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961.
Effective instructional strategies are needed for career practitioner training. Experiential learning theory (ELT; A. Y. Kolb & Kolb, 2009) provides an instructional foundation from which awareness of the various components of career development can be enhanced. Support for ELT as an effective method of instruction exists in various fields (Hoover, Giambatista, Sorenson, & Bommer, 2010; Ti et al., 2009). ELT integrates 6 shared propositions derived from John Dewey, Jean Piaget, William James, Carl Jung, and Carl Rogers (A. Y. Kolb & Kolb, 2009). This article outlines components of ELT and their application in training career service practitioners. 相似文献
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965.
Min J. Baek Hyun J. Kim Hui J. Ryu Seoung H. Lee Seol H. Han Hae R. Na 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2013,20(2):214-229
ABSTRACT Background: The story recall test (SRT) is one of the most reliable neuropsychological assessments for evaluating verbal memory function in order to distinguish between individuals with normal aging, mild cognitive impairment (MCI), and Alzheimer's disease (AD). The SRT is analogous to the logical memory test in Wechsler Memory Scale-III, which has recently been developed and standardized to apply to older adults in Korea. The purpose of this study was to examine the usefulness of the SRT and its ability to discriminate between normal cognitive aging and patients with MCI or AD. Methods: One hundred and twelve patients with MCI, 97 patients with AD, and 53 healthy elderly adults participated in this study. The SRT was compared with the Clinical Dementia Rating (CDR), Global Deterioration Scale (GDS), Korean version of the Mini Mental State Examination (K-MMSE), and the Korean version of the Hopkins Verbal Learning Test (K-HVLT). Results: The SRT was well-correlated with the dementia rating scales and the K-HVLT. However, the sensitivity and specificity of the SRT was greatly influenced by the level of education of the subjects. Conclusions: The SRT is a sensitive measurement of verbal memory function that can be used in clinical settings to discriminate between normal memory functioning and the very early and moderate stages of AD in a Korean population. Moreover, it is important to recognize that the SRT is more appropriate for subjects with a high level of education rather than a low level of education to differentiate normal cognitive aging from MCI or AD. 相似文献
966.
《Journal of couple & relationship therapy》2013,12(3):17-18
Abstract The purpose of this paper is to review recent findings in neuroscience for offering suggestions for further revisions of marriage education programs. Suggestions include paying more attention to the history of each partner; understanding the attachment styles of each partner; using both explicit and implicit learning; helping couples understand the role of emotions in rational decision making; promoting activation of the left hemisphere of the brain; focusing on process instead of content; increasing religious experiences and spirituality; the use of humor, absurdity and unordered material; and creating self-directed, technologically advanced modules that can be used as periodic checkups. 相似文献
967.
This article will argue that neuroscientific insights can inform religious and spiritual education’s capacity for strengthening student understanding, promoting transformation and ultimately wisdom. Among other findings, it will show that current neuroscientific research supports a holistic approach to pedagogy which emphasises the cognitive, affective, moral and other dimensions of student learning and the corresponding need to facilitate development in all of these dimensions in order for authentic learning to take place. As such, the article adopts a cross-disciplinary reference point, referring to research that has demonstrated the usefulness of neuroscientific findings in application to education through a specific focus on values education. Values education is held up as a discipline with complementary interests to a holistic religious and spiritual education, these interests being in its capacity to inculcate in students the character dispositions which orientate them towards moral excellence, so allowing them to navigate complex ethical terrain, contribute constructively to society, and ultimately achieve human flourishing (Porter 2001; Becker 2004; Narvaez 2007; Rachels 2007). Drawing on what has been demonstrated above, we will argue that neuroscientific insights can help in understanding and facilitating religious and spiritual education as holistic and able to respond to contemporary issues of personal identity and social friction and, furthermore, as uniquely poised to contribute to contemporary educational research, including around the intersections between neuroscience and education. 相似文献
968.
《Quarterly journal of experimental psychology (2006)》2013,66(9):1683-1699
Theories of learning have historically taken, as their starting point, the assumption that learning processes have universal applicability. This position has been argued on grounds of parsimony, but has received two significant challenges: first, from the observation that some kinds of learning, such as spatial learning, seem to obey different rules from others, and second, that some kinds of learning take place in processing modules that are separate from each other. These challenges arose in the behavioural literature but have since received considerable support from neurobiological studies, particularly single neuron studies of spatial learning, confirming that there are indeed separable (albeit highly intercommunicating) processing modules in the brain, which may not always interact (within or between themselves) according to classic associative principles. On the basis of these neurobiological data, reviewed here, it is argued that rather than assuming universality of associative rules, it is more parsimonious to assume sets of locally operating rules, each specialized for a particular domain. By this view, although almost all learning is associative in one way or another, the behavioural-level characterization of the rules governing learning may vary depending on which neural modules are involved in a given behaviour. Neurobiological studies, in tandem with behavioural studies, can help reveal the nature of these modules and the local rules by which they interact. 相似文献
969.
《Quarterly journal of experimental psychology (2006)》2013,66(12):2334-2351
Certain types of violent offending are often accompanied by evidence of personality disorders (PDs), a range of heterogeneous conditions characterized by disinhibited behaviours that are generally described as impulsive. The tasks previously used to show impulsivity deficits experimentally (in borderline personality disorder, BPD) have required participants to inhibit previously rewarded responses. To date, no research has examined the inhibition of responding based on Pavlovian stimulus–stimulus contingencies, formally “conditioned inhibition” (CI), in PDs. The present study used a computer-based task to measure excitatory and inhibitory learning within the same CI procedure in offenders recruited from the “personality disorder” and the “dangerous and severe personality disorder” units of a high-security psychiatric hospital. These offenders showed a striking and statistically significant change in the expression of inhibitory learning in a highly controlled procedure: The contextual information provided by conditioned inhibitors had virtually no effect on their prepotent associations. Moreover, this difference was not obviously attributable to nonspecific cognitive or motivational factors. Impaired CI would reduce the ability to learn to control associative triggers and so could provide an explanation of some types of offending behaviour. 相似文献
970.
《Journal of Cognitive Psychology》2013,25(8):965-971
The spacing effect refers to the frequently observed finding that distributing learning across time leads to better retention than massing it into one single study session. In the present study, we examined whether the spacing effect generalises to primary school vocabulary learning. To this aim, children from Grade 3 were taught the meaning of 15 new words using a massed procedure and 15 other new words using a spaced procedure. The 15 words in the massed condition were divided into three sets of five words, and each set was taught three times in one of three learning sessions. In the spaced condition, learning was distributed across the three sessions: All 15 words were practised once in each of the three learning sessions. At the retention tests after 1 week and after 5 weeks we observed that the meaning of spaced words was remembered better than the meaning of massed words. 相似文献