全文获取类型
收费全文 | 2003篇 |
免费 | 71篇 |
出版年
2020年 | 35篇 |
2018年 | 31篇 |
2017年 | 37篇 |
2016年 | 40篇 |
2015年 | 37篇 |
2014年 | 42篇 |
2013年 | 213篇 |
2012年 | 76篇 |
2011年 | 59篇 |
2010年 | 38篇 |
2009年 | 33篇 |
2008年 | 64篇 |
2007年 | 61篇 |
2006年 | 55篇 |
2005年 | 56篇 |
2004年 | 56篇 |
2003年 | 53篇 |
2002年 | 65篇 |
2001年 | 37篇 |
2000年 | 24篇 |
1999年 | 27篇 |
1998年 | 31篇 |
1997年 | 33篇 |
1996年 | 36篇 |
1995年 | 37篇 |
1994年 | 34篇 |
1993年 | 23篇 |
1992年 | 30篇 |
1991年 | 26篇 |
1990年 | 26篇 |
1989年 | 28篇 |
1988年 | 17篇 |
1987年 | 24篇 |
1986年 | 20篇 |
1985年 | 32篇 |
1984年 | 37篇 |
1983年 | 34篇 |
1982年 | 36篇 |
1981年 | 29篇 |
1980年 | 37篇 |
1979年 | 31篇 |
1978年 | 29篇 |
1977年 | 41篇 |
1976年 | 43篇 |
1975年 | 22篇 |
1974年 | 42篇 |
1973年 | 28篇 |
1972年 | 15篇 |
1969年 | 17篇 |
1967年 | 14篇 |
排序方式: 共有2074条查询结果,搜索用时 15 毫秒
121.
This study examined immediate recall in two stimulus prefix and two stimulus suffix conditions and in a condition that combined a prefix and suffix. Suffixes and the combination of a prefix with a suffix interfered more with recall overall than did prefixes. Performance in each of the conditions that included a prefix was significantly better overall than in appropriate control conditions, in which interference was augmented by a redundant element in recall. It was suggested that prefixes and suffixes lie operationally on a continuum and that their effects result from the subject's inability to dissociate the redundant element from the memory series. However, the location of redundancy imposes different processing requirements that differentially influence recall. 相似文献
122.
C. L. G. Whitmore R. B. Lawson C. E. Kozora 《Attention, perception & psychophysics》1976,19(2):211-213
Stereoscopic depth and subjective contour clarity were manipulated by varying the type of monocular configuration as well as magnitude and direction of disparity. The clarity of the subjective contours was influenced significantly by both magnitude and direction of disparity and by the type of monocular configuration. Subjective contours were always less clear when the objective monocular contour was discontinuous regardless of disparity. Stereoscopic depth estimates varied directly with magnitude and direction of disparity; however, depth magnitude reports were truncated when the disparity was carried by discontinuously defined patterns. 相似文献
123.
Ronald E Smith John P Keating Reid K Hester Herman E Mitchell 《Journal of research in personality》1976,10(3):346-357
This study was designed to assess the extent to which social role and “just world” considerations would affect perceptions and attributions of responsibility to a rape victim. The rape victim was either a topless-bottomless dancer, a social worker, or a Catholic nun, and she was either acquainted or unacquainted with her assailant. In the acquainted condition, the dancer was attributed the greatest and the nun the least amount of responsibility, indicating that social role factors can govern the range of attributional judgments which might be made in any given instance. However, unacquainted victims were ascribed more responsibility for the rape than were acquainted victims, a difference which was significant when the victim was the nun. The latter findings are discussed in terms of Lerner's just world hypothesis. Significant sex differences were found in subjects' perceptions of and responses to the rape incident and, contrary to earlier findings, no relationship was found between victim attractiveness and punitiveness toward the wrongdoer. 相似文献
124.
Summary Thirty-six human subjects, facing a panel of 100 loud-speakers, were requested to match sounds outlining geometrical and alphabetical patterns with visual pattern choices, which were given to them on a folder. The listeners' correct responses were found to be above chance. Geometrical patterns were better perceived when transmitted at the sound frequency of 800 cps as compared to 6400 cps. The number of visual pattern choices given with the sound pattern presentations affected the number of correct responses. The results indicate that the perception of acoustic spatial patterns depends on mechanisms different from those defining the spatial localization of single acoustic signals.This work was supported by the Swiss National Science Foundation, Grants 3.74.68, 4.0120.70 and 4.0860.73 to E. Perret. 相似文献
125.
Ronald E. Anderson 《Behavior research methods》1976,8(2):211-217
The concept of standards lacks clarity because it is applied both to concrete specifications and to the assessment of quality. Confusion is reduced by introducing the notion of interchange expectancy. distinguishing transfer, coupling, and market success as components. Transfer expectancy depends upon the products to be transported or exchanged, but when there is a need to estimate transfer expectancy, a combination of technical standards and performance standards must be applied. Though performance standards are intended to produce quality, the quality of the instrumentation to measure performance standards is often neglected. The development of high-quality performance standards first requires the delineation of the relevant dimensions of performance quality. The process of giving precision to performance standards may lead to the emergence of more acceptable technical standards. To illustrate some of these points, data is presented from the CONDUIT system for quality evaluation of computer-based curriculum materials. The performance quality of these products includes the dimension of transfer expectancy, as well as educational and scientific merit. Increased specification and impact of technical standards may provide greater incentives to authors and hence lead to the invention of products which have higher educational and scientific quality. 相似文献
126.
127.
128.
129.
Julia L. Ferguson Christine M. Milne Joseph H. Cihon Justin B. Leaf John McEachin Ronald Leaf 《Behavioral Interventions》2021,36(1):211-227
The teaching interaction procedure is a behavior analytic procedure that has been used to target the development of social skills. The teaching interaction procedure consists of labeling the target skill, providing a meaningful rationale, describing the steps of the target skill, modeling the skill, role‐play, and providing feedback throughout the interaction. Although the teaching interaction procedure has been used to teach a variety of social skills for individuals diagnosed with autism spectrum disorder (ASD), it has only been used to train staff in two studies. The purpose of this study was to evaluate the use of the teaching interaction procedure to teach three interventionists to implement the Cool versus Not Cool? procedure to target the development of social skills for children diagnosed with ASD. The results of a multiple baseline design demonstrated that the teaching interaction procedure was effective for all three interventionists. Results of the child participants' skill acquisition are also provided. 相似文献
130.
Testing a component of a theoretical model which postulates that low levels of communication effectiveness accompany the social and affective problems presented by aggressive children, the study compared the communication skills of a group of aggressive (n = 49) and nonaggressive (n = 49) elementary school children (selected on the basis of teacher ratings) in a structured and cooperative communication task. Based on direct observational measures of communication effectiveness and aggression, and on teacher, peer, and self-rating measures of peer rejection and depressive symptoms, results showed that (a) aggressive children exhibited less effective communication skills and more disruptive communication skills than nonaggressive peers; (b) aggressive children experienced higher levels of peer rejection and depressive symptoms than nonaggressive peers; and (c) group differences in communication effectiveness could not be accounted for by differences in observed aggression and remained significant, even after controlling for differences in peer status and affective functioning. These findings highlight the role that ineffective communication may play in the development and maintenance of aggression and have important theoretical and applied implications, which are briefly discussed. © 1994 Wiley-Liss, Inc. 相似文献