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981.
Subjects localized a small letter that appeared inside one of three large circles that was either validly or invalidly cued. The results indicated that, although unattended stimuli were localized fairly accurately, attention still improved localization. Moreover, the results revealed a greater dispersion of localization responses along the horizontal axis and also showed that mislocalization of attended peripheral stimuli is biased toward the periphery. 相似文献
982.
As part of the International Self-Identity Research Project, this study explored sources of identity among Turkish adolescents. The interview sample consisted of three male and three female high school students in Ankara, Turkey. The results indicated that social, familial, personal, physical, and moral-ethical dimensions contributed to adolescents' definitions of self, but to different degrees. Social and familial dimensions were very influential and were used as reference points for defining self in other areas. Physical and personal aspects of identity were also apparent, but were not as salient as social and familial dimensions. Patriotism and religion played a role in moral-ethical identity. Overall, self-identity influenced emotional state, cognitive and behavioral functioning, and social relations to a significant degree. 相似文献
983.
Dianne Bertolino-Green Ph.D. Glenn H. Asquith Jr. Ph.D. J. L. Cedarleaf J. Earl Thompson Jr. Sarah F. Speed Rodney J. Hunter Rush Otey Herbert Anderson Rev. James G. Emerson Ph.D. Charles B. Cousar Ph.D. Justo L. González Louis R. Lothman S.T.D. J. Harold Ellens Christie Cozad Neuger Ph.D. C. Benton Kline Jasper N. Keith Jr. Bobbie Wrenn Banks M. Div. John Patton Elizabeth Liebert Jeanne Stevenson Moessner Thomas H. Phillips M.Div. Marie McCarthy Ph.D. Paul J. Johnson III Leslie E. Cole Shirley C. Guthrie 《Pastoral Psychology》1991,39(6):373-431
984.
985.
Letter series and number series tests, consisting of items based on identical rules, were administered in a counterbalanced
design to 58 persons (46 women and 12 men) between the ages of 61 and 88 years to determine their relative efficacy (relative
difficulty and acceptability) as measures of inductive/deductive reasoning ability. Results indicated that letter and number
series tests, in which each item in one has a same-rule counterpart in the other, were not equivalent in regard to their relative
difficulty or popularity among the elderly. The number series test was significantly (p 0001) easier and more popular than
its letter series counterpart. Some of the implications of these findings for assessing reasoning ability in the elderly were
specified. 相似文献
986.
Letter series and number series tests, consisting of items based on identical rules, were administered in a counterbalanced
design to 58 persons (46 women and 12 men) between the ages of 61 and 88 years to determine their relative efficacy (relative
difficulty and acceptability) as measures of inductive/deductive reasoning ability. Results indicated that letter and number
series tests, in which each item in one has a same-rule counterpart in the other, were not equivalent in regard to their relative
difficulty or popularity among the elderly. The number series test was significantly (p 0001) easier and more popular than
its letter series counterpart. Some of the implications of these findings for assessing reasoning ability in the elderly were
specified. 相似文献
987.
Susan J. Wood Jane Y. Murdock Mary E. Cronin Nancy M. Dawson Peggy C. Kirby 《Journal of Behavioral Education》1998,8(2):263-279
The purposes of this study were to evaluate the effects of self-monitoring on increasing the on-task behaviors of four at-risk middle school students, and to examine its indirect effects on academic performance. Additionally, we attempted to develop and validate cost- and time-efficient procedures that typical classroom teachers could use. The data from a multiple baseline design across three academic settings, replicated with four students, revealed immediate increases in on-task behavior as each student began to self-monitor in each sequential setting. The data also revealed slightly higher levels of academic performance and, in most instances, gradually accelerating trends. These findings suggest that self-monitoring is a cost- and time-efficient procedure that classroom teachers can use to teach at-risk students to manage their own behaviors. 相似文献
988.
989.
The main goal of the present study was to determine whether observation of an unskilled model learning a timing task enables the observer to develop a cognitive representation of the task similar to the one acquired through physical practice (Adams, 1986; Bandura, 1977; Lee & White, 1990). To reach that goal, we tested whether a contextual interference effect would be obtained in a retention test of subjects who had observed an individual practicing three variations of a timing task under a random or a blocked schedule of practice. Similar patterns of results in an immediate retention test were found following observation and physical practice. This suggests that observation indeed engaged the observers in the same type of cognitive activities as did physical practice. Moreover, a schedule of practice made up of 100% physical practice led to improved learning compared with a schedule of practice made up of 50% observation followed by 50% physical practice. This suggests that learning is enhanced more by numerous implementations of a motor program than by its mere construction or retrieval. 相似文献
990.
Summary We recall how Hasbroucq and Guiard (1991) defined stimulus (S) congruity, the SS-correspondence factor they demonstrated to account for both the Simon effect and the Hedge and Marsh effect, and how they explained the mechanisms that bring S congruity into play in the verbal and nonverbal versions of the Simon task and in the Hedge and Marsh task. We show that, contrary to O'Leary, Barber, and Simon's claim, Hasbroucq and Guiard used a consistent definition of S congruity across the various tasks of interest. Finally, we recognize that Hasbroucq and Guiard's experiments produced no direct falsification of the display control arrangement correspondence (DCC) hypothesis — the special-purpose hypothesis put forward by Simon and his group as an attempt to reconcile the Hedge and Marsh effect with their interpretation of the Simon effect in terms of irrelevant spatial SR correspondence —, but we argue that the DCC account is unnecessary and implausible. 相似文献