全文获取类型
收费全文 | 925篇 |
免费 | 108篇 |
国内免费 | 115篇 |
出版年
2024年 | 1篇 |
2023年 | 18篇 |
2022年 | 23篇 |
2021年 | 36篇 |
2020年 | 41篇 |
2019年 | 38篇 |
2018年 | 40篇 |
2017年 | 40篇 |
2016年 | 47篇 |
2015年 | 40篇 |
2014年 | 45篇 |
2013年 | 101篇 |
2012年 | 21篇 |
2011年 | 22篇 |
2010年 | 31篇 |
2009年 | 40篇 |
2008年 | 36篇 |
2007年 | 47篇 |
2006年 | 52篇 |
2005年 | 42篇 |
2004年 | 40篇 |
2003年 | 21篇 |
2002年 | 33篇 |
2001年 | 19篇 |
2000年 | 22篇 |
1999年 | 21篇 |
1998年 | 33篇 |
1997年 | 19篇 |
1996年 | 17篇 |
1995年 | 17篇 |
1994年 | 16篇 |
1993年 | 12篇 |
1992年 | 14篇 |
1991年 | 7篇 |
1990年 | 4篇 |
1989年 | 7篇 |
1988年 | 9篇 |
1987年 | 4篇 |
1986年 | 9篇 |
1985年 | 10篇 |
1984年 | 7篇 |
1983年 | 9篇 |
1982年 | 6篇 |
1981年 | 3篇 |
1980年 | 5篇 |
1979年 | 6篇 |
1978年 | 6篇 |
1977年 | 5篇 |
1976年 | 4篇 |
1975年 | 2篇 |
排序方式: 共有1148条查询结果,搜索用时 31 毫秒
101.
《European Journal of Developmental Psychology》2013,10(5):622-631
ABSTRACTWe evaluated the reliability, validity, and differential item functioning (DIF) of a shorter version of the Defining Issues Test-1 (DIT-1), the behavioural DIT (bDIT), measuring the development of moral reasoning. About 353 college students (81 males, 271 females, 1 not reported; age M = 18.64 years, SD = 1.20 years) who were taking introductory psychology classes at a public University in a suburb area in the Southern United States participated in the present study. First, we examined the reliability of the bDIT using Cronbach’s α and its concurrent validity with the original DIT-1 using disattenuated correlation. Second, we compared the test duration between the two measures. Third, we tested the DIF of each question between males and females. Findings reported that first, the bDIT showed acceptable reliability and good concurrent validity. Second, the test duration could be significantly shortened by employing the bDIT. Third, DIF results indicated that the bDIT items did not favour any gender. Practical implications of the present study based on the reported findings are discussed. 相似文献
102.
Russell J. Skiba Kimberly Knesting Lakeisha D. Bush 《Journal of child and family studies》2002,11(1):61-78
The persistent and unresolved issue of minority disproportionality in special education provides a strong rationale for ensuring that assessment is culturally appropriate and sensitive. An extensive literature on test bias has failed to find evidence of bias sufficient to fully explain disproportional representation of minorities in special education. Yet minorities in this nation, most especially African Americans, have been exposed to a long history of unequal opportunity and oppression, and these inequities continue to be played out in educational settings. In the face of inadequate cultural and educational opportunity, unbiased tests provide an accurate estimate not only of individual capability, but also of the inhospitable conditions that depress that capability. A failure to take differential educational opportunity into account when considering minority test performance may lead to serious errors of test score interpretation. In the face of unequal educational opportunity, culturally competent assessment thus means more than manipulating the content of tests. Rather, it represents a comprehensive process that uses the results of assessment to identify and remedy educational conditions that systematically disadvantage students of color. 相似文献
103.
文本结构和时间应激对网页阅读绩效的影响 总被引:9,自引:1,他引:8
探讨了文本结构和时间应激对网页阅读绩效的影响效应。采用 2× 3被试间设计 ,自变量为文本结构和阅读时间 ,因变量为找到相关信息的时间及途径的额外节点数。结果发现 ,主效应及交互作用的影响均十分显著。其中 ,当阅读时间为 10和 2 0min时 ,超文本阅读的绩效均显著低于线性文本 ,而在 30min时两者无显著差异 ;对超文本 ,三种阅读时间的效应存在显著差异 ,而对线性材料 ,阅读时间的效应无显著差异。结论 :时间应激对超文本阅读绩效的影响更为明显 相似文献
104.
105.
Drawing tests in children diagnosed with dyslexia and dysgraphia were quantitatively compared. Fourteen children with dysgraphia, 19 with dyslexia and 13 normally developing were asked to copy 3 figures: a circle, a square and a cross. An optoelectronic system allowed the acquisition of the drawing track in three-dimensions. The participants’ head position and upper limb movements were measured as well. A set of parameters including movement duration, velocity, length of the trace, Range of Motion of the upper limb, was computed and compared among the 3 groups. Children with dyslexia traced the circle faster than the other groups. In the cross test, dyslexic participants showed a reduced execution time and increased velocity while drawing the horizontal line. Children with dyslexia were also faster in drawing certain sides of square with respect to the other groups. 相似文献
106.
107.
Harlan Campbell Daniël Lakens 《The British journal of mathematical and statistical psychology》2021,74(1):64-89
Determining a lack of association between an outcome variable and a number of different explanatory variables is frequently necessary in order to disregard a proposed model (i.e., to confirm the lack of a meaningful association between an outcome and predictors). Despite this, the literature rarely offers information about, or technical recommendations concerning, the appropriate statistical methodology to be used to accomplish this task. This paper introduces non-inferiority tests for ANOVA and linear regression analyses, which correspond to the standard widely used F test for and R2, respectively. A simulation study is conducted to examine the Type I error rates and statistical power of the tests, and a comparison is made with an alternative Bayesian testing approach. The results indicate that the proposed non-inferiority test is a potentially useful tool for ‘testing the null’. 相似文献
108.
Emotional intelligence (EI) may promote more effective decision-making under stress. In the present study, 167 participants completed a situation judgment test for EI, and performed a decision-making task based on an Antarctic rescue scenario. Participants were assigned to either a negative or neutral feedback group. Negative feedback significantly increased distress and impaired decision-making. EI failed to moderate the impacts of negative feedback, but higher EI was associated with greater information-search activity irrespective of feedback condition. It is concluded that ability EI may have a motivational component that may support more exhaustive analysis of both social and non-social stimuli. 相似文献
109.
110.
David Chan Neal Scmitt Danielle Jennings Catherine S. Clause Kerry Delbridge 《International Journal of Selection & Assessment》1998,6(4):232-239
The justice perspective is the current dominant framework for research on applicant perceptions of test fairness. Recently, an emerging perspective suggests that self-serving bias mechanisms may be operative in the development of test fairness perceptions. Using data from 494 actual applicants to an entry-level State Police Trooper position, this study integrates both the justice and self-serving bias perspectives to achieve a better understanding of test fairness perceptions. Results from structural equation modeling show that perceived job-relevance affects perceived fairness. In addition, test performance affects both perceptions indirectly through perceived performance. 相似文献