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141.
Although concrete nouns are generally agreed to have shared core conceptual representations across languages in bilinguals, it has been proposed that abstract nouns have separate representations or share fewer semantic components. Conceptual repetition priming methodology was used to evaluate whether translation equivalents of abstract nouns have shared conceptual representations and compare the degree of conceptual overlap for concrete and abstract nouns. Here 72 Spanish-English bilinguals made concrete-abstract decisions on English and Spanish nouns. Both concrete and abstract nouns elicited substantial between-language priming and these effects were of equivalent size, indicating that translation equivalents of both concrete and abstract nouns have shared conceptual representations and that abstract words do not share fewer components. The between-language priming effects and their attenuation relative to within-language priming indicate that the within-language effect is based on facilitation of both word comprehension and semantic decision processes. 相似文献
142.
Owens KM Marvin ML Gelehrter TD Ruffin MT Uhlmann WR 《Journal of genetic counseling》2011,20(5):510-525
This study examined medical students’ and house officers’ opinions about the Surgeon General’s “My Family Health Portrait”
(MFHP) tool. Participants used the tool and were surveyed about tool mechanics, potential clinical uses, and barriers. None
of the 97 participants had previously used this tool. The average time to enter a family history was 15 min (range 3 to 45 min).
Participants agreed or strongly agreed that the MFHP tool is understandable (98%), easy to use (93%), and suitable for general
public use (84%). Sixty-seven percent would encourage their patients to use the tool; 39% would ensure staff assistance. Participants
would use the tool to identify patients at increased risk for disease (86%), record family history in the medical chart (84%),
recommend preventive health behaviors (80%), and refer to genetics services (72%). Concerns about use of the tool included
patient access, information accuracy, technical challenges, and the need for physician education on interpreting family history
information. 相似文献
143.
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145.
Aim. This study examined whether teachers’ use of fear appeals in the classroom, attempts to motivate students to perform well in high‐stakes examinations by highlighting the educational, and/or occupational consequences of failure did indeed motivate students or whether it contributed to an increase in worry, anxiety, and fear of failure. Sample. A total of 132 secondary school students. Method. Self‐report data were collected for teachers’ use of fear appeals, test anxiety, and achievement goals in the context of Mathematics at the end of Years 10 and 11, the final 2 years of compulsory schooling. Results. The frequency with which teachers were reported to make fear appeals was unrelated to future test anxiety and achievement goals. When fear appeals were perceived to be threatening, however, they were related to an increase in the worry and tension components of test anxiety and increases in performance‐avoidance and mastery‐approach goals. Conclusion. Fear appeals appear to have competing positive and negative outcomes, resulting in both anxiety and a fear of failure, and a mastery‐approach goal. 相似文献
146.
147.
Drawing from an interactionist approach and feedback research, we examine the role of developmental feedback and proactive personality on newcomer task performance and helping behavior. Data were collected from 2 high-tech joint-ventures within the information technology and manufacturing industries located in Shanghai, China. Results based on 151 newcomer-manager dyads showed that supervisor developmental feedback (SDF) positively related to newcomer helping behavior and that SDF and coworker developmental feedback interactively predicted newcomer task performance. We also found differential moderating effects of proactive personality: SDF more strongly related to helping behavior when proactive personality was lower; conversely, coworker developmental feedback more strongly related to helping behavior when proactive personality was higher. 相似文献
148.
Rispoli M O'Reilly M Lang R Machalicek W Davis T Lancioni G Sigafoos J 《Journal of applied behavior analysis》2011,44(1):187-192
The current study examined the effects of motivating operations on problem behavior and academic engagement for 2 students with autism. Classroom sessions were preceded by periods in which the participants had access or no access to the items functionally related to their problem behavior. Results suggested that presession access may result in lower levels of problem behavior and higher levels of academic engagement during classroom instruction. 相似文献
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150.
Wendy S. Parker 《国际科学哲学研究》2008,22(2):165-183
Allan Franklin has identified a number of strategies that scientists use to build confidence in experimental results. This paper shows that Franklin’s strategies have direct analogues in the context of computer simulation and then suggests that one of his strategies—the so‐called ‘Sherlock Holmes’ strategy—deserves a privileged place within the epistemologies of experiment and simulation. In particular, it is argued that while the successful application of even several of Franklin’s other strategies (or their analogues in simulation) may not be sufficient for justified belief in results, the successful application of a slightly elaborated version of the Sherlock Holmes strategy is sufficient. 相似文献