comparisons. Results showed a moderate effect: 40.6% of the participants passed the test after being exposed to a non-arbitrary relational matching task (but none without it). This research underlines the importance of non-arbitrary relational responses in the derivation of more complex repertoires. 相似文献