全文获取类型
收费全文 | 22847篇 |
免费 | 121篇 |
专业分类
22968篇 |
出版年
2021年 | 29篇 |
2020年 | 45篇 |
2019年 | 41篇 |
2018年 | 3527篇 |
2017年 | 2857篇 |
2016年 | 2307篇 |
2015年 | 233篇 |
2014年 | 121篇 |
2013年 | 329篇 |
2012年 | 666篇 |
2011年 | 2469篇 |
2010年 | 2563篇 |
2009年 | 1522篇 |
2008年 | 1776篇 |
2007年 | 2242篇 |
2006年 | 111篇 |
2005年 | 279篇 |
2004年 | 227篇 |
2003年 | 182篇 |
2002年 | 128篇 |
2001年 | 85篇 |
2000年 | 126篇 |
1999年 | 60篇 |
1998年 | 63篇 |
1997年 | 47篇 |
1996年 | 32篇 |
1994年 | 21篇 |
1993年 | 26篇 |
1992年 | 34篇 |
1991年 | 49篇 |
1990年 | 34篇 |
1989年 | 32篇 |
1988年 | 25篇 |
1987年 | 25篇 |
1986年 | 24篇 |
1985年 | 32篇 |
1984年 | 21篇 |
1983年 | 19篇 |
1982年 | 27篇 |
1981年 | 33篇 |
1980年 | 33篇 |
1979年 | 26篇 |
1978年 | 25篇 |
1975年 | 34篇 |
1974年 | 33篇 |
1973年 | 28篇 |
1972年 | 23篇 |
1971年 | 21篇 |
1968年 | 19篇 |
1967年 | 19篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
81.
John Duncan Hazel Emslie Phyllis Williams Roger Johnson Charles Freer 《Cognitive psychology》1996,30(3):257-303
Basic to the study of individual differences is the concept of “general intelligence” or Spearman'sg.In this article we suggest thatgis largely a reflection of the control functions of the frontal lobe. A series of experiments investigates a phenomenon we callgoal neglect:disregard of a task requirement even though it has been understood and remembered. Subjectively it is as though the neglected requirement “slips the subject's mind.” Previously described in frontal patients, we show that goal neglect can also be seen in some members of the normal population. In line with conventional distinctions between controlled and automatic processing, eliciting conditions for goal neglect include novelty, weak error feedback, and multiple concurrent task requirements. Under these conditions neglect is linked closely togand extremely common after frontal lesions. Following many other models, we suggest that behavior in any task is structured by a set of action constraints or requirements, derived in part from verbal instructions and specified at multiple levels of abstraction. A frontal process of constraint or requirement activation is fundamental to Spearman'sg. 相似文献
82.
Robert N. Johnson 《The Southern journal of philosophy》1996,34(2):147-168
If any action is to be morally good it is not enough that it should conform to the moral law-it must also be done for the sake of the moral law: where this is not so, the conformity is only too contingent and precarious, since the nonmoral ground at work will now and then produce actions which accord with the law, but very often actions which transgress it. 相似文献
83.
BODY IMAGE AND SOCIOCULTURAL NORMS 总被引:2,自引:0,他引:2
Internalization of sociocultural norms about the body has been theorized to be an important factor in fostering body dissatisfaction in women. Some theorists have suggested that a lesbian identity may buffer or immunize lesbians from the damaging effects of society's pressure to be thin by reducing this internalization. This study was designed to test this claim empirically. Questionnaires were completed by 108 lesbians and 115 heterosexual women recruited through snowball sampling. Lesbians felt more fit, reported less negative attitudes toward their lower bodies, and internalized sociocultural norms less than heterosexual women. For all women, internalization of sociocultural norms significantly predicted body attitudes. Lesbians and heterosexual women appear to be similarly exposed to and aware of society's messages, and as such their body attitudes substantially overlap. However, lesbians are buffered from these views in some specific areas. These differences appear to be primarily the result of differential internalization of sociocultural norms. 相似文献
84.
Alan C. Repp Ph.D. Kathryn G. Karsh Ed.D. Jesse W. Johnson Ed.D. Toni VanLaarhoven Ed.D. 《Journal of Behavioral Education》1996,6(2):213-230
In teaching discriminations to persons with retardation, we often presume we will improve acquisition and generalization if we use multiple examples of boththe correct and incorrect stimuli. Two experiments were conducted to test this hypothesis. In the first experiment, 7 persons with moderate retardation learned to discriminate between functional words under two conditions. In one condition, Multiple Example of S- Only,1 example of the correct stimulus (S+) and 10 examples of the incorrect stimulus (S-) were used during acquisition. In the other condition, Multiple Examples of S+ and S-,10 examples of the S+ and 10 examples of the S- were used. Results showed that the condition which presented only a single example of S+ was superior 16 times and inferior 4 times during acquisition, generalization, and maintenance. A second experiment was conducted to (a) replicate the methodology and procedures in Experiment 1 with different participants, (b) determine whether the results were replicable, and (c) obtain efficiency data. Results replicated the findings of the first experiment. The condition which presented only a single example of S+ was superior on measures of (a) trials to criterion, (b) percent correct during acquisition, and (c) minutes to criterion. On measures of generalization, the two conditions were relatively equal. Thus, the condition which presented only a single example of the correct stimulus was more efficient and was just as effective in generalization as the condition which presented multiple examples of both the S+ and S-. These surprising results were discussed in terms of stimulus control, why students performed just as well during generalization when only one example of the S+ was used, why acquisition was also poorer for this condition, and how future studies might address these points. 相似文献
85.
Patti Johnson M.S. John Schuster Ed.D. Jennifer K. Bell M.S. 《Journal of Behavioral Education》1996,6(4):437-458
This study compared the effectiveness and efficiency of simultaneous prompting with and without error correction during daily probe sessions in teaching science vocabulary words. The teacher presented the vocabulary word definitions as instructive feedback during training sessions. Five 16–17 year old students with disabilities participated in an adapted alternating treatments design that evaluated the simultaneous prompting strategy, error correction and instructive feedback. Instruction occurred in a group format using choral responding. The results indicate that (a) all students learned to read the vocabulary words, (b) simultaneous prompting with error correction was slightly more efficient for three of the five subjects in learning the targeted words, and four of the five students made fewer errors in this condition, (c) all students preferred simultaneous prompting with error correction over simultaneous prompting without error correction, (d) words mastered in both conditions generalized equally, (e) there were minimal differences between the two conditions in the collected maintenance data, and (e) students experienced only minimal improvement in their ability to define vocabulary words (instructive feedback). Discussion focuses on issues for further research and implications for instructional practice with simultaneous prompting, error correction and instructive feedback. 相似文献
86.
87.
88.
This paper presents a brief history of the use of internal computer networks, an introduction to networking concepts and topology, and suggestions regarding a possible system for use in a psychology laboratory. Considerations about the design and use of a microcomputer network are discussed. 相似文献
89.
James H. Johnson Ronald A. Giannetti Thomas A. Williams 《Behavior research methods》1978,10(4):579-581
This paper describes a newly available microcomputer system for the on-line administration, scoring, and interpretation of psychological tests. User response to the system is reported. Results of a validity study of the system’s Minnesota Multiphasic Personality Inventory interpretative program are presented. 相似文献
90.
A sample of 45 student subjects provided solution scores for 80 five-letter anagrams. These scores were analysed as a function of solution word imagery, con-creteness, familiarity, objective frequency, age-of-acquisition and associative meaningfulness using multiple regression techniques. Two bigram measures together with number of vowels, nature of starting letter (vowel or consonant), anagram pronounceability and anagram-solution similarity scores were also entered into the regression equations. The bigram measures, the starting letter and anagram-solution similarity emerged as having significant associations with the solution scores. Previous reports of imagery effects in anagram are discussed in the light of the present results. 相似文献