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81.
82.
Progesterone induced high levels of female lordotic behavior in 10 of 17 intact, estrogen-primed male rats when it was applied directly to the medial preoptic-anterior hypothalamic area. All 17 males previously had shown lordosis when the serotonergic antagonist methysergide was applied to the same central sites. Few males responded to systemic progesterone and none to intracralial cholesterol. Intradiencephalic Metycaine, a local anesthetic, induced lordosis in eight male that previously had responded to central progesterone. These data indicate that estrogen and progesterone act synergistically to induce lordosis in male rats when progesterone is administered directly to sensitive brain sites.  相似文献   
83.
This study investigated whether some types of disfluency are perceived as more severe than others and if listener groups differ in their perception of severity for some disfluency types. Three normal speaking children were trained to produce eight types of disfluency and one sample of fluency. The experimental tape, consisting of three examples for each of the eight disfluency types and of fluency, was presented auditorily to 40 judges divided into four groups of 10 each: parents of stutterers, parents of nonstutterers, speech clinicians, and elementary school teachers. The judges rated the disfluency and fluency on a 15-point severity continuum, divided into four nominal categories of Fluent, Normal Disfluency, Mild Stuttering, Moderate Stuttering, and Severe Stuttering. Results showed that although listener groups did not significantly differ in their severity ratings, the specific types of disfluency did differ significantly. The type of disfluency emitted by a speaker is apparently more salient in perceiving and judging disfluency than the type of listener making the judgment.  相似文献   
84.
Two experiments were conducted to examine laterality differences and practice effects under various central backward masking conditions. Critical stimulus onset asynchrony (SOA) was determined for subjects on 3 consecutive days using single letters as target stimuli (TS) and a pattern masking stimulus (MS). There was a right visual field (RVF) advantage on Day 1 but no difference between the visual fields on following days. The decline in the RVF advantage appeared to be dependent upon prior experience with laterally located letters, to be independent of initial experience with a particular set of letters, and to be more pronounced for females than for males. In addition, large improvements in performance were found, particularly between the first and second testing sessions. These practice effects were discussed in terms of the possible development of strategies for enhancing TS features or attenuating MS features.  相似文献   
85.
Re:Views     
Adventures in Therapy Part I: Actualizing Therapy: Foundations for a Scientific Ethic. Everett L. Shostrom, Lila Knapp, and Robert Knapp. Adventures in Therapy Part I: Handbook for the Personal Orientation Inventory. Robert Knapp. Adventures in Therapy Part I: Individual Psychology in Counseling and Education, Parts I and II , (Distinguished Contributors to Psychology series). Adventures in Therapy Part I: Psychotherapy: The Hazardous Cure. Dorothy Tennov. Adventures in Therapy Part I: R. D. Laing: The Man and His Ideas. Richard I. Evans. Adventures in Therapy Part I: Four Psychologies Applied to Education: Freudian, Behavioral, Humanistic, Transpersonal. Thomas B. Roberts, Editor. Adventures in Therapy Part I: A Complete Guide to Therapy From Psychoanalysis to Behavior Modification. Joel Kovel. Adventures in Therapy Part I: Evaluation of Psychological Therapies—Psychotherapies, Behavior Therapies, Drug Therapies and Their Interactions. Robert L. Spitzer & Donald F. Klein, Editors. Adventures in Therapy Part I: Primer for the Nonmedical Psychotherapist. Joyce A. Bockar. Adventures in Therapy Part I: Cognitive Therapy and the Emotional Disorders. Aaron T. Beck. Adventures in Therapy Part I: Biofeedback Applications in Counseling and Education. David G. Danskin and Timothy J. Lowenstein.  相似文献   
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Two experiments investigated home-based reinforcement contingencies to control excessive behavior in normal classrooms. Subjects were, respectively, a 12-yr-old fifth-grade boy and a 9-yr-old fourth-grade boy, each in a separate classroom and with a different teacher. Following baseline observations in which observers recorded several categories of student behavior and teacher-student interaction, separate conferences were held including parents of the two children, the principal, teachers, and experimenters. A daily report-card procedure was agreed on, stipulating a one-day suspension from school following three successive “undesirable” daily report cards as well as the supervision of home-based privileges and other reinforcers usually contingent on satisfactory daily reports. Measurements of daily rates of teacher attention indicated no important change in this variable throughout the various experimental conditions. The daily report procedure significantly reduced disruptive classroom behavior. In a second experiment, a teacher-operated timer cued her own time-sample observations. Reliability measures revealed that the teacher could accurately measure the child's behavior while she was teaching the class. The procedure was ultimately successfully expanded to the teacher's total contact hours each day.  相似文献   
89.
In Experiment 1, rats were given a 1-pellet reward for 48 preshift trials. During a subsequent 20-trial postshift phase, one group was shifted to a 12-pellet reward on Trial 1, a second was shifted on Trial 11, and a third was given 1 more pellet each trial and then 12 pellets for the last 10 trials. The speeds of all three groups increased to a level above that of a control group given a 12-pellet food reward throughout training (positive contrast). In experiment 2, rats were shifted from 1 to 12 pellets either gradually or abruptly following either abbreviated training (9 trials) or extended training (20 trials). One group of control subjects received 12 pellets throughout training. The results revealed a positive contrast effect for gradually shifted subjects following extended training but not following abbreviated training. The abrupt shift procedure produced positive contrast following abbreviated training but only a marginal effect following extended training. These results indicate that, contingent upon the amount of preshift training, either gradual or abrupt reward increases may produce positive contrast.  相似文献   
90.
An attempt was made to reproduce and extend previously reported data suggesting the operation of sex-related bias in clinicians' attributions of parental involvement in children's psychopathologies. More and less sex-role traditional male and female family-oriented practitioners were shown contrived profiles in which a boy or girl was described as masculine or feminine role-deficient, and apportioned maternal versus paternal blame, treatment focus, adjunctive therapy need, and likelihood of sabotage. As in the previous study, mothers were implicated slightly more than fathers and also were viewed as requiring relatively greater therapeutic attention by female than by male clinicians. However, several earlier findings were not replicated. Overall, the results offer only marginal support for the notion of sex-related practitioner bias.  相似文献   
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