全文获取类型
收费全文 | 28798篇 |
免费 | 391篇 |
国内免费 | 130篇 |
专业分类
教育 | 19644篇 |
科学研究 | 3245篇 |
各国文化 | 260篇 |
体育 | 2738篇 |
综合类 | 31篇 |
文化理论 | 223篇 |
信息传播 | 3178篇 |
出版年
2021年 | 206篇 |
2020年 | 404篇 |
2019年 | 580篇 |
2018年 | 724篇 |
2017年 | 758篇 |
2016年 | 731篇 |
2015年 | 467篇 |
2014年 | 612篇 |
2013年 | 5117篇 |
2012年 | 556篇 |
2011年 | 630篇 |
2010年 | 475篇 |
2009年 | 501篇 |
2008年 | 499篇 |
2007年 | 526篇 |
2006年 | 507篇 |
2005年 | 483篇 |
2004年 | 703篇 |
2003年 | 595篇 |
2002年 | 605篇 |
2001年 | 476篇 |
2000年 | 490篇 |
1999年 | 448篇 |
1998年 | 234篇 |
1997年 | 265篇 |
1996年 | 327篇 |
1995年 | 300篇 |
1994年 | 252篇 |
1993年 | 263篇 |
1992年 | 382篇 |
1991年 | 381篇 |
1990年 | 371篇 |
1989年 | 452篇 |
1988年 | 364篇 |
1987年 | 411篇 |
1986年 | 372篇 |
1985年 | 458篇 |
1984年 | 388篇 |
1983年 | 367篇 |
1982年 | 313篇 |
1981年 | 283篇 |
1980年 | 254篇 |
1979年 | 392篇 |
1978年 | 312篇 |
1977年 | 293篇 |
1976年 | 273篇 |
1975年 | 229篇 |
1974年 | 252篇 |
1973年 | 217篇 |
1971年 | 209篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
991.
992.
993.
994.
The Woodcock-Johnson Psycho-Educational Battery has become a popular instrument for assessing students with learning problems. Previous research has indicated a possible discrepancy between overall scores on the WISC-R and the congnitive portion of the Woodcock-Johnson with samples of learning disabled (LD) students. The current study, conducted with samples of students not designated as LD, also found significant differences in the mean scores between the two measures. The hypothesis that the difference between measures is a function of grade level was not supported. Other findings of the current study, coupled with previous research, suggest that the congnitive portion of the Woodcock-Johnson may be loaded with verbal factors. 相似文献
995.
Thomas P. Reilly Owen W. Drudge James C. Rosen Dorene E. Loew Mariellen Fischer 《Psychology in the schools》1985,22(4):380-382
Twenty-six normal first-grade children (M = 7.0 years) were administered the WISC-R, the McCarthy Scales, and the Woodcock-Johnson Scales of Cognitive Ability. Two years later, their levels of academic achievement were determined by way of the WRAT and global teacher ratings of classroom performance. Pearson intercorrelations among the summary indices of the three intellectual measures were significant and uniformly high (rang. 77-.95). Correlations between first-grade ability scores and third-grade achievement measures also were significant (range .64-.90), suggesting strong predictive validity for each of the cognitive instruments. Though not significantly so, the correlations between the Woodcock-Johnson and achievement tended to be the highest. The results indicate that all three intellectual measures are appropriate for predicting later academic achievement in young school-aged children. 相似文献
996.
997.
998.
999.
1000.
Robert D. Lyman Steven Prentice-Dunn David R. Wilson Stephen A. Bonfilio 《Psychology in the schools》1984,21(4):516-519
Twenty-four children with conduct disorders were familiarized with a pattern-matching task, and their self-efficacy expectations for this task were assessed. Subjects were then given either “Success” or “Failure” feedback for a series of similar problems, and their self-efficacy was reassessed. Finally, task persistence was evaluated by allowing subjects to attempt as many additional pattern-matching problems as they wished, with all subjects receiving failure feedback. Results indicated that, although the two groups of subjects were initially similar, the success group's self-efficacy was significantly higher following feedback. The success group also attempted significantly more problems while later receiving failure feedback, and there was a significant positive correlation between task persistence and the second self-efficacy rating. These findings were related to Bandura's self-efficacy theory and to educational programming for conduct-disordered children. 相似文献