全文获取类型
收费全文 | 9978篇 |
免费 | 130篇 |
国内免费 | 5篇 |
专业分类
教育 | 6865篇 |
科学研究 | 1107篇 |
各国文化 | 108篇 |
体育 | 823篇 |
综合类 | 3篇 |
文化理论 | 97篇 |
信息传播 | 1110篇 |
出版年
2021年 | 91篇 |
2020年 | 136篇 |
2019年 | 234篇 |
2018年 | 305篇 |
2017年 | 287篇 |
2016年 | 272篇 |
2015年 | 166篇 |
2014年 | 217篇 |
2013年 | 1898篇 |
2012年 | 218篇 |
2011年 | 224篇 |
2010年 | 188篇 |
2009年 | 179篇 |
2008年 | 209篇 |
2007年 | 198篇 |
2006年 | 180篇 |
2005年 | 170篇 |
2004年 | 185篇 |
2003年 | 161篇 |
2002年 | 144篇 |
2001年 | 168篇 |
2000年 | 161篇 |
1999年 | 141篇 |
1998年 | 100篇 |
1997年 | 96篇 |
1996年 | 109篇 |
1995年 | 92篇 |
1994年 | 82篇 |
1993年 | 125篇 |
1992年 | 129篇 |
1991年 | 139篇 |
1990年 | 127篇 |
1989年 | 115篇 |
1988年 | 108篇 |
1987年 | 122篇 |
1986年 | 110篇 |
1985年 | 117篇 |
1984年 | 108篇 |
1983年 | 108篇 |
1982年 | 108篇 |
1981年 | 89篇 |
1980年 | 81篇 |
1979年 | 106篇 |
1978年 | 98篇 |
1977年 | 90篇 |
1976年 | 83篇 |
1975年 | 60篇 |
1974年 | 71篇 |
1973年 | 67篇 |
1971年 | 60篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
111.
112.
Mark E. Swerdlik 《Psychology in the schools》1977,14(3):260-270
The paper reviews WISC/WISC-R comparison studies which have been conducted with a wide variety of samples. Significant WISC/WISC-R IQ score differences have been reported with the WISC-R yielding consistently lower scores of approximately 5-8 IQ points for the three major scales. Several studies do report variable WISC/WISC-R differences for various ages, races, and ability levels. These results have implications for practicing school psychologists. Caution is advised in the interpretation of a WISC/WISC-R difference, as a discrepancy of one SD may not be meaningful. Many students who scored in the borderline classification range on the WISC and who are currently being readministered the WISC-R are scoring in the mentally impaired classification range. This does not necessarily reflect negatively on the validity of the WISC-R, but does document the need to keep intelligence tests up to date. There is a continuing need to exercise caution in the use of individual intelligence tests and to utilize data in addition to WISC-R scores in order to make special education placement decisions. 相似文献
113.
So as to compare predicted achievement based upon WISC-R IQs and observed achievement by the WRAT standard scores, both instruments were administered by the same school psychologist to 282 urban students referred for psychological evaluation. The correlations obtained, even on this nonrandom population, were substantial, significant (p < .001), and should be useful to school psychologists in statistically relating intelligence test scores to school achievement. 相似文献
114.
115.
Mark Stone 《Psychology in the schools》1975,12(3):330-333
The Slosson Intelligence Test (SIT) is an age scale of intelligence with demonstrated reliability and high validity coefficients correlated to the Stanford-Binet. The items of the SIT were classified according to a scheme resembling Valett's classification of Stanford-Bmet test, items. A comparison of the classifications was made and an explanation given of how the interpretive profile can be used to enhance the value of the SIT. 相似文献
116.
F. Gene Schwaeting 《Psychology in the schools》1976,13(2):139-141
So as to compare the results of the WISC and WISC-R, both instruments were administered to 58 children randomly selected from a school population of 583. All administration and scoring was performed by the same psychologist, with a two-month interval separating the administrations for each child. All IQs were significantly higher (p <.01) on the WISC, with the Performance difference being greater than the verbal difference. Also, 8 of the 10 required subtest scaled scores were significantly greater (p <.05) on the older instrument. Regression equations were obtained to predict WISC-R IQs from WISC scores. 相似文献
117.
Data were collected on rate per minute of administering token reinforcement for one male and six female teachers enrolled in a behavior modification course. Data were obtained from record cards maintained by pupils for tokens received during an observer-present condition and for an observer-absent condition. Comparison of reinforcement rates for observer-present vs. absent indicated significantly higher rates of token delivery (p <.025) in the observer-present condition. The observer effect has important implications for those programs in which assessment procedures introduce an observer into the classroom to collect data on changes in teacher behavior. 相似文献
118.
119.
120.
EDITORS' PREFACE 总被引:1,自引:0,他引:1