全文获取类型
收费全文 | 1678篇 |
免费 | 401篇 |
国内免费 | 151篇 |
出版年
2024年 | 3篇 |
2023年 | 57篇 |
2022年 | 70篇 |
2021年 | 55篇 |
2020年 | 115篇 |
2019年 | 112篇 |
2018年 | 90篇 |
2017年 | 84篇 |
2016年 | 92篇 |
2015年 | 59篇 |
2014年 | 76篇 |
2013年 | 250篇 |
2012年 | 54篇 |
2011年 | 70篇 |
2010年 | 72篇 |
2009年 | 74篇 |
2008年 | 81篇 |
2007年 | 94篇 |
2006年 | 114篇 |
2005年 | 102篇 |
2004年 | 92篇 |
2003年 | 81篇 |
2002年 | 65篇 |
2001年 | 34篇 |
2000年 | 37篇 |
1999年 | 29篇 |
1998年 | 22篇 |
1997年 | 22篇 |
1996年 | 15篇 |
1995年 | 19篇 |
1994年 | 12篇 |
1993年 | 14篇 |
1992年 | 10篇 |
1991年 | 11篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 10篇 |
1984年 | 5篇 |
1983年 | 1篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1975年 | 1篇 |
排序方式: 共有2230条查询结果,搜索用时 173 毫秒
181.
182.
选取110名高中生为被试,采用自编“中学生创造性思维测验”,考察了高中生创造性思维水平的年龄特点、性别差异以及学科成绩与创造性思维水平之间的相关.结果表明:(1)从创造性思维总分上看,高中生的创造性思维水平发展比较平缓,各年级间差异不显著;其中创造性思维最重要的品质——独特性:从高一到高二年级处于较为平稳的水平,二者无显著差异;高三比高二(P<001)和高一(P<0001)有显著提高;(2)高中学生的创造性思维不存在显著的性别差异;(3)中学生语文成绩与创造性思维总得分及部分项目得分有一定相关,与创造性思维的独特性及各项目上的独特性均无显著相关.数学成绩与创造性思维的诸方面均无显著相关. 相似文献
183.
Peter R. Muehrer Peter Salovey Abdelmonem A. Afifi James C. Coyne Ann M. Kring Michael H. Merson Thomas R. Prohaska Ronald H. Rozensky 《Journal of clinical psychology in medical settings》2002,9(4):253-265
The behavioral and public health sciences both have a long and rich history supporting basic, translational, and applied research aimed at improving human lives and reducing human suffering. Through the complementary expertise of these disciplines, investigators have contributed to significant, worldwide improvements in mental and physical health. Further gains can be achieved through collaborative research among scientists in these 2 fields. Unfortunately, there are a number of barriers to such collaboration originating in different intellectual traditions, research methods, and the structure and values of academia. We identify these barriers and potential strategies for overcoming them. Several areas for future collaborative research appear promising, especially comorbid mental and physical disorders, adherence to interventions, stigma, and emotional processes. Theory-guided preventive interventions may represent especially fertile areas of collaborative effort. 相似文献
184.
185.
Albert D. Farrell Aleta L. Meyer Terri N. Sullivan Eva M. Kung 《Journal of child and family studies》2003,12(1):101-120
We evaluated the impact of RIPP-7, a seventh grade violence prevention curriculum designed to strengthen and extend the effects of the sixth grade RIPP-6 curriculum. Classes of seventh graders at two urban middle schools serving predominantly African-American youth where RIPP-6 had been implemented the preceding school year were randomized to intervention (N = 239) and control groups (N = 237). Compared to students in the control group, students who participated in RIPP-7 had fewer disciplinary code violations for violent offenses during the following school year. A limited number of main effects were found on self-report outcome measures and measures of attitudes. Although significant main effects were not found on self-report measures of physical aggression, drug use, or anxiety, analyses of interactions with pretest scores indicated that intervention effects were significantly moderated by pretest scores for several outcome measures. Students most likely to benefit from the intervention were those who reported higher pretest rates of problem behaviors including violent behavior, nonphysical aggression, and delinquent behavior. 相似文献
186.
School bullying has become a topic of public concern and considerable research in various countries around the world in the last two decades. We summarise characteristics such as types and causes of school bullying, based on findings from various studies. We further review a variety of large-scale, school-based intervention programmes, implemented in different countries and school settings, that have been systematically evaluated. These programmes have varied substantially in their effectiveness in reducing levels of bullying at schools. Reasons for these mixed outcomes are discussed, together with suggestions for improving the effectiveness of future interventions. 相似文献
187.
Preventing School Violence by Promoting Wellness 总被引:1,自引:0,他引:1
Nancy G. Guerra 《Journal of Applied Psychoanalytic Studies》2003,5(2):139-154
This paper presents a framework for school-based health promotion and prevention programming that can serve to guide planning and action. Rather than separating specific prevention programs (such as violence prevention, substance abuse prevention, etc.) from more broad-based youth development efforts, this approach provides an integrated framework that: (a) identifies benchmarks of healthy development and strategies to support this development across contexts; (b) specifies additional factors that contribute to identified problems that are not directly linked to healthy development; and (c) provides for matching services to individual needs. Suggestions for application of this framework are discussed, with a particular focus on its application to the development of school-based Wellness Centers. 相似文献
188.
189.
190.
小学生工作记忆与推理关系的实验研究 总被引:4,自引:0,他引:4
本实验以视觉同时呈现,在形近、音近、义近三种干扰下以再认方法和瑞文渐进推理测验探讨了小学生年级、性别、工作记忆与推理的关系。发现(I)小学生工作记忆与推理能力相关显著。(2)工作记忆和推理能力在小学阶段不存在性别差异。(3)年级和工作记忆是影响小学生推理能力的重要因素,但年级因素对推理能力的作用较工作记忆大。 相似文献