全文获取类型
收费全文 | 24100篇 |
免费 | 230篇 |
国内免费 | 11篇 |
出版年
2023年 | 56篇 |
2022年 | 42篇 |
2021年 | 51篇 |
2020年 | 113篇 |
2019年 | 110篇 |
2018年 | 3581篇 |
2017年 | 2925篇 |
2016年 | 2381篇 |
2015年 | 272篇 |
2014年 | 186篇 |
2013年 | 513篇 |
2012年 | 737篇 |
2011年 | 2571篇 |
2010年 | 2619篇 |
2009年 | 1582篇 |
2008年 | 1837篇 |
2007年 | 2312篇 |
2006年 | 168篇 |
2005年 | 328篇 |
2004年 | 271篇 |
2003年 | 205篇 |
2002年 | 169篇 |
2001年 | 116篇 |
2000年 | 103篇 |
1999年 | 63篇 |
1998年 | 56篇 |
1997年 | 53篇 |
1996年 | 41篇 |
1995年 | 39篇 |
1994年 | 43篇 |
1993年 | 30篇 |
1992年 | 49篇 |
1991年 | 45篇 |
1990年 | 36篇 |
1989年 | 33篇 |
1988年 | 40篇 |
1987年 | 29篇 |
1986年 | 33篇 |
1985年 | 42篇 |
1984年 | 27篇 |
1983年 | 25篇 |
1982年 | 23篇 |
1980年 | 21篇 |
1979年 | 31篇 |
1978年 | 39篇 |
1977年 | 27篇 |
1975年 | 27篇 |
1974年 | 28篇 |
1973年 | 28篇 |
1966年 | 22篇 |
排序方式: 共有10000条查询结果,搜索用时 31 毫秒
91.
This study of a sample of working women investigated where positive experiences were derived from in everyday life, focusing on the domains of work and nonwork (leisure). It examined how aspects of the situation, in terms of principal environmental influences in work and leisure, and the person, in terms of locus of control, were associated with positive subjective states and psychological well-being. The study employed questionnaires and also the experience sampling method. The results showed that both work and leisure were important for positive psychological states and that internal locus of control was associated with greater enjoyment, interest, feelings of immediate control, intrinsic motivation, life satisfaction, and affective well-being and a number of principal environmental influences. 相似文献
92.
The philosophy of chemistry has been sadly neglected by most contempory literature in the philosophy of science. This paper argues that this neglect has been unfortunate and that there is much to be learned from paying greater philosophical attention to the set of issues defined by the philosophy of chemistry. The potential contribution of this field to such current topics as reduction, laws, explanation, and supervenience is explored, as are possible applications of insights gained by such study to the philosophy of mind and the philosophy of social science. 相似文献
93.
During the past decade the application of elementary principles of behavior have become a standard in the classroom teacher's repertoire of behavior change strategies. Unfortunately, the application of more advanced principles of behavior derived through basic behavioral research lies as an untapped resource for classroom teachers. Nowhere is this more apparent than in the use of systematic procedures to deliver reinforcers to enhance academic performance. In this paper we provide educators with information on the use of reinforcement schedules in academic settings. Various schedules of reinforcement are presented along with examples of their application in applied settings. 相似文献
94.
Richard A. Young Michele A. Paseluikho Ladislav Valach 《Journal of counseling and development : JCD》1997,76(1):36-44
The role of emotion in the construction of career has not always been clear despite its importance in people's lives and in counseling. Recent conceptualizations suggest that emotion is a complex relational process that is socially constructed. This study illustrates the role of emotion in the construction of career from an action theory perspective. Two parent—adolescent conversations about career from a group of 14 conversations are analysed in detail to demonstrate the ways in which emotions serve to energise action and career and lend context and meaning to the process of constructing career in the family setting. 相似文献
95.
96.
Jörg R. J. Schirra 《Kognitionswissenschaft》1997,6(4):177-195
How can we explain that an assertion on something perceived can be understood in the same manner by somebody who cannot perceive that scene? This problem bases the interest in computational linguistics in how listener modeling could possibly be harmonized with reference semantics. Mental images substituting real perception appear as a way out. The architecture of the listener model has to be adapted to the creation and use of such pictorial data structures. Furthermore, the relation between the latter and a verbal (i. e., propositional) representation must be understood. The resulting architecture of a listener model with reference semantics can be employed to solve communicational problems from three general classes in a better way, as is demonstrated by an example implementation. 相似文献
97.
Effects of learning contexts on implicit and explicit learning 总被引:1,自引:0,他引:1
Yuh-Shiow Lee 《Memory & cognition》1995,23(6):723-734
Two parallel tasks involving rule learning were identified in Experiment 1A and were used to assess implicit and explicit learning. In both tasks, subjects had to input numbers in order to reach the target values of outputs. The relationship between inputs and outputs was either simple (in the simple task) or complex (in the complex task), and the way in which target values were presented could be in the form of either numbers (in the simple task) or lines (in the complex task). Experiment 1B examined the validity of the explicit measure in the complex task. Experiments 2–4 investigated the interaction between learning contexts and the simple/complex learning tasks. Verbalization and instructions to search for the rules facilitated the simple-task learning and hurt or have no effect on the complex-task learning. In the observational-learning condition, no learning occurred for the simple task, and the complex task learning was impaired. These results suggest that the complex task and simple task involve two distinct learning systems. Other implications are also discussed. 相似文献
98.
Michelle Bidaut-Russell Wendy Reich Linda B. Cottler Lee N. Robins Wilson M. Compton Richard E. Mattison 《Journal of abnormal child psychology》1995,23(5):641-659
To identify reasons for discrepancies between parent and child reports of child/adolescents's psychiatric symptoms, parents and adolescents (51 pairs) were asked to guess what the other would answer to questions from the PC-DISC about the adolescent's psychiatric symptoms, and to explain why they expected disagreement when the answer they provided for the other was different from their own. Adolescents' explanations for expecting (1) parental denial of symptoms the adolescent reported were: the parent was unaware of, forgot about, assumed the adolescent could not have, or trivialized the symptom; and (2) parental report of symptoms the adolescent denied were: the parent misread or exaggerated the adolescent's symptom, had too high expectations for the adolescent's behavior, put a negative label on or did not trust the adolescent. Parents' reasons for expecting their children to (1) deny symptoms the parents reported were: the adolescent did not remember how s/he felt, lied, did not recognize or minimized the importance or frequency of the symptom; and (2) report symptoms the parents denied were: the adolescent lied, exaggerated the importance of or interpreted the symptom differently.Support for this work was provided by National Institute of Drug Abuse grant number DA-05585 (Dr. Cottler, P.I.), and National Institute of Mental Health grants numbers MH-31302 (Dr. R. C. Cloninger, P.I.) and MH-17104 (Dr. Cottler, P.I.).Address all correspondence, including reprint requests, to Michelle Bidaut-Russell, Ph.D, MPH, MPE, Department of Psychiatry, Box 8134, Washington University School of Medicine, 4940 Children's Place, St. Louis, Missouri 63110. 相似文献
99.
RESPONSE STYLE AND CROSS-CULTURAL COMPARISONS OF RATING SCALES AMONG EAST ASIAN AND NORTH AMERICAN STUDENTS 总被引:8,自引:0,他引:8
Abstract— This report examines cross-cultural differences in response style regarding the use of rating scales Subjects were high school students 944 from Sendai (Japan), 1,357 from Taipei (Taiwan), 687 from Edmonton and Calgary (Canada), and 2,174 from the Minneapolis metropolitan area and Fairfax County, Virginia Responses to fifty-seven 7-point Likert-type scales were analyzed The Japanese and Chinese students were more likely than the two North American groups to use the midpoint on the scales, the U S subjects were more likely than the other three groups to use the extreme values Within each cultural group, endorsement of individualism was positively related to the use of extreme values and negatively related to the use of the midpoint These small, albeit statistically significant, differences in response styles generally did not alter cross-cultural comparisons of item means. 相似文献
100.