全文获取类型
收费全文 | 1456篇 |
免费 | 128篇 |
国内免费 | 89篇 |
出版年
2024年 | 4篇 |
2023年 | 32篇 |
2022年 | 30篇 |
2021年 | 54篇 |
2020年 | 78篇 |
2019年 | 103篇 |
2018年 | 77篇 |
2017年 | 83篇 |
2016年 | 77篇 |
2015年 | 48篇 |
2014年 | 86篇 |
2013年 | 194篇 |
2012年 | 31篇 |
2011年 | 51篇 |
2010年 | 27篇 |
2009年 | 40篇 |
2008年 | 49篇 |
2007年 | 47篇 |
2006年 | 42篇 |
2005年 | 41篇 |
2004年 | 28篇 |
2003年 | 27篇 |
2002年 | 23篇 |
2001年 | 17篇 |
2000年 | 11篇 |
1999年 | 15篇 |
1998年 | 11篇 |
1997年 | 5篇 |
1996年 | 5篇 |
1995年 | 8篇 |
1994年 | 8篇 |
1993年 | 5篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 24篇 |
1984年 | 20篇 |
1983年 | 17篇 |
1982年 | 28篇 |
1981年 | 30篇 |
1980年 | 28篇 |
1979年 | 25篇 |
1978年 | 30篇 |
1977年 | 26篇 |
1976年 | 31篇 |
1975年 | 21篇 |
1974年 | 17篇 |
1973年 | 10篇 |
排序方式: 共有1673条查询结果,搜索用时 15 毫秒
31.
Experiments 1 and 2 examined the effects of various durations of lickcontingent delays of reinforcement on the development of schedule-induced polydipsia. Food was provided every 1 min in the absence of licking. Delays of 1 min or more effectively disrupted the development of the licking behavior. In Experiments 3 and 4 a lick-contingent stimulus was provided in addition to the delay of food delivery. A light, which was turned on by a lick and turned off by food, greatly enhanced the development of polydipsia under delays that had previously prevented such development. A tone proved less effective than the light in promoting the development of polydipsia. Adventitious reinforcement and conditioned punishment explanations of these results were considered. A distinction was drawn between the mechanism responsible for the development of schedule-induced behavior and that responsible for its maintenance. 相似文献
32.
Children ranging in age from 3 to 12 tapped on a morse key with their index finger as fast as possible. After a control test, they concurrently tapped and recited a nursery rhyme, recited animal names, and memorized shapes. Previous results suggested that more interference in a motor task results from attempting at the same time to perform another task controlled by the same, than by a different, hemisphere. Right-handed tapping and talking both used left hemisphere space; left-handed tapping and talking were controlled by different hemispheres. Relative to silent tapping concurrent talking caused a greater drop in right-hand tapping rate than in left-hand tapping rate in both the rhyme and animal conditions. Interference by shape memorizing was equal across hands. The differential effect of speaking on right-hand preference indicates the left lateralization of speech output control. The size of this effect did not vary with increasing grade level. The findings support the view that speech output control is fully lateralized at least by age 3 years. 相似文献
33.
A study of object naming in 202 children, aged 5–11 years, demonstrated that varying the stimulus context affected the level of response accuracy. From age 6 to 10, completing a sentence with a noun (auditory) yielded the lowest error scores, naming objects upon hearing a definition (also auditory) produced most errors, while responding with names to pictured objects was of intermediate difficulty. This is the same order of object naming difficulty found in adult aphasic patients. Children older than 10 do not appear to be affected by stimulus context in their object naming. Results are discussed in terms of the relative syntactic difficulty of the two auditory conditions, the unexpected sex differences, and the “aphaseoid” naming errors of children. 相似文献
34.
35.
36.
The “factor” analyses published by Schultz, Kaye, and Hoyer (1980) confused component and factor analysis and led in this case as in many others to unwarranted conclusions. They used component analysis to develop factor models that were subjected to restricted (confirmatory) maximum likelihood analysis, but the final models for which good fits with the observed correlations were obtained were not common factor models. They were, however, discussed as such and conclusions drawn accordingly. When their correlation matrices are analyzed by the principal factors method, two factors are sufficient to account for the intercorrelations. These two factors generally support the a priori expectation of a difference between intelligence tasks and spontaneous flexibility tasks. They are also quite similar in younger and older subjects, when similarity is judged in terms of factor pattern. Factor loadings for the younger subjects, however, are much smaller than expectations based on the respective ranges of talent in the two groups of subjects or on past experience with similar tests in undergraduate student populations. 相似文献
37.
A sample of 77 subjects responded to a questionnaire designed to collect information about their perceptions of the role of school psychologists. The results indicate that overall the respondents had a fairly accurate sense of what a school psychologist does, although they overestimated the importance of psychotherapy as one of the school psychologist's functions. It is recommended that school psychologists more clearly specify their function when dealing with members of the general public. 相似文献
38.
Susan G. Forman 《Journal of School Psychology》1981,19(3):233-241
School psychologists participated in a cognitive-behavioral stress-management training program. The data showed decreases in self-reported anxiety and increases in job satisfaction of school psychologists as a result of the training. In addition, teacher satisfaction with school psychological services increased after participation in teacher inservice workshops generated as a result of training the school psychologists. 相似文献
39.
A three-stage model of the relationships among achievement outcomes, outcome-related affect, attribution, and emotion is tested in two studies. It is suggested that success and failure elicit positive and negative affective states due to prior conditioning. These affective states then lead to an attribution process that serves to defend and enhance self-esteem. Next, emotional labels are chosen that are consistent with the affective states and the attributions. Two studies were designed to test the proposed relationships among achievement outcomes, affective states, and attributions. In the first study, subjects received information indicating that they were strongly or mildly aroused as a result of receiving outcome feedback on an achievement task. The results indicated that low arousal reduced egotistical attributions to internal factors. In the second study, subjects either succeeded or failed on an achievement task. Half of the subjects were provided with an opportunity to misattribute the arousal elicited by their outcomes to an irrelevant source. Subjects in the misattribution condition made less egotistical attributions to external factors than subjects who were given no opportunity to misattribute their arousal. The results of both studies suggest that outcome-related affect mediates the relationship between outcomes and attributions in achievement situations. 相似文献
40.
Sik-Yum Lee 《Psychometrika》1981,46(2):153-160
Confirmatory factor analysis is considered from a Bayesian viewpoint, in which prior information on parameter is incorporated in the analysis. An iterative algorithm is developed to obtain the Bayes estimates. A numerical example based on longitudinal data is presented. A simulation study is designed to compare the Bayesian approach with the maximum likelihood method.Computer facilities were provided by the Computer Services Center, The Chinese University of Hong Kong. 相似文献