全文获取类型
收费全文 | 3094篇 |
免费 | 526篇 |
国内免费 | 299篇 |
出版年
2024年 | 4篇 |
2023年 | 53篇 |
2022年 | 69篇 |
2021年 | 105篇 |
2020年 | 184篇 |
2019年 | 182篇 |
2018年 | 177篇 |
2017年 | 198篇 |
2016年 | 186篇 |
2015年 | 162篇 |
2014年 | 162篇 |
2013年 | 611篇 |
2012年 | 94篇 |
2011年 | 150篇 |
2010年 | 98篇 |
2009年 | 131篇 |
2008年 | 131篇 |
2007年 | 141篇 |
2006年 | 125篇 |
2005年 | 98篇 |
2004年 | 94篇 |
2003年 | 67篇 |
2002年 | 61篇 |
2001年 | 44篇 |
2000年 | 46篇 |
1999年 | 35篇 |
1998年 | 40篇 |
1997年 | 30篇 |
1996年 | 25篇 |
1995年 | 33篇 |
1994年 | 34篇 |
1993年 | 28篇 |
1992年 | 22篇 |
1991年 | 17篇 |
1990年 | 10篇 |
1989年 | 21篇 |
1988年 | 13篇 |
1987年 | 12篇 |
1986年 | 20篇 |
1985年 | 21篇 |
1984年 | 16篇 |
1983年 | 14篇 |
1982年 | 15篇 |
1981年 | 16篇 |
1980年 | 17篇 |
1979年 | 21篇 |
1978年 | 21篇 |
1977年 | 33篇 |
1976年 | 18篇 |
1975年 | 14篇 |
排序方式: 共有3919条查询结果,搜索用时 15 毫秒
991.
Promoting Generalization of Oral Reading Fluency: Providing Drill versus Practice Opportunities 总被引:3,自引:3,他引:0
Extensive evidence exists demonstrating the benefits of repeated readings (RR) interventions at increasing students’ fluency
on intervention passages. Few studies however have examined the extent to which repeatedly reading one passage improves students’
reading fluency on similar passages. Using an alternating treatment design, we examined the extent to which two interventions
resulted in improvements in students’ fluency on generalization passages. While both interventions incorporated RR, one intervention
involved students reading one passage four times and the other involved students reading two similar passages each twice.
Intervention effects were evaluated by having students read a generalization passage prior to and following intervention implementation.
Results indicate that both interventions were effective in increasing students reading fluency on generalization passages.
For 3 participants the RR intervention produced greater gains in fluency on the generalization passages, while data for the
remaining 3 participants are inconclusive. Implications of these findings for practice and for better understanding application
of the instructional hierarchy to the development of reading interventions are discussed.
相似文献
Scott P. ArdoinEmail: |
992.
Ormond KE Iris M Banuvar S Minogue J Annas GJ Elias S 《Journal of genetic counseling》2007,16(4):539-550
The recent increased number of conditions for which patients can undergo genetic carrier testing raises the question of how
best to obtain pre-test informed consent. Clinical approaches vary from a minimalist model to a model where patients are given
detailed information about all conditions to be screened for. Few data exist as to patient preferences, or how information
impacts decision-making. Eight high-literacy focus groups were conducted to assess the knowledge and preferences of pregnant
patients and their male partners. Most groups indicated that some balance between details and brevity was optimal, recognizing
that anxiety can occur when patients are provided with too much information and that the wide range of tests offered during
pregnancy often led to confusion. Critical areas for the informed consent process included (1) details about the conditions
and risk of being a carrier, (2) logistics of testing, (3) next steps if the test is positive, and (4) prognosis, options
and resources if the child were to be affected with a disorder. It will be useful to develop model consent programs and prospectively
assess their impact on informed consent and patient satisfaction, both when positive and negative results are received. 相似文献
993.
Scott W. Plunkett Carolyn S. Henry Linda C. Robinson Andrew Behnke Pedro C. FalconIII 《Journal of child and family studies》2007,16(6):760-772
Using symbolic interaction, we developed a research model that proposed adolescent perceptions of parental support and psychological
control would be related to adolescent depressed mood directly and indirectly through self-esteem. We tested the model using
self-report questionnaire data from 161 adolescents living with both of their biological parents. To examine possible gender
of adolescent differences, we tested two multigroup models separately for adolescents’ perceptions of mothers’ and fathers’
parental behaviors. Both the fathers’ and mothers’ models yielded (a) direct paths from self-esteem to depressed mood (for
boys and girls), psychological control to depressed mood (for boys) and (b) an indirect path from support to self-esteem to
depressed mood (for girls and boys) and an indirect path from psychological control to self-esteem to depressed mood (for
girls). In addition, in the fathers’ model a significant direct path was found between fathers’ support and depressed mood
(for girls). 相似文献
994.
Karri Bonner Verno Stanley H. Cohen Julie Hicks Patrick 《Journal of Adult Development》2007,14(1-2):1-5
This study investigated how spirituality as a positive life theme might be related to one’s unique style of cognitive processing.
Study participants included 80 individuals; 40 older adults and 40 younger adults. Word recall and recognition tasks assessed
memory for positive, negative, neutral, and religious words. Results indicated that spirituality does not appear to be related
to cognitive bias, but that words with either positive, negative, neutral, or religious connotations are recalled and recognized
at different rates. 相似文献
995.
Current parent–adolescent behavioral interaction research highlights the importance of three elements of behavior in defining
adaptive interactions: autonomy, control, and warmth vs. hostility. However, this research has largely addressed the developmental
needs and psychosocial outcomes of adolescents, as opposed to parents, with a focus on how parent and adolescent behaviors
influence adolescent adaptation. This paper utilizes both adolescent and mid-life developmental research, as well as parent–adolescent
interaction research, to introduce a model for conceptualizing parent–adolescent interactions as a transactional process in
which both parental and adolescent development are considered. Further, ideas are presented describing how adaptive parent–adolescent
interactions may change across adolescence. The concept of collaboration is proposed as a conceptual tool for assessing one
form of adaptive parent–adolescent interactions. The structural analysis of social behavior (SASB) is presented as a model
for studying the complex reciprocal processes that occur in parent–adolescent interpersonal processes. 相似文献
996.
近年来,反应时分布分析方法被应用于冲突控制研究领域,以弥补只计算平均反应时和错误率的不足。所谓delta指的是不一致条件与一致条件反应时之差,即冲突效应量。冲突效应量随反应时间的变化图称为delta图。与该分析方法相应的理论模型包括双通路模型和激活-抑制模型。本文介绍了delta图分析的具体方法及其与冲突控制理论模型的关系,然后列举了有关的研究例证,并强调了其优缺点与适用范围 相似文献
997.
通过抑制组和控制组之间性别刻板印象的IAT的结果对比进行实验。研究表明:抑制策略的干预效果相当的明显,刻板印象的内隐效应在明显地减弱;在性别刻板印象上存在内隐效应,而且没有性别差异;内隐刻板印象是根深蒂固的,在内隐的和无意识的水平上抑制无法完全消除刻板印象;我们设计的性别刻板印象的IAT是可行的;要彻底消除刻板印象,改变社会本身、改变文化环境也许是一个最艰苦和最好的办法。 相似文献
998.
999.
Peter A. Creed Elizabeth G. Conlon Melanie J. Zimmer-Gembeck 《Journal of Vocational Behavior》2007,70(2):242-258
Data were obtained from 176 Year 7 children (mean age = 12.2 years) on career status aspirations and expectations, career barriers, academic engagement, academic control beliefs, general ability and literacy; and from parents, mainly mothers, on aspirations, expectations and career barriers. Discrepancy scores between aspirations and expectations were calculated for both children and parents. Children differed from parents on career status aspirations and expectations; boys did not differ from girls, and parents did not differentiate between boys and girls. Parents’ and children’s aspirations were both associated with reading ability, although the association was weak for the children. Children’s expectations were associated with perceptions of career barriers, and a trend towards reading abilities, while parents’ expectations were associated with general ability and reading. 相似文献
1000.
This study compared the effects of suppression, focused-distraction, and concentration on controlling unwanted distressing thoughts, and examined how anxiety levels were associated with the use of each thought-control technique. In the study, college students were told to suppress thoughts about a distressing story, to suppress the same thoughts by focusing on an alternative distraction task, to simply concentrate on that alternative task, or to think about anything without restrictions for 6 minutes. This initial period was followed by a “free-thinking” period to assess the delayed effect of thought-control techniques. The results indicated that focused-distraction and concentration led to fewer intrusions of target thoughts than suppression, and concentration in turn resulted in fewer target intrusions than focused-distraction during the initial period. Participants in the focused-distraction and concentration condition also tended to report lower anxiety during the initial period than those who were told to suppress thoughts. 相似文献