全文获取类型
收费全文 | 36550篇 |
免费 | 508篇 |
国内免费 | 131篇 |
专业分类
教育 | 25652篇 |
科学研究 | 3804篇 |
各国文化 | 353篇 |
体育 | 3230篇 |
综合类 | 17篇 |
文化理论 | 318篇 |
信息传播 | 3815篇 |
出版年
2021年 | 317篇 |
2020年 | 527篇 |
2019年 | 794篇 |
2018年 | 1069篇 |
2017年 | 968篇 |
2016年 | 999篇 |
2015年 | 610篇 |
2014年 | 804篇 |
2013年 | 6549篇 |
2012年 | 745篇 |
2011年 | 817篇 |
2010年 | 613篇 |
2009年 | 639篇 |
2008年 | 686篇 |
2007年 | 684篇 |
2006年 | 644篇 |
2005年 | 591篇 |
2004年 | 611篇 |
2003年 | 523篇 |
2002年 | 540篇 |
2001年 | 654篇 |
2000年 | 717篇 |
1999年 | 644篇 |
1998年 | 382篇 |
1997年 | 381篇 |
1996年 | 467篇 |
1995年 | 387篇 |
1994年 | 368篇 |
1993年 | 344篇 |
1992年 | 507篇 |
1991年 | 525篇 |
1990年 | 515篇 |
1989年 | 564篇 |
1988年 | 509篇 |
1987年 | 505篇 |
1986年 | 495篇 |
1985年 | 580篇 |
1984年 | 473篇 |
1983年 | 463篇 |
1982年 | 390篇 |
1981年 | 388篇 |
1980年 | 390篇 |
1979年 | 551篇 |
1978年 | 418篇 |
1977年 | 389篇 |
1976年 | 329篇 |
1975年 | 285篇 |
1974年 | 310篇 |
1973年 | 286篇 |
1971年 | 269篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
951.
Correlations of WPPSI IQs with concurrently administered subtests from the WRAT were compared with analogous WISC-R/WRAT correlations in a group of children referred by regular classroom teachers for school psychological services. Although the magnitudes of all correlations were reduced, due to restriction of range, the comparisons indicated no significant differences in the magnitudes of the correlations of the WPPSI and the WISC-R with the WRAT. These results support the use of the two instruments as equivalent predictors of achievement. 相似文献
952.
Kaufman's critique of our article was based on a misunderstanding of our purpose and procedures. This reply clarifies those points and suggests further areas of concern regarding the McCarthy Screening Test. 相似文献
953.
A set of behavioral procedures focusing on the academic and social behavior problems of a group of adolescent students was incorporated within the context of a regular school program. The procedures, which involved manipulating type and delay of reinforcement, teaching desirable behaviors that were self-reinforcing or that others would readily reinforce, and training in several skills that are prerequisite to selfcontrol, were implemented in several classrooms through an independent grouporiented contingency system. These students performed significantly better than a matched control group with respect to grade-point average, class grades, school attendance, and length of time absent due to suspension. Changes in the contingency system throughout the year yielded differential effects on three behavioral measures: class attendance, assignments completed, and classroom behavior. The significance of these findings is discussed, and suggestions are made for future research efforts. 相似文献
954.
The 1976 edition of the Metropolitan Readiness Tests was factor analyzed from the responses of 408 beginning first graders. A single General Readiness factor, consistent with prior research, best described the battery of eight subtests. This factor was found to be invariant across sex when separate analyses for males and for females were compared. The coefficient of congruence for the general factor across sex was .98, and the salient variable similarity index reached a value of 1.00. 相似文献
955.
Albert J. Cotugno 《Psychology in the schools》1981,18(4):455-459
This study attempts to replicate the findings of Santostefano, Rutledge, and Randell (1965), which demonstrated a relationship between the cognitive control called field articulation and reading disability in school-aged children. Two groups, reading disability and nonreading disability, were administered a series of cognitive control measures. The results confirm the findings of earlier studies that the cognitive control called field articulation is clearly implicated in the reading process. Performance on this control significantly differentiates between children who demonstrate reading disabilities and those who do not. 相似文献
956.
957.
958.
959.
In this paper, the role of extrinsic reinforcement in intrinsic motivation is discussed in terms of Deci's cognitive attribution theory. The competing response hypothesis and the frustration hypothesis are presented as alternative modes of analysis. “Undermining” is the phenomenon proposed by the cognitive attribution theorists that accounts for reported decrements in intrinsically motivated behaviors following external rewards. The literature regarding undermining in token economy research is critically evaluated. The author concludes that: (a) Cognitive attribution theory lacks parsimony, in that extant reinforcement analysis can account for undermining with equal facility. (b) Undermining is of little significance as a concept, due to its elusive and transient impact on operant behavior. 相似文献
960.