全文获取类型
收费全文 | 402篇 |
免费 | 44篇 |
国内免费 | 24篇 |
出版年
2024年 | 1篇 |
2023年 | 5篇 |
2022年 | 4篇 |
2021年 | 16篇 |
2020年 | 10篇 |
2019年 | 14篇 |
2018年 | 16篇 |
2017年 | 16篇 |
2016年 | 22篇 |
2015年 | 5篇 |
2014年 | 9篇 |
2013年 | 30篇 |
2012年 | 7篇 |
2011年 | 12篇 |
2010年 | 11篇 |
2009年 | 14篇 |
2008年 | 12篇 |
2007年 | 17篇 |
2006年 | 18篇 |
2005年 | 20篇 |
2004年 | 19篇 |
2003年 | 12篇 |
2002年 | 10篇 |
2001年 | 13篇 |
2000年 | 10篇 |
1999年 | 11篇 |
1998年 | 6篇 |
1997年 | 3篇 |
1996年 | 6篇 |
1995年 | 10篇 |
1994年 | 10篇 |
1993年 | 8篇 |
1992年 | 9篇 |
1991年 | 1篇 |
1990年 | 8篇 |
1989年 | 5篇 |
1988年 | 5篇 |
1987年 | 2篇 |
1986年 | 8篇 |
1985年 | 5篇 |
1984年 | 5篇 |
1983年 | 3篇 |
1982年 | 8篇 |
1981年 | 5篇 |
1980年 | 2篇 |
1979年 | 9篇 |
1978年 | 7篇 |
1977年 | 6篇 |
1976年 | 4篇 |
1975年 | 1篇 |
排序方式: 共有470条查询结果,搜索用时 15 毫秒
341.
基于规则空间模型, 以小学四、五年级数学诊断性测验的编制为例, 探索了认知诊断理论背景下诊断性测验的编制方法。研究发现, 基于规则空间模型编制的诊断性测验具备优良的信效度, 尤其在结构效度上具有突出优势。应用该测验对1059名四、五年级学生进行诊断测验的结果显示:在整体上, 学生对整数、初级运算与应用掌握得较为巩固, 对量、统计、规律、高级运算掌握较差;在发展趋势上, 量、统计、规律、高级运算是四、五年级之间进步最快的属性。 相似文献
342.
SVENN TORGERSEN 《Scandinavian journal of psychology》2009,50(6):624-632
Personality disorders have a long history in the literature but a short scientific history. The point prevalence of personality disorders is 10%, but the lifetime prevalence is probably 30–40%. Genetic factors contribute to around 40–50% of the variation in the development of personality disorders. The effect of shared environment is very small or non‐existent. Some researchers have tried to promote gene‐environment interaction. However, in reality, the studies investigated gene‐situation interaction, as the “environment” may in reality be partly of a genetic nature. Thus, we are dealing with an unknown part of gene‐gene interaction. Gene‐experience (not gene‐environment) correlations are the rule in human life. Personality disorders co‐occur (are comorbid) with symptom disorders (Axis I) and correlate with common personality dimensions. Possibly, the concept of personality disorder could merge with dysfunctional personality types. But it is likely that the concept will survive on its own. 相似文献
343.
Several criteria from the optimal design literature are examined for use with item selection in multidimensional adaptive
testing. In particular, it is examined what criteria are appropriate for adaptive testing in which all abilities are intentional,
some should be considered as a nuisance, or the interest is in the testing of a composite of the abilities. Both the theoretical
analyses and the studies of simulated data in this paper suggest that the criteria of A-optimality and D-optimality lead to
the most accurate estimates when all abilities are intentional, with the former slightly outperforming the latter. The criterion
of E-optimality showed occasional erratic behavior for this case of adaptive testing, and its use is not recommended. If some
of the abilities are nuisances, application of the criterion of A
s
-optimality (or D
s
-optimality), which focuses on the subset of intentional abilities is recommended. For the measurement of a linear combination
of abilities, the criterion of c-optimality yielded the best results. The preferences of each of these criteria for items with specific patterns of parameter
values was also assessed. It was found that the criteria differed mainly in their preferences of items with different patterns
of values for their discrimination parameters.
The first author is now at the Department of Methodology and Statistics, Statistics, Faculty of Social Sciences, Utrecht University,
Heidelberglaan 1, 3854 Utrecht, The Netherlands. The second author is now at Research Department, CTB/McGraw-Hill, Monterey, CA,
USA. 相似文献
344.
Bobbie Matthews Petra Lietz I Gusti Ngurah Darmawan 《Social Psychology of Education》2007,10(2):247-275
This study indicates that values are statistically significant precursors to approaches to learning in a cohort of predominantly
Bulgarian, German and Romanian students studying at a German university where the language of instruction in all subject areas
is English. Values have been measured with the Portrait Values Questionnaire (Schwartz et al. 2001), and approaches to learning
have been assessed by the Study Process Questionnaire (Biggs, 1987). The relationships between values and approaches to learning
have been estimated by canonical correlation analysis. Results of the analysis suggest that values can be linked to learning
approaches in a situation where students have left their home countries to undertake tertiary studies in a new social, cultural
and educational environment. Four distinct pairings between values and learning approaches emerge whereby: (a) self-aggrandisement
is linked to the achievement learning variable, (b) conservatism relates to the surface learning variable, (c) self-directedness
is linked to the deep learning variable and (d) benevolent change is related to the learning strategies variable.
The analyses for this research were conducted while the second author was a visiting scholar at the Flinders University Institute
of International Education in Adelaide, South Australia. The assistance of Professor John Keeves in the implementation and
interpretation of additional statistical analyses is gratefully acknowledged. 相似文献
345.
青少年的社会支持系统与自尊的关系 总被引:1,自引:0,他引:1
采用典型相关分析方法对502名青少年的社会支持系统与自尊的关系进行研究,结果表明,在影响自尊的因素中,有29.8%是可以由青少年所感知的社会支持系统所解释的。母亲、父亲、朋友和教师的肯定与支持、冲突与惩罚、陪伴与亲密及满意度等功能分别可以解释青少年的家庭自尊、整体自尊、学业自尊、人际自尊和外貌自尊的8.5%、8.596、5.8%和7%。而社会支持功能与青少年的利他自尊和运动能力的自尊没有显著相关。 相似文献
346.
347.
This article addresses the issues of rank stability and ‘bilateral’ consistency that arise when a matrix‐based decision analysis procedure is perceived as capable of yielding more than one weighting vector, for example, both a right and component‐wise inverted left eigenvector. Simple directional constraints that characterize both of the above issues are presented. Copyright © 1999 John Wiley & Sons, Ltd. 相似文献
348.
Michael W. DeLashmutt 《Zygon》2005,40(3):739-750
Abstract. I revisit Paul Tillich's theological methodology and contrast his practice of correlation with the syncretistic methodological practices of Pierre Teilhard de Chardin. I argue that the method of correlation, as referred to in Robert John Russell's 2001 Zygon article, fails to uphold Tillich's self‐limitation of his own methodology with regard to Tillich's insistence upon the theological circle. I assert that the theological circle, as taken from Tillich's Systematic Theology I, is a central facet within his methodology and that this often‐ignored concept needs to be resuscitated if one is to remain authentically Tillichian in one's approach to the science‐and‐theology dialogue. 相似文献
349.
350.