全文获取类型
收费全文 | 237篇 |
免费 | 15篇 |
专业分类
252篇 |
出版年
2023年 | 2篇 |
2022年 | 7篇 |
2021年 | 3篇 |
2020年 | 9篇 |
2019年 | 5篇 |
2018年 | 9篇 |
2017年 | 15篇 |
2016年 | 11篇 |
2015年 | 8篇 |
2014年 | 8篇 |
2013年 | 38篇 |
2012年 | 10篇 |
2011年 | 14篇 |
2010年 | 7篇 |
2009年 | 6篇 |
2008年 | 12篇 |
2007年 | 14篇 |
2006年 | 8篇 |
2005年 | 6篇 |
2004年 | 7篇 |
2003年 | 3篇 |
2002年 | 10篇 |
2001年 | 3篇 |
2000年 | 1篇 |
1999年 | 7篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 5篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1985年 | 5篇 |
1984年 | 1篇 |
1981年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1926年 | 1篇 |
排序方式: 共有252条查询结果,搜索用时 6 毫秒
51.
52.
Rainer Trapp 《Erkenntnis》1988,28(2):253-267
At first sight one might be tempted to regard Descartes' »cogito ergo sum« as logically true by existential generalisation. This however would neither exhaust the specific epistemic content of »cogito« nor reveal the philosophical peculiarities of »sum« which the author takes to have two ontologically different meanings. The full sense of »cogito ergo sum« finally turns out to be Credo* me* cogitare ergo scio* me* esse1/2. Furthermore this proposition can formally be proved to be true by means of epistemic logic.
The following reflections were indirectly motivated by a stimulating talk that Professor Wolfgang Röd (Innsbruck) presented on quite different aspects of Descartes' philosophy and by the subsequent discussion I had with him and with Professor Arend Kulenkampff (Frankfurt/M). So I owe thanks to both of these gentlemen. 相似文献
» Credo* me* cogitare ergo scio* me* esse1/2 « — Descartes' »cogito ergo sum« reinterpreted
The following reflections were indirectly motivated by a stimulating talk that Professor Wolfgang Röd (Innsbruck) presented on quite different aspects of Descartes' philosophy and by the subsequent discussion I had with him and with Professor Arend Kulenkampff (Frankfurt/M). So I owe thanks to both of these gentlemen. 相似文献
53.
54.
55.
The Computers in Teaching Initiative (CTI) Centre for Psychology has been promoting the use of computers in psychology education for the last 5 years. The advent of the Internet and ubiquitous access to the World-Wide Web has the potential to revolutionize the way the teaching and learning of psychology can be supported. This paper describes how we are using the Web to support psychology education through information dissemination, through the provision of teaching resources, and through facilities for communication. 相似文献
56.
Annie Renouf Mara Brendgen Jean R. Séguin Frank Vitaro Michel Boivin Ginette Dionne Richard E. Tremblay 《Journal of abnormal child psychology》2010,38(8):1109-1123
This study investigated the relation between theory of mind and reactive and proactive aggression, respectively, as well as
the moderating role of peer victimization in this context. The 574 participants were drawn from a longitudinal study of twins.
Theory of mind was assessed before school entry, when participants were 5 years old. Reactive and proactive aggression as
well as peer victimization were assessed a year later in kindergarten. Results from multilevel regression analyses revealed
that low theory of mind was related to a high level of reactive aggression, but only in children who experienced average to
high levels of peer victimization. In contrast, a high theory of mind was related to a high level of proactive aggression.
Again, this relation was especially pronounced in children who experienced high levels of peer victimization. These findings
challenge the social skills deficit view of aggression and provide support for a multidimensional perspective of aggressive
behavior. 相似文献
57.
Today numerous training options are available to sales organizations, and sales training teams use various means to report training effectiveness. This study utilizes Kirkpatrick’s (1959; 1960) training evaluation model and examines the interrelationships among its four levels of sales training evaluation (i.e., reactions, knowledge acquisition, behavior change, and organizational outcomes). Empirical results indicate that sales trainees’ use of training materials at work is positively related to achieving sales training outcomes, including improving (1) organizational commitment, (2) sales effectiveness, and (3) customer relations. Furthermore, trainees who had positive reactions to training were more likely to learn the material, and trainees with higher levels of knowledge retention were more likely to apply the material in the work environment. Implications are discussed that may aid sales firms to better evaluate training solutions provided by vendors and to develop more effective and accountable sales training efforts. 相似文献
58.
Annie Roy-Charland Melanie Perron Cheryl Young Jessica Boulard Justin A. Chamberland 《The Journal of genetic psychology》2013,174(5):281-298
The goal of the present study was to test the Perceptual-Attentional Limitation Hypothesis in children and adults by manipulating the distinctiveness between expressions and recording eye movements. Children 3–5 and 9–11 years old as well as adults were presented pairs of expressions and required to identify a target emotion. Children 3–5 years old were less accurate than those 9–11 years old and adults. All children viewed pictures longer than adults but did not spend more time attending to the relevant cues. For all participants, accuracy for the recognition of fear was lower than for surprise when the distinctive cue was in the brow only. They also took longer and spent more time in both the mouth and brow zones than when a cue was in the mouth or both areas. Adults and children 9–11 years old made more comparisons between the expressions when fear comprised a single distinctive cue in the brow than when the distinctive cue was in the mouth only or when both cues were present. Children 3–5 years old made more comparisons for brow only than both. The results of the present study extend on the Perceptual-Attentional Limitation Hypothesis showing an importance of both decoder and stimuli, and an interaction between decoder and stimuli characteristics. 相似文献
59.
60.