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921.
This article reports a validity study of History Assessments of Thinking (HATs), which are short, constructed-response assessments of historical thinking. In particular, this study focuses on aspects of cognitive validity, which is an examination of whether assessments tap the intended constructs. Think-aloud interviews with 26 high school students were used to examine the thinking elicited by 8 HATs and multiple-choice versions of these tasks. Results showed that although both HATs and multiple-choice items tapped historical thinking processes, HATs better reflected student proficiency in historical thinking than their multiple-choice counterparts. Item format also influenced the thinking elicited, with multiple-choice items eliciting more instances of construct-irrelevant reasoning than the constructed-response versions. Implications for history assessment are discussed. 相似文献
922.
Julian D. Ford John F. Chapman Geraldine Pearson Randy Borum Jennifer Meltzer Wolpaw 《Journal of psychopathology and behavioral assessment》2008,30(2):87-99
This study replicates and extends studies of the Massachusetts Youth Screening Instrument, Version 2 (MAYSI-2) in a sample of 479 urban, rural, and suburban 12–16 year old youths (68% boys; 41% African American, 23% Latino)
consecutively admitted to juvenile detention centers. Six principal components replicated the MAYSI-2 factor-analytically-derived
subscales except for Depression/Anxiety, and suggested modifications of specific items in each sub-scale. Findings supported
the internal consistency and validity of the modified MAYSI-2 sub-scales. Few gender differences emerged, except that girls
reported higher levels of hopelessness and trauma than boys. Five sub-groups were identified based on component profiles:
(1) non-clinical, (2) addiction, somatic problems, and suicidality, (3) anger problems, (4) thought disturbance, and (5) addiction
and traumatic stress. The findings support the validity of the MAYSI-2 for juvenile justice mental health screening while
highlighting possible refinements in scoring in order to identify delinquent youths with distinctive psychosocial risks and
needs. 相似文献
923.
924.
T. Chris Riley-Tillman Sandra M. Chafouleas Amy M. Briesch Tanya L. Eckert 《Journal of Behavioral Education》2008,17(4):313-327
More than ever, educators require assessment procedures and instrumentation that are technically adequate as well as efficient
to guide data-based decision making. Thus, there is a need to understand perceptions of available tools, and the decisions
made when using collected data, by the primary users of those data. In this paper, two studies that surveyed members of the
National Association of School Psychologists with regard to two procedures useful in formative assessment, (i.e., Daily Behavior
Report Cards; Systematic Direct Observation), are presented. Participants reported greater overall levels of training and
use of Systematic Direct Observation than Daily Behavior Report Cards, yet both techniques were rated as equally acceptable
for use in formative assessment. Furthermore, findings supported that school psychologists tend to make similar intervention
decisions when presented with both types of data. Implications, limitations, and future directions are discussed. 相似文献
925.
The Preschool Behavioral and Emotional Rating Scale (PreBERS) is a standardized, norm-referenced instrument that assesses
the emotional and behavioral strengths of preschool children. Two studies that investigated the test–retest and inter-rater
reliability of the PreBERS are reported. In the first study, teachers rated preschool children (N = 96) on two occasions with 1 month between ratings. Reliability coefficients for the four subscales and total score of the
PreBERS were all at or above 0.86. In the second study teachers and paraprofessionals rated the same preschool children (N = 88). All of the correlations were over 0.72. In both studies the magnitude of correlations were large indicating that the
PreBERS is a stable measure across time and raters. Based on the data the PreBERS appears to be a psychometrically sound instrument
appropriate for use with preschool children. Recommendations for use with preschool children as well as future research are
discussed. 相似文献
926.
以上海市6所高校的565名大学生作为被试,采用定量与定性相结合的方法,探讨不同年级、不同性别、文理科大学生的网络行为偏好.结果表明,在信息获得偏好得分上,文科生显著高于理科生,男、女生得分差异不显著,存在显著的年级与学科交互作用,随年级增加信息获得偏好得分呈递增趋势;在游戏偏好得分上,男生显著高于女生,理科生显著高于文科生,随年级增加游戏偏好得分呈递减趋势,性别与学科,年级与学科均存在显著交互作用.交往偏好得分的性别、专业、年级的主效应不显著,但性别与学科有非常显著的交瓦效应. 相似文献
927.
The main objective of the Flemish research project ‘Nanotechnologies for tomorrow’s society’ (NanoSoc) is to develop and try
out an interactive process as a suitable methodology for rendering nanoresearchers aware of underlying assumptions that guide
nanotech research and integrating social considerations into the research choices they face. In particular, the NanoSoc process
should sustain scientists’ capacities to address growing uncertainties on the strategic, scientific and public acceptance
level. The article elaborates on these uncertainties and involved dilemmas scientists are facing and proposes a process approach which addresses strategic uncertainty by alternating between ‘visioning’ and ‘technology assessment’; a process design which manages complexity by promoting reflexivity among scientists by exposing them to deliberations in civil society (social
experts, stakeholders, citizens) on plausible futures with nanotechnologies; and as an answer to societal ambivalence, certain
process quality requirements such as an attitude of perplexity or openness towards ‘plurality’ and an attitude of ‘temporary closure’, both in support
of understanding and learning from differences.
相似文献
Lieve GoordenEmail: |
928.
Lang R O'Reilly M Machalicek W Lancioni G Rispoli M Chan JM 《Journal of applied behavior analysis》2008,41(3):441-445
A preliminary evaluation of the correspondence between functional analysis outcomes across settings was conducted with 2 children who had been diagnosed with autism and who engaged in challenging behavior. Differences across settings (a therapy room and a classroom) were demonstrated in ABAB reversal designs. Three potential patterns of results that may occur when comparing functional analyses across environments are described, and one possible explanation for the occurrence of discrepancies between environments (differing learning histories within separate environments) is offered. 相似文献
929.
The scope of knowledge space theory was extended by bringing into the picture the underlying skills and capabilities that are relevant to solving the problems in a knowledge domain. A major challenge to this approach comes from the need to aggregate distributed information on (partially) overlapping domains and skill sets. The notion of a distributed skill function is introduced for formalizing the integration of several skill functions that represent the assignment of skills to problems. It is shown that their consistency is captured by the meshability of the delineated knowledge structures. This result draws upon a characterization of the meshing of finite or infinite collections of knowledge structures, which extends and generalizes previous results on the binary case. The discussion covers implications for knowledge assessment and for practical applications, such as integrating skill assignments coming from different experts or distributed resources in technology-enhanced learning. 相似文献
930.
Ta WM Pitts RC Hughes CE McLean AP Grace RC 《Journal of the experimental analysis of behavior》2008,89(1):71-91
The purpose of this study was to examine effects of d-amphetamine on choice controlled by reinforcement delay. Eight pigeons responded under a concurrent-chains procedure in which one terminal-link schedule was always fixed-interval 8 s, and the other terminal-link schedule changed from session to session between fixed-interval 4 s and fixed-interval 16 s according to a 31-step pseudorandom binary sequence. After sufficient exposure to these contingencies (at least once through the pseudorandom binary sequence), the pigeons acquired a preference for the shorter reinforcement delay within each session. Estimates of the sensitivity to reinforcement immediacy were similar to those obtained in previous studies. For all pigeons, at least one dose of d-amphetamine attenuated preference and, hence, decreased estimates of sensitivity to reinforcement immediacy; in most cases, this effect occurred without a change in overall response rates. In many cases, the reduced sensitivity to reinforcement delay produced by d-amphetamine resulted primarily from a decrease in the asymptotic level of preference achieved within the session; in some cases, d-amphetamine produced complete indifference. These findings suggest that a reduction in the sensitivity to reinforcement delay may be an important behavioral mechanism of the effects of psychomotor stimulants. 相似文献