全文获取类型
收费全文 | 635篇 |
免费 | 0篇 |
国内免费 | 3篇 |
专业分类
638篇 |
出版年
2023年 | 2篇 |
2022年 | 3篇 |
2020年 | 4篇 |
2019年 | 5篇 |
2018年 | 2篇 |
2017年 | 4篇 |
2016年 | 1篇 |
2015年 | 2篇 |
2014年 | 5篇 |
2013年 | 13篇 |
2009年 | 1篇 |
2008年 | 2篇 |
2007年 | 3篇 |
2006年 | 1篇 |
2005年 | 1篇 |
2004年 | 1篇 |
2003年 | 1篇 |
2002年 | 1篇 |
1999年 | 1篇 |
1997年 | 1篇 |
1994年 | 1篇 |
1985年 | 38篇 |
1984年 | 60篇 |
1983年 | 45篇 |
1982年 | 56篇 |
1981年 | 52篇 |
1980年 | 61篇 |
1979年 | 42篇 |
1978年 | 46篇 |
1977年 | 42篇 |
1976年 | 39篇 |
1975年 | 34篇 |
1974年 | 34篇 |
1973年 | 34篇 |
排序方式: 共有638条查询结果,搜索用时 15 毫秒
101.
102.
Richard W Johnson 《Journal of Vocational Behavior》1974,5(1):125-131
The content of each of the Occupational and Nonoccupational scales on the Strong Vocational Interest Blank for Women (SVIB-W; Form TW398) was described in terms of the categories used for the Basic Interest scales. The number of common items scored on the Occupational or Nonoccupational scales and the Basic scales was cross-tabulated for each pair of scales. A variety of interest factors was represented on each of the Occupational and Nonoccupational scales. Several shortcomings of the SVIB-W (e.g., restricted range of interests represented in item pool, no Occupational scale for “outdoors” occupations, and questionable validity of Diversity scale) were noted. 相似文献
103.
Eva H Shinar 《Journal of Vocational Behavior》1975,7(1):99-111
This study examined the nature of sex stereotypes of occupations as they exist among college students today. The method of eliciting sexual stereotypes of occupations was distinctive in that three types of rating criteria were used, each emphasizing a different aspect of perception, on the basis of which the ratings of occupations as masculine, feminine, or neutral were subsequently made. The results indicate that sexual stereotypes of occupations are clearly defined and held in agreement by both college men and college women. The study yielded information about the mean rating of each of 129 occupations in terms of its masculinity, femininity, and neutrality. 相似文献
104.
Gary G. Briggs 《Acta psychologica》1975,39(3):183-191
A concurrent verbal task was superimposed upon the performance of a practiced bimanual motor skill by right-handed Ss. Addition of the verbal task did not increase the total number of errors; however, a significant interaction between hands and conditions was observed. The right hand made significantly more errors under the verbal condition, while the left hand made non-significantly fewer errors under that condition. These findings were interpreted as supporting an attentional model rather than a model which proposes that addition of the verbal task causes control of the right hand to shift to the non-verbal right hemisphere. 相似文献
105.
Keith Rayner 《Cognitive psychology》1975,7(1):65-81
Skilled readers read passages that were displayed on a Cathode Ray Tube controlled by a computer. The readers' eye movements were monitored and certain critical words were changed by the computer as the eye was in motion. The experimental technique utilized in the study provided data on how wide the area is from which a reader acquires information during a fixation in silent reading. The results also delineate different types of visual information that are acquired from various areas within the perceptual span. It was found that a reader was able to make a semantic interpretation of a word that began 1–6 character spaces from his fixation point. When he fixated 7–12 character spaces prior to a word, he was able to pick up such gross visual characteristics as word shape and initial and final letters. It was concluded that the skilled reader is able to take advantage of information in the periphery. However, the size of the area from which he does is rather small. 相似文献
106.
107.
The ability of preschool children to construct and reconstruct ordered sequences was examined in a series of four experiments. In Expt. 1, the task was to copy, with the model present or absent, the order of items pegged on a clothesline. In Expts. 2–4, the subjects were required to reconstruct ordered series of pictures from memory. In all experiments, the orders were either logical or arbitrary. Reconstruction of an arbitrary series of events is within the problem solving capacity of 4-yr-old children if (a) reconstruction takes place in the presence of the model or follows immediately upon the removal of the model and (b) the original sequence is presented simultaneously. If, however, the lag between viewing and reconstruction is increased and/or the original set is not viewed simultaneously, as a unit, performance declines. The provision of an inherent order to the items within a set, either by introducing a connective narrative, or a depicted logical sequence, is sufficient to maintain that order over time and to provide a unifying cohesion to the items when viewed successively. 相似文献
108.
109.
110.