全文获取类型
收费全文 | 821篇 |
免费 | 46篇 |
国内免费 | 26篇 |
出版年
2023年 | 10篇 |
2022年 | 13篇 |
2021年 | 17篇 |
2020年 | 20篇 |
2019年 | 25篇 |
2018年 | 30篇 |
2017年 | 27篇 |
2016年 | 26篇 |
2015年 | 23篇 |
2014年 | 18篇 |
2013年 | 140篇 |
2012年 | 35篇 |
2011年 | 45篇 |
2010年 | 25篇 |
2009年 | 20篇 |
2008年 | 31篇 |
2007年 | 44篇 |
2006年 | 20篇 |
2005年 | 34篇 |
2004年 | 27篇 |
2003年 | 18篇 |
2002年 | 18篇 |
2001年 | 24篇 |
2000年 | 33篇 |
1999年 | 8篇 |
1998年 | 8篇 |
1997年 | 10篇 |
1996年 | 4篇 |
1995年 | 6篇 |
1994年 | 5篇 |
1992年 | 9篇 |
1991年 | 11篇 |
1990年 | 9篇 |
1989年 | 8篇 |
1987年 | 4篇 |
1986年 | 5篇 |
1985年 | 6篇 |
1984年 | 3篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1979年 | 7篇 |
1976年 | 6篇 |
1975年 | 4篇 |
1974年 | 7篇 |
1973年 | 3篇 |
1972年 | 9篇 |
1971年 | 3篇 |
1969年 | 4篇 |
1966年 | 4篇 |
1959年 | 2篇 |
排序方式: 共有893条查询结果,搜索用时 46 毫秒
141.
142.
143.
Woon Chia Liu C. K. John Wang Oon Seng Tan Jessie Ee Caroline Koh 《The British journal of educational psychology》2009,79(1):87-106
Background The project work (PW) initiative was launched in 2000 by the Ministry of Education, Singapore, to encourage application of knowledge across disciplines, and to develop thinking, communication, collaboration, and metacognitive skills. Although PW has been introduced for a few years, few studies have examined the motivation of students in PW, especially with the use of the recently proposed 2 × 2 achievement goal framework. Aim To use a cluster analytic approach to identify students' achievement goal profiles at an intra‐individual level, and to examine their links to various psychological characteristics and perceived outcomes in PW. Sample Participants were 491 Secondary 2 students (mean age=13.78, SD = 0.77) from two government coeducational schools. Method Cluster analysis was performed to identify distinct subgroups of students with similar achievement goal profiles. One‐way MANOVAs, followed by post hoc Tukey HSD tests for pairwise comparisons were used to determine whether there was any significant difference amongst clusters in terms of the psychological characteristics and perceived outcomes in PW. Results Four distinct clusters of students were identified. The cluster with high achievement goals and the cluster with moderately high goals had the most positive psychological characteristics and perceived outcomes. In contrast, the cluster with very low scores for all four achievement goals had the most maladaptive profile. Conclusio The study provides support for the 2 × 2 achievement goal framework, and demonstrates that multiple goals can operate simultaneously. However, it highlights the need for cross‐cultural studies to look into the approach–avoidance dimension in the 2 × 2 achievement goal framework. 相似文献
144.
145.
146.
In two experiments, we examined the effect of output order in immediate serial recall (ISR). In Experiment 1, three groups of participants saw lists of eight words and wrote down the words in the rows corresponding to their serial positions in an eight-row response grid. One group was precued to respond in forward order, a second group was precued to respond in any order, and a third group was postcued for response order. There were significant effects of output order, but not of cue type. Relative to the forward output order, the free output order led to enhanced recency and diminished primacy, with superior performance for words output early in recall. These results were replicated in Experiment 2 using six-item lists, which further suggests that output order plays an important role in the primacy effect in ISR and that the recency items are most highly accessible at recall. 相似文献
147.
Tan L Grace RC Holland S McLean AP 《Journal of experimental psychology. Animal behavior processes》2007,33(4):409-427
Pigeons were trained to match the number of responses made during a production phase to the number of keylight flashes (2, 4, or 6) in a previous sample phase. In Experiment 1, there were 2 conditions in which the flashes were programmed to occur at a constant rate or within a constant overall duration. For both conditions, although accuracy was relatively low, responding increased linearly with flash number and coefficients of variation decreased. Positive transfer to novel numbers was obtained only when test and baseline trials had the same temporal organization, but multiple regressions revealed significant control by number independently of temporal cues. In Experiment 2, flashes were programmed to occur pseudorandomly to degrade the validity of temporal cues. Results were similar to in Experiment 1. A prototype response class model accounted for the major features of the data. According to the model, responses during the production phase are shaped into higher order units that are associated with different stimulus numbers and function as a rough category scale of numerosity. 相似文献
148.
Two studies assessed the relationships between perceived similarity to the college student prototype and academic outcomes. In Study 1, students' similarity to the prototypical good student and their levels of depressed mood were assessed. A year later, students high in depressed mood who did not see themselves as similar to the good student prototype did worse academically. In Study 2, students' perceived favorability and similarity to the prototypical student at their university were assessed along with their levels of neuroticism. Enrollment at their university was then tracked for 5 semesters. Students high in neuroticism who perceived the typical student as both favorable and dissimilar to themselves were less likely to stay enrolled. These findings highlight the importance of perceived dissimilarity in prototype perception, particularly among those high in negative affect. 相似文献
149.
比较了高强迫症状(High obsessive compulsive symptom, HOC)和低强迫症状(Low obsessive compulsive symptom, LOC)被试对于不同类型词语(强迫症敏感词、情绪词和中性词)再认成绩和记忆信心的差异。结果发现,HOC组记忆保存量显著低于LOC组(p<0.05),表明HOC组对强迫症敏感词存在一定的偏好;通过对被试反应信心的检测和信号侦察论的应用,发现HOC组对中性词再认正误的判断觉察能力(d’值)低于LOC组(边缘显著:p=0.054);在正确反应信心上,被试类型和词语类型间存在交互作用,F(1,22)=4.60,p<0.05。本研究认为HOC组辨别能力的缺损可能导致其记忆信心方面的降低,这种假设还需要进一步的认知和脑功能研究来证实。 相似文献
150.