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991.
992.
过去人们基于语言复杂性探讨加减文字题的难度成因,本研究将探讨情境复杂性对问题难度的影响。被试为北京市一城区小学二年级共108名学生(男52,女56),平均年龄8岁4个月。采用2(问题类型:“给”问题和“拿”问题)×2(事件类型:增多事件和减少事件)混合设计。对于“给”问题,增多题中各语句的主语不一致,减少题中一致,对于“拿”问题则相反。根据语言复杂性解释,因为各语句的主语一致有利于加工,“给”问题有减少题加工优势,“拿”问题有增多题加工优势;根据情境复杂性解释,因为减少情境有利于加工,两类问题均有减少题加工优势。实验表明不论“给”问题还是“拿”问题,均有减少题的加工优势,支持情境复杂性解释 相似文献
993.
介绍了研究音乐情感交流的透镜模型和透镜模型等式及其在音乐教育中的应用。透镜模型旨在解释演奏者如何通过多种或然且部分过剩的线索表达情感,听者如何使用这些线索识别演奏者表达的情感。透镜模型等式(LME)将演奏者和听者线索利用的回归模型联系起来。以透镜模型为理论基础,LME为数学基础产生了用于改善音乐演奏中的情感交流的认知反馈法(CFB),即在演奏者演奏结束之后,向演奏者反馈其线索利用与欣赏者的线索利用相比较的结果,以提高演奏者与听者线索利用的一致性 相似文献
994.
加减文字题解决研究概述 总被引:2,自引:0,他引:2
加减文字题指应用加减法运算解答的简单数学应用题。基本类型有合并题、变化题和比较题。人们主要采用四种方法研究解题过程:解答问题、回忆和构造问题、建立计算机模型和眼动记录。过去研究发现语义类型、年龄、难以理解的词句、问题陈述的简约性、题材个人化、问题陈述结构、数量大小、未知集类型和解答问题的方式等因素显著影响解题过程。人们对解题过程提出了两种理论模型,一是数学知识应用模型,一是语言理解模型 相似文献
995.
我国心理学的现状与发展对策 总被引:9,自引:0,他引:9
本文从比较宏观的角度对我国心理学的现状进行了客观的分析。可以看出,中国的心理学在最近20多年中,通过全国心理学家的努力,已经获得了令人瞩目的成绩。同时,也应该看到,在表面繁荣的同时,还存在一些值得重视的问题。为了使我国的心理学能够健康地发展并服务于全面建设小康社会的战略目标,需要从政策导向、资源分配、科学普及和人才培养诸方面做更多的工作。 相似文献
996.
We tested the efficacy of a social skills training program for the parents of school-aged children experiencing socio-emotional
problems. Participating families (N = 42) were randomly assigned to one of three conditions: parent social skills training; parent plus parallel child social
skills training; or no-treatment control. The two treatment groups did not differ on any of the outcome measures. Treatment
was associated with improvements in parent and child social skills knowledge, parent social problem solving, and child emotional
functioning. In follow-up analyses examining mechanisms of change, parental attendance and change in child social skills knowledge
predicted response to treatment. Overall, our results highlight the utility of engaging parents as primary participants in
the treatment of children’s socio-emotional problems and suggest methods for maximizing the impact of such an intervention. 相似文献
997.
Michael Macht Marcia Smith Pasqualini Pille Taba 《Journal of clinical psychology in medical settings》2007,14(2):165-176
Three patients diagnosed with idiopathic Parkinson’s disease (PD) were treated with cognitive-behavioral therapy (CBT): a
43-year-old woman suffering from depression and social anxiety, a 45-year-old man with sexual problems and maladaptive coping
strategies, and a 78-year-old man with freezing of gait. On the basis of functional analyses, interventions were selected,
including cognitive methods, social skills training, paradoxical instructions and strategies to improve management of freezing.
The interventions were related to improved adaptation to motor impairments and better ability to cope with the disease. These
case presentations suggest that CBT can improve quality of life in PD by modifying maladaptive cognitive, emotional and behavioral
reactions to the disease and its symptoms. 相似文献
998.
Line LeBlanc Raymond Swisher Frank Vitaro Richard E. Tremblay 《Social Psychology of Education》2007,10(4):429-442
Using longitudinal and cross-sectional data, the present research sought to identify school social climate predictors of teachers’
perceptions of classroom behavior problems. The social climate and classroom behavior in 107 public and private French speaking
Canadian high schools was evaluated by 1399 teachers. The present analysis is unique in its ability to control for school
differences in the enrollment of students with a history of problem behavior. As hypothesized, between-school variation in
the proportion of students with histories of disruptive problems predicted high school classroom behavior problems. Moreover,
when controlling for these between-school differences, concurrently measured school-level variables (type of school, location
of school, and academic emphasis) are found to be significant predictors of classroom behavior problems. The theoretical and
practical implications of the present findings are examined and recommendations are made for future research. 相似文献
999.
The study focused on stability and prediction of parenting stress experiences over a 6‐year period. Mothers (N=93) who had received a clinical intervention for feeding or sleeping problems during infancy (Time 1; T 1) were followed‐up when the children were 5–10 years old (Time 2; T 2). An age‐ and sex‐of‐child matched normal group was used for comparison of stress levels at T 2. Parenting stress was measured by the Swedish Parenthood Stress Questionnaire, which consists of a general parenting stress scale and sub‐scales tapping different aspects of parenting stress experiences. T 1 predictors were clinical assessments of child problem load, maternal unresponsiveness, and family psychosocial problems. T 2 predictors were mother‐reported concurrent child problem load and psychosocial problems. The individual stability in stress experiences was moderate. Effect sizes indicated that mothers with early clinical contacts had reduced their stress to levels close to those in the normal sample. Parenting stress at T 2 could be predicted from early and from concurrent child and family problems. The results point to the relevance of early clinical assessments and to the importance of a sub‐area approach in parenting stress research, as there were differences between stress sub‐areas regarding both prediction and stability. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献
1000.
Conflicting results on children's understanding of advertising may stem from differences in research methods. Most studies are conducted using interviewing techniques, employing only verbal questioning. In the present study, 136 children of two age groups (7 and 10 years) were first asked what advertising was for and, after responding, shown depictions of possible reasons. The results indicate that although older children are more likely than younger ones to understand that advertising seeks to promote selling, pictorial cues allow a much larger proportion of all children to indicate their understanding than verbal questioning does on its own, with younger children especially showing improvement. Thus, seven‐year‐olds seem to have an implicit understanding of the persuasive intent of advertising that they are unable to articulate in response to investigators' questions. Multiple methods appear to offer a means of evaluating the level of sophistication in children' understanding of advertising. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献