全文获取类型
收费全文 | 38048篇 |
免费 | 547篇 |
国内免费 | 54篇 |
专业分类
教育 | 26695篇 |
科学研究 | 4292篇 |
各国文化 | 390篇 |
体育 | 2817篇 |
综合类 | 39篇 |
文化理论 | 313篇 |
信息传播 | 4103篇 |
出版年
2021年 | 350篇 |
2020年 | 562篇 |
2019年 | 830篇 |
2018年 | 1082篇 |
2017年 | 1162篇 |
2016年 | 1065篇 |
2015年 | 666篇 |
2014年 | 891篇 |
2013年 | 7460篇 |
2012年 | 860篇 |
2011年 | 925篇 |
2010年 | 754篇 |
2009年 | 726篇 |
2008年 | 807篇 |
2007年 | 784篇 |
2006年 | 668篇 |
2005年 | 634篇 |
2004年 | 588篇 |
2003年 | 542篇 |
2002年 | 594篇 |
2001年 | 643篇 |
2000年 | 641篇 |
1999年 | 610篇 |
1998年 | 337篇 |
1997年 | 366篇 |
1996年 | 413篇 |
1995年 | 345篇 |
1994年 | 360篇 |
1993年 | 342篇 |
1992年 | 490篇 |
1991年 | 513篇 |
1990年 | 514篇 |
1989年 | 517篇 |
1988年 | 437篇 |
1987年 | 415篇 |
1986年 | 441篇 |
1985年 | 521篇 |
1984年 | 438篇 |
1983年 | 422篇 |
1982年 | 356篇 |
1981年 | 342篇 |
1980年 | 316篇 |
1979年 | 425篇 |
1978年 | 388篇 |
1977年 | 333篇 |
1976年 | 289篇 |
1975年 | 227篇 |
1974年 | 243篇 |
1973年 | 256篇 |
1971年 | 226篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
961.
James B. Connelly 《Psychology in the schools》1983,20(3):271-275
This study investigated patterns of Bannatyne's recategorized WISC-R scores of 146 predominantly Tlingit Indian children who were referred for psychoeducational testing. The students were divided into two groups, ages 6 through 10 and 11 through 16, in order to investigate patterns that occurred at each level and to investigate the proportions that exhibited a typically “Indian” pattern: Spatial > Sequential > Conceptual and Acquired Knowledge. As a group, the older children displayed an Indian pattern, but the younger children displayed a different one: Spatial > Conceptual and Sequential > Acquired Knowledge. Both groups, however, displayed a significantly greater proportion of children with an Indian pattern than would be expected by chance. A considerable number of individuals from both groups attained significant differences among scores in the Indian direction. 相似文献
962.
Concurrent validity of the Woodcock-Johnson tests of cognitive ability with the WISC-R: EMR children
The Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) were administered in a counterbalanced order to 30 children referred for a three-year reevaluation. All children were currently placed in an educable mentally retarded (EMR) program. The children ranged in age from 8-0 to 12-5 years, with a mean of 10-6. The correlation coefficient between the WISC-R and WJTCA was observed to be .72. Significant mean differences were found between the WISC-R and WJTCA full scale standard scores. The implications of the findings are discussed relative to the placement of children in classes for the mentally retarded. Explanations for the mean differences between the WJTCA and WISC-R also are explored. 相似文献
963.
Form A of the Boehm Test of Basic Concepts (BTBC) was administered to 180 kindergartners—90 boys and 90 girls. Neither their mean scores nor their standard deviations differed significantly, and the distributions of scores for the two groups were virtually identical. Moreover, the application of three internal criteria for bias yielded totally negative results; thus, there was no evidence of either sex differences or sex bias in the data. 相似文献
964.
Jeffrey H. Snow Lawrence C. Hartlage George W. Hynd Daniel H. Grant 《Psychology in the schools》1983,20(4):415-419
The Luria-Nebraska Neuropsychological Battery-Children's Revision (LNNB-Children's Revision) and The Minnesota Percepto-Diagnostic Test (MPD) were administered to 40 learning disabled (LD) students. Correlations were run between the scales of the LNNB-Children's Revision and MPD scores across the sample. Coefficients ranged from .07 to .71 for the intercorrelations of the scales of the LNNB-Children's Revision. Low correlations (−.10 to −.27) were found between MPD T scores and the LNNB-Children's Revision Scales, but raw scores from the MPD had somewhat higher correlations with the LNNB (.18 to .65). 相似文献
965.
Ernest A. Collabolletta Allen J. Fossbender Thomas Edward Bratter 《Psychology in the schools》1983,20(4):450-455
Before choosing to become involved with students who currently are abusing psychoactive substances, teachers must consider not only the potential consequences and payoffs to them professionally, but also what specifically they can do to help adolescents. This article presents some of the philosophical problems, and suggests potential solutions of how to relate to students who engage in potentially self-destructive, drug-related behavior. There is a need for teachers to become quasi-counselors and consultants, since they are the first line of defense against substance use and abuse. 相似文献
966.
967.
968.
969.
970.
A series of item analyses of the CAK-C was conducted for a sample of 155 educable mentally retarded children. The probability of a correct response was found to differ from task to task, and there was evidence that the order of difficulty of the tasks for this sample resembled that for nonretarded children. The probabilities of the two incorrect responses were generally not equal, and the choice of one or the other incorrect response showed some relation to CA, MA, and IQ, particularly the last two variables. 相似文献