全文获取类型
收费全文 | 5894篇 |
免费 | 687篇 |
国内免费 | 726篇 |
出版年
2024年 | 22篇 |
2023年 | 213篇 |
2022年 | 160篇 |
2021年 | 220篇 |
2020年 | 356篇 |
2019年 | 359篇 |
2018年 | 367篇 |
2017年 | 367篇 |
2016年 | 385篇 |
2015年 | 262篇 |
2014年 | 253篇 |
2013年 | 1061篇 |
2012年 | 210篇 |
2011年 | 199篇 |
2010年 | 174篇 |
2009年 | 236篇 |
2008年 | 284篇 |
2007年 | 287篇 |
2006年 | 281篇 |
2005年 | 248篇 |
2004年 | 213篇 |
2003年 | 185篇 |
2002年 | 152篇 |
2001年 | 124篇 |
2000年 | 117篇 |
1999年 | 91篇 |
1998年 | 49篇 |
1997年 | 77篇 |
1996年 | 66篇 |
1995年 | 46篇 |
1994年 | 40篇 |
1993年 | 28篇 |
1992年 | 31篇 |
1991年 | 14篇 |
1990年 | 14篇 |
1989年 | 15篇 |
1988年 | 16篇 |
1987年 | 11篇 |
1986年 | 9篇 |
1985年 | 11篇 |
1984年 | 8篇 |
1983年 | 9篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1980年 | 6篇 |
1979年 | 3篇 |
1978年 | 12篇 |
1977年 | 5篇 |
1976年 | 3篇 |
排序方式: 共有7307条查询结果,搜索用时 15 毫秒
931.
Considering the impostor phenomenon (IP) as an important psychological construct in the context of career development requires a theoretical grounding. Using the career construction model of adaptation as a guiding framework, we investigated how the IP is related to adaptive readiness (represented by core self-evaluations), career adaptability resources, and adapting responses, namely, career planning, career decision-making difficulties, career exploration, and occupational self-efficacy. We used parallel multiple mediation modeling to investigate specific indirect effects through concern, control, curiosity, confidence, and the IP. We conducted an online study with 289 university students. Results indicated a positive effect of core self-evaluations on career planning, career exploration, and occupational self-efficacy and a negative effect on career decision-making difficulties through adaptability resources. The IP emerged as a “maladaptability” resource: That is, it might be a hindrance to adaptive coping and behavior and consequently promote maladaptive coping and behavior by decreasing career planning and occupational self-efficacy and increasing career decision-making difficulties. Supplementary negative effects of the IP on adaptability resources are discussed. 相似文献
932.
John Turri 《Australasian journal of philosophy》2017,95(1):141-156
Epistemic contextualism is one of the most hotly debated topics in contemporary epistemology. Contextualists claim that ‘know’ is a context-sensitive verb associated with different evidential standards in different contexts. Contextualists motivate their view based on a set of behavioural claims. In this paper, I show that several of these behavioural claims are false. I also show that contextualist test cases suffer from a critical confound, which derives from people's tendency to defer to speakers’ statements about their own mental states. My evidence consists in results from several behavioural experiments. I conclude that contextualism is an idle hypothesis and I propose some general methodological lessons. 相似文献
933.
The so-called Preface Paradox seems to show that one can rationally believe two logically incompatible propositions. We address this puzzle, relying on the notions of truthlikeness and approximate truth as studied within the post-Popperian research programme on verisimilitude. In particular, we show that adequately combining probability, approximate truth, and truthlikeness leads to an explanation of how rational belief is possible in the face of the Preface Paradox. We argue that our account is superior to other solutions of the paradox, including a recent one advanced by Hannes Leitgeb (Analysis 74.1). 相似文献
934.
935.
936.
Developing new online calibration methods for multidimensional computerized adaptive testing
下载免费PDF全文
![点击此处可从《The British journal of mathematical and statistical psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Ping Chen Chun Wang Tao Xin Hua‐Hua Chang 《The British journal of mathematical and statistical psychology》2017,70(1):81-117
Multidimensional computerized adaptive testing (MCAT) has received increasing attention over the past few years in educational measurement. Like all other formats of CAT, item replenishment is an essential part of MCAT for its item bank maintenance and management, which governs retiring overexposed or obsolete items over time and replacing them with new ones. Moreover, calibration precision of the new items will directly affect the estimation accuracy of examinees’ ability vectors. In unidimensional CAT (UCAT) and cognitive diagnostic CAT, online calibration techniques have been developed to effectively calibrate new items. However, there has been very little discussion of online calibration in MCAT in the literature. Thus, this paper proposes new online calibration methods for MCAT based upon some popular methods used in UCAT. Three representative methods, Method A, the ‘one EM cycle’ method and the ‘multiple EM cycles’ method, are generalized to MCAT. Three simulation studies were conducted to compare the three new methods by manipulating three factors (test length, item bank design, and level of correlation between coordinate dimensions). The results showed that all the new methods were able to recover the item parameters accurately, and the adaptive online calibration designs showed some improvements compared to the random design under most conditions. 相似文献
937.
Analysis of categorical moderators in mixed‐effects meta‐analysis: Consequences of using pooled versus separate estimates of the residual between‐studies variances
下载免费PDF全文
![点击此处可从《The British journal of mathematical and statistical psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
María Rubio‐Aparicio Julio Sánchez‐Meca José Antonio López‐López Juan Botella Fulgencio Marín‐Martínez 《The British journal of mathematical and statistical psychology》2017,70(3):439-456
Subgroup analyses allow us to examine the influence of a categorical moderator on the effect size in meta‐analysis. We conducted a simulation study using a dichotomous moderator, and compared the impact of pooled versus separate estimates of the residual between‐studies variance on the statistical performance of the Q B (P) and Q B (S) tests for subgroup analyses assuming a mixed‐effects model. Our results suggested that similar performance can be expected as long as there are at least 20 studies and these are approximately balanced across categories. Conversely, when subgroups were unbalanced, the practical consequences of having heterogeneous residual between‐studies variances were more evident, with both tests leading to the wrong statistical conclusion more often than in the conditions with balanced subgroups. A pooled estimate should be preferred for most scenarios, unless the residual between‐studies variances are clearly different and there are enough studies in each category to obtain precise separate estimates. 相似文献
938.
The assessment of knowledge and learning in competence spaces: The gain–loss model for dependent skills
下载免费PDF全文
![点击此处可从《The British journal of mathematical and statistical psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Pasquale Anselmi Luca Stefanutti Debora de Chiusole Egidio Robusto 《The British journal of mathematical and statistical psychology》2017,70(3):457-479
The gain–loss model (GaLoM) is a formal model for assessing knowledge and learning. In its original formulation, the GaLoM assumes independence among the skills. Such an assumption is not reasonable in several domains, in which some preliminary knowledge is the foundation for other knowledge. This paper presents an extension of the GaLoM to the case in which the skills are not independent, and the dependence relation among them is described by a well‐graded competence space. The probability of mastering skill s at the pretest is conditional on the presence of all skills on which s depends. The probabilities of gaining or losing skill s when moving from pretest to posttest are conditional on the mastery of s at the pretest, and on the presence at the posttest of all skills on which s depends. Two formulations of the model are presented, in which the learning path is allowed to change from pretest to posttest or not. A simulation study shows that models based on the true competence space obtain a better fit than models based on false competence spaces, and are also characterized by a higher assessment accuracy. An empirical application shows that models based on pedagogically sound assumptions about the dependencies among the skills obtain a better fit than models assuming independence among the skills. 相似文献
939.
The Availability of Psychological Services for Aged Care Residents in Australia: A Survey of Facility Staff
下载免费PDF全文
![点击此处可从《Australian psychologist》网站下载免费的PDF全文](/ch/ext_images/free.gif)
940.
《British journal of psychology (London, England : 1953)》2017,108(1):1-27
Phonological development is sometimes seen as a process of learning sounds, or forming phonological categories, and then combining sounds to build words, with the evidence taken largely from studies demonstrating ‘perceptual narrowing’ in infant speech perception over the first year of life. In contrast, studies of early word production have long provided evidence that holistic word learning may precede the formation of phonological categories. In that account, children begin by matching their existing vocal patterns to adult words, with knowledge of the phonological system emerging from the network of related word forms. Here I review evidence from production and then consider how the implicit and explicit learning mechanisms assumed by the complementary memory systems model might be understood as reconciling the two approaches. 相似文献