全文获取类型
收费全文 | 345篇 |
免费 | 53篇 |
国内免费 | 49篇 |
出版年
2024年 | 1篇 |
2023年 | 6篇 |
2022年 | 6篇 |
2021年 | 17篇 |
2020年 | 20篇 |
2019年 | 35篇 |
2018年 | 22篇 |
2017年 | 22篇 |
2016年 | 18篇 |
2015年 | 11篇 |
2014年 | 15篇 |
2013年 | 69篇 |
2012年 | 19篇 |
2011年 | 10篇 |
2010年 | 13篇 |
2009年 | 16篇 |
2008年 | 10篇 |
2007年 | 18篇 |
2006年 | 11篇 |
2005年 | 17篇 |
2004年 | 10篇 |
2003年 | 6篇 |
2002年 | 8篇 |
2001年 | 11篇 |
2000年 | 4篇 |
1999年 | 9篇 |
1998年 | 6篇 |
1997年 | 6篇 |
1996年 | 4篇 |
1995年 | 5篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1989年 | 2篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1977年 | 1篇 |
排序方式: 共有447条查询结果,搜索用时 312 毫秒
171.
172.
共同方法偏差的统计检验与控制方法 总被引:38,自引:1,他引:38
共同方法偏差是心理学研究中一个越来越被关注的课题,但国内心理学界对其的介绍、研究还比较少,导致研究中对共同方法偏差的控制还有所欠缺。共同方法偏差的控制方法分为程序控制和统计控制,该文介绍了共同方法偏差的多种统计控制法,如因素分析法、偏相关法、潜在的误差变量控制法、结构方程模型法等,分析了其各自的优缺点,并提出了如何选择采用这些方法的建议. 相似文献
173.
174.
Andrès U. Vargas Janice A. Grskovic Phillip J. Belfiore Janet Halbert-Ayala 《Journal of Behavioral Education》1997,7(1):13-23
We examined the effects of error correction on spelling accuracy of culturally and linguistically diverse students enrolled in summer Migrant Education. In an error correction strategy, students spelled a word, viewed a correct model, and corrected specific errors. In a traditional strategy, students wrote words three times each while viewing a correct model. Words were presented in Spanish or English. Results showed that students with and without learning disabilities, whose primary language was English, correctly spelled more English words in the error correction condition than the traditional. Students whose primary language was Spanish correctly spelled Spanish words equally well in both conditions, possibly because of the phonetic nature of the Spanish language. 相似文献
175.
Two studies are reported in which the effects of supervisor observations of teachers' performance rate and accuracy on both teachers' and severely handicapped students' behaviors were compared with baseline supervisor observations that did not specify rate and accuracy feedback. The latter observation procedure (nonspecific feedback) was more typical of the existing practices of school supervisors. The dependent variables for the teachers were rate and accuracy of teacher behaviors to student responses in individualized instructional settings involving discrete trials or task-analysis steps. The dependent variables for students were the rates of correct and incorrect responding to teacher presentations during the supervisor observation periods. Both studies used a multiple baseline design. The results of Study 1 showed that there were educationally significant changes in teacher and, in turn, student performance as a result of the use of the rate and accuracy procedure. The results of Study 2 replicated those of Study 1 while correcting limitations of Study 1. This latter study also demonstrated that the observation effects of the procedure generalized to teacher performance throughout the day. The results are discussed in terms of the efficiency and cost effectiveness of the procedure to train, monitor, and reinforce teacher effectiveness. 相似文献
176.
Although the quality of observational data is generally evaluated by observer agreement, measures of both observer agreement and accuracy were available in the present study. Videotapes with a criterion protocol were coded by 16 observers. All observers calculated agreement scores both on their own and their partner's data and on a contrived data set misrepresented as data collected by other observers. Compared with agreement scores calculated by the experimenter, observers erroneously inflated their own agreement scores and deflated the agreement scores on the contrived data. Half of the observers (n = 8) had been given instructions emphasizing the importance of accuracy during observation while the other half had been given instructions emphasizing interobserver agreement. Accuracy exceeded agreement for the former group, whereas agreement exceeded accuracy for the latter group. The implications are that agreement should be calculated by the experimenter and that the accuracy-agreement relationship can be altered by differential observer instructions. 相似文献
177.
DeMets DL 《Science and engineering ethics》1999,5(1):97-117
Ethical conduct is an essential component in research, especially in medical research. Statistical methods for design and
analysis are powerful research tools if used properly. Abuse of these principles and methods are just as unethical as other
laboratory or clinical misconduct. Inadequate research design can produce worthless results and thus wastes effort and valuable
resources. For clinical research, patient resources are wasted. Inappropriate analysis of data can also produce misleading
results and conclusions. For clinical research, inferior therapy might be given to patients as a consequence. These ethical
concerns can have implications for and affect the individuals responsible for the statistical design and analysis. Examples
are provided which illustrate some possible abuses and inappropriate pressures. 相似文献
178.
179.
Comparisons between visual and time-series inferences from behavioral data show that serial dependency in scores is likely to disrupt agreement between the two methods of analysis. If researchers follow an earlier recommendation that time-series analysis be used to supplement or confirm visual analysis, this study's findings suggest that the two methods will disagree most often when the data contain high levels of autocorrelation and when reliable behavorial changes are indicated by time-series analysis. 相似文献
180.
Kistner JA David-Ferdon CF Repper KK Joiner TE 《Journal of abnormal child psychology》2006,34(3):336-348
Are depressive symptoms in middle childhood associated with more or less realistic social self-perceptions? At the beginning and end of the school year, children in grades 3 through 5 (n=667) rated how much they liked their classmates, predicted the acceptance ratings they would receive from each of their classmates, and completed self-report measures of perceived acceptance and depressive symptoms. Accuracy of perceived acceptance was indexed by the mean difference between pairs of predicted and received ratings (absolute values). Standardized residual scores created by regressing self-reported perceived acceptance (either predicted ratings or children's responses to a questionnaire measure of perceived peer acceptance) onto peer acceptance ratings formed two measures of bias. Bi-directional associations were found for accuracy of perceived acceptance and depressive symptoms; inaccurate perceptions predicted increases in depressive symptoms and depressive symptoms predicted decreased accuracy. Neither measure of bias predicted changes in depressive symptoms. Depressive symptoms predicted increases in negatively biased perceptions as assessed via questionnaire. 相似文献