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971.
Kevin Marjoribanks 《The Journal of genetic psychology》2013,174(3):368-381
In this longitudinal study, the author examined environmental and individual influences on the likelihood of Australian adolescents staying in school. Participants were 6,778 Anglo Australian, 350 Asian, and 472 European students (mean age = 14.7 years) who were in Year 9 when the study began. The analyses indicated that adolescents from middle social status backgrounds and Asian families were more likely to stay in school than were those from lower social status backgrounds and Anglo Australian families; academic self-concept, achievement, perceptions of environments, and aspirations had a large independent association with staying in school; and there were significant differences in relationships among the aforementioned variables for adolescents from different ethnic groups and among those who decided to stay in or drop out of school. 相似文献
972.
John B. Murray 《The Journal of psychology》2013,147(2):131-137
Research on kleptomania is limited. Earlier views and recent reports of treatment are reviewed in this article. More study is needed to delineate this impulse-control disorder. 相似文献
973.
Norka T. Malberg 《Journal of Child Psychotherapy》2013,39(1):101-110
This paper describes the application of child psychotherapy, its theory and practice, in a Pupil Referral Unit (PRU). It examines the importance of a flexible approach to outreach work and the implementation of interventions that take into consideration both the internal and the external world of the adolescent. Furthermore, the process of development of a psychodynamic group with PRU students is described and illustrated. Additionally, it explores the importance of developing psychodynamic models of working with allied professionals in supervision and collaborative efforts in general. The paper explores the usefulness of the concept of mentalisation when working in the context of schools as well as the need to develop an accessible psychodynamic language that enables multidisciplinary collaboration. Overall, this paper reflects on the importance of holding in mind the challenge of balancing the needs of the external and the internal world, which becomes very evident in the process of outreach work. 相似文献
974.
J?rg-Tobias Kuhn Heinz Holling 《Advances in cognitive psychology / University of Finance and Management in Warsaw》2014,10(2):59-67
Research on the improvement of elementary school mathematics has shown that
computer-based training of number sense (e.g., processing magnitudes or locating
numbers on the number line) can lead to substantial achievement gains in
arithmetic skills. Recent studies, however, have highlighted that training
domain-general cognitive abilities (e.g., working memory [WM]) may also improve
mathematical achievement. This study addressed the question of whether a
training of domain-specific number sense skills or domain-general WM abilities
is more appropriate for improving mathematical abilities in elementary school.
Fifty-nine children (Mage = 9 years, 32 girls and 27
boys) received either a computer-based, adaptive training of number sense
(n = 20), WM skills (n = 19), or served as
a control group (n = 20). The training duration was 20 min per
day for 15 days. Before and after training, we measured mathematical ability
using a curriculum-based math test, as well as spatial WM. For both training
groups, we observed substantial increases in the math posttest compared to the
control group (d = .54 for number sense skills training,
d = .57 for WM training, respectively). Whereas the number
sense group showed significant gains in arithmetical skills, the WM training
group exhibited marginally significant gains in word problem solving. However,
no training group showed significant posttest gains on the spatial WM task.
Results indicate that a short training of either domain-specific or
domain-general skills may result in reliable short-term training gains in math
performance, although no stable training effects were found in the spatial WM
task. 相似文献
975.
《Journal of applied research in memory and cognition》2014,3(3):230-238
Two experiments examined the effects of a metacognitive betting implementation in high school Biology students. The results showed that people were generally good at monitoring their own knowledge in that students performed better on items judged with high bets than items judged with low bets. We also found that those who were required to make bets, as compared to those who did not, had higher intentions of studying for longer periods of time, prior to the test. However, there were no differences in actual study time. Nor was there a difference in final performance, as one would expect, between the betters and the non-betters. In summary, we found indication of (1) good intentions when using the betting procedure, but (2) breakdown in the metacognitive chain during control. That is, while requiring students to make deliberate judgments improves their intentions to study, they, unfortunately, fail to carry out those intentions. 相似文献
976.
977.
978.
The aim of the present study was to explore the ability of personality to predict academic performance in a longitudinal study of a Swedish upper secondary school sample. Academic performance was assessed throughout a three‐year period via final grades from the compulsory school and upper secondary school. The Big Five personality factors (Costa & McCrae, 1992 ) – particularly Conscientiousness and Neuroticism – were found to predict overall academic performance, after controlling for general intelligence. Results suggest that Conscientiousness, as measured at the age of 16, can explain change in academic performance at the age of 19. The effect of Neuroticism on Conscientiousness indicates that, as regarding getting good grades, it is better to be a bit neurotic than to be stable. The study extends previous work by assessing the relationship between the Big Five and academic performance over a three‐year period. The results offer educators avenues for improving educational achievement. 相似文献
979.
980.
Leonid Grinin 《World Futures: Journal of General Evolution》2014,70(8):515-545
The article offers forecasts of the geopolitical and geo-economic development of the world in the forthcoming decades. One of the main accusations directed toward globalization is that it deepens the gap between the developed and developing countries dooming them to eternal backwardness. The article demonstrates that the actual situation is very different. It is shown that this is due to the globalization that the developing countries are generally growing much faster than the developed states, the World System core starts weakening and its periphery begins to strengthen. At the same time there is a continuing divergence between the main bulk of developing countries and the group of the poorest developing states. The article also explains why the globalization was bound to lead to the explosive rise of many developing countries and the relative weakening of the developed economies. In the forthcoming decades this trend is likely to continue (although, of course, not without certain interruptions). It is also demonstrated that this convergence constitutes a necessary condition for the next technological breakthrough. This has important implications for the hegemony debates. A rather popular theory of hegemony cycles implies that the eclipse of the global hegemony of the United States should be followed by the emergence of a new global hegemon. This generates the dichotomy of the two main current points of view—either the United States will continue the global leadership in the forthcoming decades, or it will be replaced by China in this capacity. We do not find the study of the future within this dichotomy fruitful. We believe that in a direct connection with the development of globalization processes the hegemony cycle pattern is likely to come to its end, which will lead to the World System reconfiguration and the emergence of its new structure that will allow the World System to continue its further development without a hegemon. 相似文献