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College students (n = 132) and mothers (n = 64) listened to simulated hotline calls and rated level of suicide risk and the helpfulness of interventions. Students also rated their intent to take action in a similar situation; mothers rated their child's intent to take action. Students, more than mothers, perceived emotional problems to be associated with risk; mothers, more than students, perceived changes in behavior to be associated with risk. Students and mothers generally agreed regarding the helpfulness of different interventions, rating talking as most helpful. However, students, more than mothers, perceived social distraction as helpful. Mothers were generally accurate in their perceptions of their children's intended actions. Results suggest the need for additional research on the skills adolescents bring to crisis situations. 相似文献
765.
Alison F. Carton 《The British journal of developmental psychology》1984,2(3):269-274
The causal role of social interaction in the promotion of cognitive development has recently emerged as an important issue in developmental psychology. Two dominant theoretical orientations are currently guiding the empirical studies. The Piagetian perspective has influenced studies conducted to measure operational advances in cognitive functioning as a result of conflict between children. Vygotsky's developmental framework has provoked interest in the ontogenesis of self-regulatory abilities in children through an analysis of social problem solving. Both seek to explain cognitive development through social processes. Theoretical and empirical links between the two approaches are explored, and the possible role of linguistic processes as causal mechanisms examined. 相似文献
766.
Bryan A. Sisk Jessica Mozersky Alison L. Antes James M. DuBois 《The American journal of bioethics : AJOB》2020,20(4):62-70
AbstractWe argue that once a normative claim is developed, there is an imperative to effect changes based on this norm. As such, ethicists should adopt an “implementation mindset” when formulating norms, and collaborate with others who have the expertise needed to implement policies and practices. To guide this translation of norms into practice, we propose a framework that incorporates implementation science into ethics. Implementation science is a discipline dedicated to supporting the sustained enactment of interventions. We further argue that implementation principles should be integrated into the development of specific normative claims as well as the enactment of these norms. Ethicists formulating a specific norm should consider whether that norm can feasibly be enacted because the resultant specific norm will directly affect the types of interventions subsequently developed. To inform this argument, we will describe the fundamental principles of implementation science, using informed consent to research participation as an illustration. 相似文献
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Elizabeth. Milne Dr Alison. Scope 《The British journal of developmental psychology》2008,26(1):91-102
Children with autism have been shown to be less susceptible to Kanisza type contour illusions than children without autism ( Happé, 1996 ). Other authors have suggested that this finding could be explained by the fact that participants with autism were required to make a potentially ambiguous verbal response which may have masked whether or not they actually perceived the illusory contours ( Ropar & Mitchell, 1999 ). The present study tested perception of illusory contours in children with autism using a paradigm that requires participants to make a forced choice about the dimensions of a shape defined by illusory contours. It was reasoned that accuracy of the participant on this task would indicate whether or not children with autism could perceive illusory contours. A total of 18 children with autistic spectrum disorder, 16 children with special educational needs not including autism and 20 typically developing children completed an experimental task which assessed perception of Kanisza‐style rectangles defined by illusory contours. There were no significant differences between the performance of the children with autism and either of the two control groups, suggesting that perception of illusory contours is intact in autism. 相似文献
769.
Allan Lee Alison Legood David Hughes Amy Wei Tian Alexander Newman Caroline Knight 《European Journal of Work and Organizational Psychology》2020,29(1):1-35
ABSTRACTThis paper reports the most comprehensive meta-analytic examination of the relationship between leadership and both followers’ creative and innovative performance. Specifically, we examined 13 leadership variables (transformational, transactional, ethical, humble, leader-member exchange, benevolent, authoritarian, entrepreneurial, authentic, servant, empowering, supportive, and destructive) using data from 266 studies. In addition to providing robustly estimated correlations, we explore two theoretically and pragmatically important issues: the relative importance of the different leadership constructs and moderators of the relationship between leadership and employee creativity and innovation. Regrading creative performance, authentic, empowering, and entrepreneurial leadership demonstrated the strongest relationships. For innovative performance, both transactional (contingent reward) and supportive leadership appear particularly relevant. The current study synthesizes an important, burgeoning, diverse body of research, and in doing so, generates nuanced evidence that can be used to guide theoretical advancements, improved research designs, and up-to-date policy recommendations regarding leading for creativity, and innovation. 相似文献
770.
Alison Springle 《Philosophical Psychology》2019,32(5):634-660
ABSTRACTThe acquisition of a skill, or knowledge-how, on the one hand, and the acquisition of a piece of propositional knowledge on the other, appear to be different sorts of epistemic achievements. Does this difference lie in the nature of the knowledge involved, marking a joint between knowledge-how and propositional knowledge? Intellectualists say no: All knowledge is propositional knowledge. Anti-intellectualists say yes: Knowledge-how and propositional knowledge are different in kind. What resources or methods may we legitimately and fruitfully employ to adjudicate this debate? What is (or are) the right way(s) to show the nature of the knowledge knowers know? Here too there is disagreement. I defend the legitimacy of the anti-intellectualist appeal to cognitive neuroscientific findings against a recent claim that anti-intellectualists conflate the scientific categories of procedural and declarative knowledge with the mental kinds of skill (knowledge-how) and propositional knowledge, respectively. I identify two kinds of arguments for this claim and argue that neither succeeds. 相似文献