全文获取类型
收费全文 | 3008篇 |
免费 | 206篇 |
国内免费 | 267篇 |
专业分类
3481篇 |
出版年
2024年 | 10篇 |
2023年 | 54篇 |
2022年 | 48篇 |
2021年 | 81篇 |
2020年 | 151篇 |
2019年 | 139篇 |
2018年 | 148篇 |
2017年 | 135篇 |
2016年 | 146篇 |
2015年 | 103篇 |
2014年 | 119篇 |
2013年 | 376篇 |
2012年 | 72篇 |
2011年 | 106篇 |
2010年 | 66篇 |
2009年 | 113篇 |
2008年 | 112篇 |
2007年 | 123篇 |
2006年 | 101篇 |
2005年 | 105篇 |
2004年 | 105篇 |
2003年 | 86篇 |
2002年 | 68篇 |
2001年 | 65篇 |
2000年 | 55篇 |
1999年 | 37篇 |
1998年 | 37篇 |
1997年 | 30篇 |
1996年 | 25篇 |
1995年 | 36篇 |
1994年 | 23篇 |
1992年 | 9篇 |
1991年 | 12篇 |
1990年 | 8篇 |
1989年 | 12篇 |
1988年 | 9篇 |
1987年 | 12篇 |
1985年 | 28篇 |
1984年 | 45篇 |
1983年 | 35篇 |
1982年 | 52篇 |
1981年 | 45篇 |
1980年 | 51篇 |
1979年 | 47篇 |
1978年 | 53篇 |
1977年 | 40篇 |
1976年 | 35篇 |
1975年 | 37篇 |
1974年 | 38篇 |
1973年 | 25篇 |
排序方式: 共有3481条查询结果,搜索用时 15 毫秒
61.
62.
Data from 4035 participants in Project TALENT were analyzed to examine the extent to which known sex differences in achievement held up when early potential for achievement was contolled. Original TALENT data, consisting of information on socioeconomic background, cognitive abilities, and educational and occupational aspirations, were collected in 1960 when members of the study sample were in Grade 9. Follow-up surveys measuring participants' educational and occupational attainment were conducted at 1, 5, and 11 years after the date of participants' expected graduation from high school. Women had higher high school grades and scored higher on a composite of academic ability tests taken in Grade 9 than did men. However, by 11 years after high school, men had acquired more education and were earning more money on the job. Sex differences in realization of achievement potential were found across all socioeconomic levels. At least part of the reason behind women's relative failure to translate potential into achievement may lie in the greater conflict, for women, between the roles of spouse/parent and the roles of student/worker: variables measuring the onset, duration, and extent of family-related commitments were more strongly related to female than to male realization of potential. Sex differences in achievement grew larger between the 5- and 11-year follow-ups as a greater proportion of women in the study sample became wives and mothers. The widening of the sex gap in achievement during this period was particularly pronounced among the subgroup of individuals who were in the top quartile of potential in Grade 9. 相似文献
63.
D.R. Laws 《Behaviour research and therapy》1980,18(3):207-211
A bisexual pedophile was treated for 88 days using a biofeedback procedure which displayed his erection response to sexually deviant stimuli on a closed-circuit television monitor. Told to develop a strategy of self-control using the biofeedback, his response to young boys and girls was treated sequentially in a multiple baseline design. His concurrent response to boys, girls and adult males was evaluated in separate generalization sessions. The treatment was successful in suppressing deviant response while maintaining nondeviant response in strength. Debriefing of the client following treatment revealed that he had used a self-developed technique of covert sensitization to suppress deviant response and had used the biofeedback to confirm and validate this self-control strategy. 相似文献
64.
A potential cause for children's failure to transfer learning strategies was explored in the present study. A self-monitoring process was suggested to be essential for evaluating one's own level of performance and the effectiveness of various mnemonic strategies. Matched on free recall scores in this study's first sort-and-recall phase, first, third, and fifth graders (ages 7, 9, and 11 years, respectively) were assigned to one of three treatment groups or a control group. During Phase II, the treatment groups received instruction in sorting pictures according to semantic similarities in preparation for future recall. In addition, Groups 3 and 4 later received feedback indicating their Phase II improvement in performance. A cause-and-effect relationship between strategy use and enhanced recall was further suggested to Group 4. Among third graders, only those provided with feedback and strategy instruction continued to rely upon the input organization strategy when faced with transfer tasks in Phase III. Both enhanced recall and improved sorting styles were observed for these subjects in Phase III. Some first graders also showed improved sorting styles and improved recall following feedback, while fifth graders showed enhanced recall even without experimenter-provided feedback. Subject's responses to a metamemory interview provided additional support for the hypothesis that the self-monitoring of memory performance is more likely to be part of fifth graders' (than first graders') memory abilities. 相似文献
65.
Michael A. West 《Personality and individual differences》1980,1(2):135-142
A questionnaire survey of people who had learned a technique of meditation was carried out to assess persistence with practice, perceived effects of meditation practice and subjective experiences during meditation. The results suggested that a significant proportion give up meditating (42.9%) and that the subjective experience of meditation was similar to that of the hypnagogic state. Reported effects of meditation were generally physiological and psychological benefits related to relaxation.A personality questionnaire was also distributed and the results suggested that those attracted to meditation are significantly more neurotic and introverted than the general population but that those who continue with meditation are significantly less neurotic than those who give up their practice.These findings are discussed in terms of regression effects and in relation to a theory of personality and arousal. 相似文献
66.
67.
68.
In a study of 105 same-sex twin pairs, ages 7 to 10 years, maternal ratings on 23 bipolar scales yielded six factors designated as compliant morality, applied cognitive, sociability, emotionality, tough-mindedness, and activity-distractibility. Analyses by twin pairs (68 identical, 37 fraternal) indicated that correlations for identical pairs were significantly higher than fraternal pairs on all but one factor: tough-mindedness. Profile analyses for the six factors indicated that the profiles of scores across the factors were more concordant for the identical twin pairs. Correlations obtained from the individual scales produced differences between the identical and fraternal twin pairs as well. Overall, the data suggested that several components and the total organization of those components of personality and temperament are genetically influenced. 相似文献
69.
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
70.
The ability to retain lists of verbal and nonverbalizable items across recurrent recognition tasks was tested in three groups: (1) stroke patients with a left-brain lesion and aphasia, (2) stroke patients with a right-brain lesion and left hemiplegia, and (3) nonneurologically impaired outpatients. As determined with signal detection measures, aphasics were deficient in discriminating words that were to be remembered from those that were not; their recognition of nonverbal visual (geometric art) or auditory (bird calls) patterns, however, was unimpaired. Left hemiplegics showed the opposite pattern. After a long-term interval (<10 min), correct recognition of words was diminished in all groups whereas recognition of visual patterns increased. Both groups of stroke patients adopted material-specific decision criteria which in part accounted for the dissociation of verbal and nonverbal recognition memory by laterality of lesion. Item analysis indicated that aphasics' verbal memory difficulties were affected by acoustic-semantic confusion of list words. 相似文献