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81.
Tim Cooper 《Teaching Theology & Religion》2015,18(3):286-290
This essay is part of a collection of short essays solicited from authors around the globe who teach religion courses at the college level (not for professional religious training). They are published together with an introduction in Teaching Theology and Religion 18:3 (July 2015). The authors were asked to provide a brief overview of the curriculum, student learning goals, and pedagogical techniques employed in their courses. 相似文献
82.
83.
A single instrument: Engineering and engineering technology students demonstrating competence in ethics and professional standards 总被引:1,自引:0,他引:1
This paper details efforts by the Purdue School of Engineering and Technology at Indiana University Purdue University Indianapolis
(IUPUI) to create a single instrument for honors science, technology, engineering and mathematics (STEM) students wishing
to demonstrate competence in the IUPUI Principles of Undergraduate Learning (PUL’s) and Accreditation Board for Engineering
and Technology (ABET) Engineering Accreditation Criterion (EAC) and Technology Accreditation Criterion (TAC) 2, a through
k. Honors courses in Human Behavior, Ethical Decision-Making, Applied Leadership, International Issues and Leadership Theories
and Processes were created along with a specific menu of activities and an assessment rubric based on PUL’s and ABET criteria
to evaluate student performance in the aforementioned courses. Students who complete the series of 18 Honors Credit hours
are eligible for an Honors Certificate in Leadership Studies from the Department of Organizational Leadership and Supervision.
Finally, an accounting of how various university assessment criteria, in this case the IUPUI Principles of Undergraduate Learning,
can be linked to ABET outcomes and prove student competence in both, using the aforementioned courses, menu of items, and
assessment rubrics; these will be analyzed and discussed.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, California, 9–10 June 2005.
Timothy Diemer is a visiting assistant professor in the Dept. of Organizational Leadership and Supervision and director of
international services in the Purdue School of Engineering and Technology at IUPUI.
Stephen P. Hundley is an Associate Professor of Organizational Leadership and Supervision in the Purdue School of Engineering
and Technology at IUPUI.
Robert M. Wolter is a lecturer in the Dept. of Organizational Leadership and Supervision at IUPUI and teaches ‘Human Behavior
in Organizations’ and ‘Applied Leadership’. 相似文献
84.
Rock PB Harris MG Yates T 《Journal of experimental psychology. Human perception and performance》2006,32(6):1479-1484
A controlled experiment used instrumented vehicles in a real-world driving task to compare D. N. Lee's (1976) tau-dot hypothesis of braking control with an alternative based on the direct estimation and control of ideal deceleration (T. Yates, M. Harris, & P. Rock, 2004). Drivers braked to stop as closely as possible to a visual target from different starting speeds and times-to-contact. The data provided little support for the tau-dot hypothesis, and analysis suggested that braking in the real world is better explained by a direct deceleration strategy. 相似文献
85.
Two experiments utilized a think/no-think paradigm to examine whether cognitive control of memories differs depending on whether they contain information with negative or neutral emotional content. During a training phase, participants learned face-word pairs (Experiment 1) or face-picture pairs (Experiment 2). In a subsequent experimental phase, participants were shown faces and told to think of the items paired with some of the faces and to try not to think of the items paired with other faces. Finally, in a test phase, participants were again shown each face and asked to recall the item with which it had been paired previously. Results for both verbal (Experiment 1) and nonverbal (Experiment 2) items indicated that the facilitatory and inhibitory influences of cognitive control were larger for negative than neutral items. 相似文献
86.
People often make logically sound decisions using explicit reasoning strategies, but sometimes it pays to rely on more implicit "gut-level" intuition. The transitive inference paradigm has been widely used as a test of explicit logical reasoning in animals and humans, but it can also be solved in a more implicit manner. Some researchers have argued that the hippocampus supports relational memories required for making logical inferences. Here we show that the benzodiazepene midazolam, which inactivates the hippocampus, causes profound explicit memory deficits in healthy participants, but enhances their ability in making implicit transitive inferences. These results are consistent with neurocomputational models of the basal ganglia-dopamine system that learn to make decisions through positive and negative reinforcement. We suggest that disengaging the hippocampal explicit memory system can be advantageous for this more implicit form of learning. 相似文献
87.
Investigated whether three self-system beliefs, fear of abandonment, coping efficacy, and self-esteem, mediated the relations of stressors and caregiver-child relationship quality with concurrent and prospective internalizing and externalizing problems in a sample of children who had experienced parental death in the previous 2.5 years. The cross-sectional sample consisted of 340 children ages 7-16 and their surviving parent/current caregiver; the longitudinal analyses employed a subset of this sample that consisted of 100 children and their parents/caregivers who were assessed at three time points. A multirater, multimethod measure of caregiver-child relationship quality and a multirater measure of children's mental health problems were used. The cross-sectional model supported a mediational relation for fear of abandonment, coping efficacy, and self-esteem. The three-wave longitudinal model showed that fear of abandonment at Time 2 mediated the relation between stressors at Time 1 and internalizing and externalizing problems at Time 3. Implications of these findings for understanding the development of mental health problems in parentally bereaved children and designing interventions for this at-risk group are discussed. 相似文献
88.
Sharlene A. Wolchik Jenn-Yun Tein Irwin N. Sandler Tim S. Ayers 《Journal of abnormal child psychology》2006,34(2):212-229
Investigated whether three self-system beliefs, fear of abandonment, coping efficacy, and self-esteem, mediated the relations of stressors and caregiver–child relationship quality with concurrent and prospective internalizing and externalizing problems in a sample of children who had experienced parental death in the previous 2.5 years. The cross-sectional sample consisted of 340 children ages 7–16 and their surviving parent/current caregiver; the longitudinal analyses employed a subset of this sample that consisted of 100 children and their parents/caregivers who were assessed at three time points. A multirater, multimethod measure of caregiver–child relationship quality and a multirater measure of children's mental health problems were used. The cross-sectional model supported a mediational relation for fear of abandonment, coping efficacy, and self-esteem. The three-wave longitudinal model showed that fear of abandonment at Time 2 mediated the relation between stressors at Time 1 and internalizing and externalizing problems at Time 3. Implications of these findings for understanding the development of mental health problems in parentally bereaved children and designing interventions for this at-risk group are discussed.
相似文献
Sharlene A. WolchikEmail: |
89.
Tim Moses Paul W. Holland 《The British journal of mathematical and statistical psychology》2010,63(3):557-574
In this study, eight statistical selection strategies were evaluated for selecting the parameterizations of log‐linear models used to model the distributions of psychometric tests. The selection strategies included significance tests based on four chi‐squared statistics (likelihood ratio, Pearson, Freeman–Tukey, and Cressie–Read) and four additional strategies (Akaike information criterion (AIC), Bayesian information criterion (BIC), consistent Akaike information criterion (CAIC), and a measure attributed to Goodman). The strategies were evaluated in simulations for different log‐linear models of univariate and bivariate test‐score distributions and two sample sizes. Results showed that all eight selection strategies were most accurate for the largest sample size considered. For univariate distributions, the AIC selection strategy was especially accurate for selecting the correct parameterization of a complex log‐linear model and the likelihood ratio chi‐squared selection strategy was the most accurate strategy for selecting the correct parameterization of a relatively simple log‐linear model. For bivariate distributions, the likelihood ratio chi‐squared, Freeman–Tukey chi‐squared, BIC, and CAIC selection strategies had similarly high selection accuracies. 相似文献
90.
Remembering previous experiences from one's personal past is a principal component of psychological well-being, personality, sense of self, decision making, and planning for the future. In the current study the ability to search for autobiographical information in memory was examined by having college students recall their Facebook friends. Individual differences in working memory capacity manifested itself in the search of autobiographical memory by way of the total number of friends remembered, the number of clusters of friends, size of clusters, and the speed with which participants could output their friends' names. Although working memory capacity was related to the ability to search autobiographical memory, participants did not differ in the manner in which they approached the search and used contextual cues to help query their memories. These results corroborate recent theorising, which suggests that working memory is a necessary component of self-generating contextual cues to strategically search memory for autobiographical information. 相似文献