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981.
Ethical guidelines require school psychologists to ensure that their assessment practices are nondiscriminatory, but typical discussions on this topic neglect the possible discriminatory effects of cultural stereotypes on assessment results. Recent research on stereotype threat shows that students' knowledge of stereotype-based negative expectations about their test performance can depress their actual test performance. This paper discusses the range of conditions that promote stereotype threat and identifies important moderators and mediators of the phenomenon. Several practical suggestions are offered for school psychologists to consider when interviewing students, interpreting assessment results, and developing programs to increase schoolwide achievement. 相似文献
982.
983.
Psychophysical studies have identified two distinct limitations of visual attention capacity: processing speed and apprehension span. Using a simple test, these cognitive factors can be analyzed by Bundesen's Theory of Visual Attention (TVA). The method has strong specificity and sensitivity, and measurements are highly reliable. As the method is theoretically founded, it also has high validity. TVA-based assessment has recently been used to investigate a broad range of neuropsychological and neurological conditions. We present the method, including the experimental paradigm and practical guidelines to patient testing, and review existing TVA-based patient studies organized by lesion anatomy. Lesions in three anatomical regions affect visual capacity: The parietal lobes, frontal cortex and basal ganglia, and extrastriate cortex. Visual capacity thus depends on large, bilaterally distributed anatomical networks that include several regions outside the visual system. The two visual capacity parameters are functionally separable, but seem to rely on largely overlapping brain areas. 相似文献
984.
WENCHE ANDERSEN HELLAND EVA BIRINGER TURID HELLAND MIKAEL HEIMANN 《Scandinavian journal of psychology》2009,50(3):287-292
The aim of the present study was to evaluate if the Norwegian adaptation of the Children's Communication Checklist-2 (CCC-2) differentiates between a language impaired and a non-language impaired population and to make a first evaluation of the psychometric qualities of the questionnaire on a Norwegian sample. A total of 153 children aged 6–12 years participated in the study (45 language impaired and 108 non-language impaired). The Norwegian adaptation of the CCC-2 distinguished language impaired from non-language impaired children and thus seems to provide a useful screening tool for communication impairments in Norwegian children. The reliability of the CCC-2 appeared to be reasonable with internal consistency values ranging from 0.73 to 0.89. 相似文献
985.
INGRID WÄNNSTRÖM ULLA PETERSON MARIE ÅSBERG ÅKE NYGREN J. PETTER GUSTAVSSON 《Scandinavian journal of psychology》2009,50(3):231-244
Psychometric properties, particularly predictive validity, of scales in the General Nordic Questionnaire for Psychological and Social Factors at Work (QPSNordic ) were assessed. The analysis is confined to the scales in the QPSNordic, and 24 of the 26 scales are included. A large group of Swedish county council employees ( n = 3,976; response rate = 65%) participated in a study and were given the QPSNordic . Register data for long-term sick leave (>90 days), with diagnosis, were used for predictive analysis. The following main results were obtained: Reliability was generally satisfactory, confirmatory factor analysis indicated good fit, concurrent validity was good, some less often investigated organizational variables predicted sickness absence, and scales were differentially associated with absence due to psychiatric and musculoskeletal disorders. In conclusion, the psychometric testing of the QPSNordic so far suggests that it is a good instrument for assessing health-related factors at work. 相似文献
986.
Ross D. Crosby Stephen A. Wonderlich Scott G. Engel Heather Simonich James E. Mitchell 《Behaviour research and therapy》2009,47(3):181-188
Objective
Negative affect has been purported to play an important role in the etiology and maintenance of bulimic behaviors. The objective of this study was to identify daily mood patterns in the natural environment exhibited by individuals with bulimia nervosa and to examine the relationship between these patterns and bulimic behaviors.Method
One hundred thirty-three women aged 18-55 meeting DSM-IV criteria for bulimia nervosa were recruited through clinical referrals and community advertisements. Ecological momentary assessment was used to collect multiple ratings of negative affect, binge eating and purging each day for a two-week period using palmtop computers. Latent growth mixture modeling was used to identify daily mood patterns.Results
Nine distinct daily mood patterns were identified. The highest rates of binge eating and purging episodes occurred on days characterized by stable high negative affect or increasing negative affect over the course of the day.Conclusions
These findings support the conclusion that negative mood states are intimately tied to bulimic behaviors and may in fact precipitate such behavior. 相似文献987.
记叙文阅读中时间心理表征的建构:动态观还是静态观 总被引:1,自引:0,他引:1
探讨读者在文本阅读中如何通过一系列展开事件的描述建构心理表征。实验一探讨在中间事件持续时间长/短条件下对首尾呼应句阅读时间和对探测词反应时间的影响;结果表明,读者对第一事件信息的获得受中间事件的持续时间长短的影响。实验二探讨当信息储存在长时工作记忆中时能否得出与实验一相一致的结果。结果发现,读者对第一事件信息的获得不受中间事件的持续时间长短的影响。实验三考察当用明确的时间副词来表明持续时间的长短时,连续性的事件是否还存在着时间距离效应。实验结果与实验二的相一致。整个研究结果表明,时间心理表征的建构是动态观还是静态观,主要取决于是否存在时间距离效应。 相似文献
988.
使用单任务研究程序,采用引入提示线索的方法,以产生时距作为反应指标对存在间断的时距估计任务中的间断期望效应和提示线索效应(注意效应)进行系统考察,并对间断时距的效应、产生时距与等待时距的关系问题作出进一步探讨。结果表明,间断位置(等待时距)因素是被试时间判断的主要线索,被试的产生时距随着等待时距的增加而延长。间断实验中表现出极其显著的提示线索效应,此效应既增加了时距估计的变异,又延长了被试的时距估计。无间断实验条件下,被试表现出显著的间断期望效应,被试对间断的期望有损于时间估计。 相似文献
989.
Ke-Hai Yuan 《Psychometrika》2009,74(2):233-256
When data are not missing at random (NMAR), maximum likelihood (ML) procedure will not generate consistent parameter estimates
unless the missing data mechanism is correctly modeled. Understanding NMAR mechanism in a data set would allow one to better
use the ML methodology. A survey or questionnaire may contain many items; certain items may be responsible for NMAR values
in other items. The paper develops statistical procedures to identify the responsible items. By comparing ML estimates (MLE),
statistics are developed to test whether the MLEs are changed when excluding items. The items that cause a significant change
of the MLEs are responsible for the NMAR mechanism. Normal distribution is used for obtaining the MLEs; a sandwich-type covariance
matrix is used to account for distribution violations. The class of nonnormal distributions within which the procedure is
valid is provided. Both saturated and structural models are considered. Effect sizes are also defined and studied. The results
indicate that more missing data in a sample does not necessarily imply more significant test statistics due to smaller effect
sizes. Knowing the true population means and covariances or the parameter values in structural equation models may not make
things easier either.
The research was supported by NSF grant DMS04-37167, the James McKeen Cattell Fund. 相似文献
990.
Marja van den Heuvel-Panhuizen Alexander Robitzsch Adri Treffers Olaf Köller 《Psychometrika》2009,74(2):351-365
This article discusses large-scale assessment of change in student achievement and takes the study by Hickendorff, Heiser,
Van Putten, and Verhelst (2009) as an example. This study compared the achievement of students in the Netherlands in 1997 and 2004 on written division problems.
Based on this comparison, they claim that there is a performance decline in this subdomain of mathematics, and that there
is a move from applying the digit-based long division algorithm to a less accurate way of working without writing down anything.
In our discussion of this study, we address methodological challenges that come in when investigating long-term trends in
student achievements, such as the need for adequate operationalizations, the influence of the time of measurement and the
necessity of the comparability of assessments, the effect of the assessment format, and the importance of inclusion relevant
covariates in item response models. All these issues matter when assessing change in student achievement. 相似文献