首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   17966篇
  免费   1512篇
  国内免费   1159篇
  2023年   220篇
  2022年   205篇
  2021年   310篇
  2020年   548篇
  2019年   633篇
  2018年   607篇
  2017年   723篇
  2016年   702篇
  2015年   476篇
  2014年   577篇
  2013年   1967篇
  2012年   397篇
  2011年   509篇
  2010年   437篇
  2009年   653篇
  2008年   821篇
  2007年   909篇
  2006年   839篇
  2005年   722篇
  2004年   610篇
  2003年   519篇
  2002年   462篇
  2001年   283篇
  2000年   266篇
  1999年   231篇
  1998年   180篇
  1997年   156篇
  1996年   124篇
  1995年   112篇
  1994年   103篇
  1993年   85篇
  1992年   64篇
  1991年   49篇
  1990年   49篇
  1989年   30篇
  1988年   40篇
  1987年   27篇
  1985年   390篇
  1984年   443篇
  1983年   354篇
  1982年   455篇
  1981年   447篇
  1980年   449篇
  1979年   396篇
  1978年   460篇
  1977年   365篇
  1976年   373篇
  1975年   286篇
  1974年   282篇
  1973年   244篇
排序方式: 共有10000条查询结果,搜索用时 31 毫秒
921.
922.
923.
924.
925.
926.
The relationship between career maturity and self-concepts of 252 sixth-grade black males was investigated. Student samples of suburban and urban middle- and urban lower-class were drawn from 42 different school settings located in Monroe, Erie, and Westchester Counties of New York State. The Attitude Scale of the Career Maturity Inventory and the Coopersmith Self-Esteem Inventory were used to assess the association of career maturity and self-concepts. Results indicated relatively weak-positive relationships between career maturity and self-concepts. Significant career maturity differences were found. However, self-concepts of the three groups were not statistically significantly different. Of the set of independent variables predicting and estimating variance accounted for (socioeconomic status, family intactness, place of residence, and reading), socioeconomic status was found to have the strongest predictive value on career maturity. It was suggested that researchers examine elementary school black students' career development in view of the group with whom they identify most.  相似文献   
927.
Ordered recall of auditory digits was obtained from children of 4, 7, 9, and 11 years of age. Lists had one of three types of sound pattern: melody, prosody, or monotone. For each sound pattern condition, half the lists were temporally grouped. Effects of sound pattern were minor, and not obviously age-specific. Profound effects of temporal grouping and clear-cut primacy effects appeared for all age groups and all conditions. These results render less plausible the popular hypothesis that the increase of memory span with age is due to the emergence of active strategies. It is suggested that the development of span may be due to an increase in the ease with which children can identify the individual items and encode information about their order.  相似文献   
928.
Crane and Ross reported that second graders learned more than sixth graders about attributes made relevant after solution of a discrimination task. Here two experiments are reported that enlighten the sources of this developmental difference. Both make use of an experimental technique whereby children verbalize their hypotheses during solution of a discrimination problem. The results indicate that ten-year-olds do not learn about incidental attributes that they tested while irrelevant in the pre-solution period, but that five-year-olds and seven-year-olds do. Children of all three ages process incidental information about attributes that they did not sample pre-solution. With some qualification, the incidentally processed information is retained throughout a five-minute delay interval. The results bear on developmental trends in the distribution of attention and on theoretical accounts of incidental learning in discrimination tasks.  相似文献   
929.
930.
The proposition that impulsive children inhibit expressive behavior less than reflective children was investigated by providing third grade impulsive and reflective boys with either differential or nondifferential forms or successive discrimination training prior to tests for stimulus generalization. Consistent with specific predictions derived from Spence's theory on the roles of excitation and inhibition, it was found that: (a) Reflectives acquired the discrimination more rapidly, (b) reflectives achieved a higher level of discriminative performance, (c) impulsives exhibited more variable response reates during the nonreinforced stimulus, and (d) the type of training interacted with the child's conceptual tempo to determine the elevation and shape of the post-discrimination generalization gradients. The results provide support for the construct validity of the Matching Familiar Figures Test of reflectivity-impulsivity.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号