全文获取类型
收费全文 | 717篇 |
免费 | 68篇 |
国内免费 | 95篇 |
出版年
2024年 | 1篇 |
2023年 | 15篇 |
2022年 | 17篇 |
2021年 | 34篇 |
2020年 | 32篇 |
2019年 | 30篇 |
2018年 | 31篇 |
2017年 | 30篇 |
2016年 | 38篇 |
2015年 | 33篇 |
2014年 | 35篇 |
2013年 | 84篇 |
2012年 | 15篇 |
2011年 | 20篇 |
2010年 | 24篇 |
2009年 | 33篇 |
2008年 | 31篇 |
2007年 | 37篇 |
2006年 | 45篇 |
2005年 | 32篇 |
2004年 | 30篇 |
2003年 | 15篇 |
2002年 | 19篇 |
2001年 | 12篇 |
2000年 | 14篇 |
1999年 | 14篇 |
1998年 | 23篇 |
1997年 | 11篇 |
1996年 | 10篇 |
1995年 | 15篇 |
1994年 | 14篇 |
1993年 | 8篇 |
1992年 | 9篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1989年 | 6篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 8篇 |
1985年 | 5篇 |
1984年 | 3篇 |
1983年 | 7篇 |
1982年 | 5篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1976年 | 2篇 |
1975年 | 2篇 |
排序方式: 共有880条查询结果,搜索用时 15 毫秒
71.
In this article the context of Japanese education is examined to highlight those aspects most identified with the issue of testing and test anxiety. The unique organization of the Japanese formal educational system is explored as well as its governance and administration. The centralized nature of Japanese education contributes to the hierarchical nature of the system and the centrality of both local and national examinations. The existence of a parallel, less regulated educational system, generally referred to as juku, is also discussed thereby revealing the complex mix of factors that influence and shape the testing environment. 相似文献
72.
Marlies E. A. Stouthard Gideon J. Mellenbergh Johan Hoogstraten 《Anxiety, stress, and coping》2013,26(2):89-105
Dental anxiety is a complicated phenomenon, and its multicomponent nature is often not acknowledged in existing measurement instruments. Using a facet design, a new Dental Anxiety Inventory (DAI) was constructed. Facets chosen were: time (made up of four elements: at home, on your way to the denstist, in the denstist's waiting room, in the dental chair), situation (three elements: introductory aspects, dentist-patient interaction, actual dental treatment), and reaction (three elements: subjective feelings, physical reactions, cognitive reactions). Psychometric qualities of the DAI are good. The internal structure of the DAI was studied by linear and nonlinear techniques, and was partially recovered from the data. The construct and criterion validity of the DAI was supported in several studies. 相似文献
73.
The hypotheses that test anxiety is associated with a deficit in prior knowledge and/or working memory capacity, that anxiety impairs comprehension efficiency, and that deficits in knowledge and capacity underlie the efficiency impairment, were tested. In Study 1, high-anxiety students were characterized by lower scores in several vocabulary measures, compared with low-anxiety students. In Study 2, high-anxiety individuals showed inferior working memory capacity to low-anxiety individuals under evaluative stress conditions, but not under non-stress conditions. In Study 3 high-anxiety subjects exhibited lower efficiency scores than low-anxiety subjects in expository texts without a summary: The former employed a greater amount of reading time than the latter to acquire an equivalent amount of information. In addition, the disadvantage in efficiency associated with anxiety was removed when differences in vocabulary knowledge were partialled out statistically. Instead, that disadvantage was only reduced, but not eliminated, when differences in transitory working memory capacity were partialled out. Therefore, the prior knowledge deficit hypothesis accounts for the impairment in reading efficiency associated with high anxiety better than the transitory working memory reduction hypothesis. 相似文献
74.
Given the increased testing of school-aged children in the United States there is a need for a current and valid scale to measure the effects of test anxiety in children. The domain of children's test anxiety was theorized to be comprised of three dimensions: thoughts, autonomic reactions, and off-task behaviors. Four stages are described in the evolution of the Children's Test Anxiety Scale (CTAS): planning, construction, quantitative evaluation, and validation. A 50-item scale was administered to a development sample (N=230) of children in grades 3–6 to obtain item analysis and reliability estimates which resulted in a refined 30-item scale. The reduced scale was administered to a validation sample (N=261) to obtain construct validity evidence. A three-factor structure fit the data reasonably well. Recommendations for future research with the scale are described. 相似文献
75.
Jarrod C. Hines Christopher Hertzog Dayna R. Touron 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2013,20(6):693-711
One’s memory for past test performance (MPT) is a key piece of information individuals use when deciding how to restudy material. We used a multi-trial recognition memory task to examine adult age differences in the influence of MPT (measured by actual Trial 1 memory accuracy and subjective confidence judgments, CJs) along with Trial 1 judgments of learning (JOLs), objective and participant-estimated recognition fluencies, and Trial 2 study time on Trial 2 JOLs. We found evidence of simultaneous and independent influences of multiple objective and subjective (i.e., metacognitive) cues on Trial 2 JOLs, and these relationships were highly similar for younger and older adults. Individual differences in Trial 1 recognition accuracy and CJs on Trial 2 JOLs indicate that individuals may vary in the degree to which they rely on each MPT cue when assessing subsequent memory confidence. Aging appears to spare the ability to access multiple cues when making JOLs. 相似文献
76.
《European Journal of Developmental Psychology》2013,10(5):622-631
ABSTRACTWe evaluated the reliability, validity, and differential item functioning (DIF) of a shorter version of the Defining Issues Test-1 (DIT-1), the behavioural DIT (bDIT), measuring the development of moral reasoning. About 353 college students (81 males, 271 females, 1 not reported; age M = 18.64 years, SD = 1.20 years) who were taking introductory psychology classes at a public University in a suburb area in the Southern United States participated in the present study. First, we examined the reliability of the bDIT using Cronbach’s α and its concurrent validity with the original DIT-1 using disattenuated correlation. Second, we compared the test duration between the two measures. Third, we tested the DIF of each question between males and females. Findings reported that first, the bDIT showed acceptable reliability and good concurrent validity. Second, the test duration could be significantly shortened by employing the bDIT. Third, DIF results indicated that the bDIT items did not favour any gender. Practical implications of the present study based on the reported findings are discussed. 相似文献
77.
Russell J. Skiba Kimberly Knesting Lakeisha D. Bush 《Journal of child and family studies》2002,11(1):61-78
The persistent and unresolved issue of minority disproportionality in special education provides a strong rationale for ensuring that assessment is culturally appropriate and sensitive. An extensive literature on test bias has failed to find evidence of bias sufficient to fully explain disproportional representation of minorities in special education. Yet minorities in this nation, most especially African Americans, have been exposed to a long history of unequal opportunity and oppression, and these inequities continue to be played out in educational settings. In the face of inadequate cultural and educational opportunity, unbiased tests provide an accurate estimate not only of individual capability, but also of the inhospitable conditions that depress that capability. A failure to take differential educational opportunity into account when considering minority test performance may lead to serious errors of test score interpretation. In the face of unequal educational opportunity, culturally competent assessment thus means more than manipulating the content of tests. Rather, it represents a comprehensive process that uses the results of assessment to identify and remedy educational conditions that systematically disadvantage students of color. 相似文献
78.
79.
Drawing tests in children diagnosed with dyslexia and dysgraphia were quantitatively compared. Fourteen children with dysgraphia, 19 with dyslexia and 13 normally developing were asked to copy 3 figures: a circle, a square and a cross. An optoelectronic system allowed the acquisition of the drawing track in three-dimensions. The participants’ head position and upper limb movements were measured as well. A set of parameters including movement duration, velocity, length of the trace, Range of Motion of the upper limb, was computed and compared among the 3 groups. Children with dyslexia traced the circle faster than the other groups. In the cross test, dyslexic participants showed a reduced execution time and increased velocity while drawing the horizontal line. Children with dyslexia were also faster in drawing certain sides of square with respect to the other groups. 相似文献
80.
Harlan Campbell Daniël Lakens 《The British journal of mathematical and statistical psychology》2021,74(1):64-89
Determining a lack of association between an outcome variable and a number of different explanatory variables is frequently necessary in order to disregard a proposed model (i.e., to confirm the lack of a meaningful association between an outcome and predictors). Despite this, the literature rarely offers information about, or technical recommendations concerning, the appropriate statistical methodology to be used to accomplish this task. This paper introduces non-inferiority tests for ANOVA and linear regression analyses, which correspond to the standard widely used F test for and R2, respectively. A simulation study is conducted to examine the Type I error rates and statistical power of the tests, and a comparison is made with an alternative Bayesian testing approach. The results indicate that the proposed non-inferiority test is a potentially useful tool for ‘testing the null’. 相似文献