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961.
The Impact of Life Transition on Emerging Adult Attachment,Social Support,and Well‐Being: A Multiple‐Group Comparison
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Joel A. Lane Todd W. Leibert Emiko Goka‐Dubose 《Journal of counseling and development : JCD》2017,95(4):378-388
Life transitions can induce distress for emerging adults. This study compared a model of the attachment, social support, and well‐being of emerging adults in transition with a model of those not in transition (N = 378). The transition sample reported less life satisfaction and environmental mastery and higher attachment avoidance than the nontransition sample. The transition sample showed weaker mediating effects of social support, suggesting that attachment accounted for additional unique variance for this group. Counseling implications are provided. 相似文献
962.
Arthur Walker‐Jones 《Zygon》2017,52(4):1005-1028
Recently the paleoanthropologist Pat Shipman has proposed what she calls the animal connection as the human trait that connects all other traits. Theologians and biblical scholars have proposed many relational, functional, and ontological interpretations of the image of God in humans and human nature, but have generally not included a connection with animals. Genesis 1–3, however, weaves human and animal creation in a variety of ways, and Adam's naming of other species implies they are understood as family or kin. Thus Genesis 1–3 understands a relationship with other animals as integral to human becoming and uses family or kinship as a root metaphor for human–animal relations. 相似文献
963.
Even though theistic philosophers and scientists agree that God created, sustains, and providentially governs the physical universe and even though much has been published in general regarding divine action, what is needed is a fine‐grained, conceptually coherent account of divine action, causation, dispositions, and laws of nature consistent with divine aseity, satisfying the widely recognized adequacy conditions for any account of dispositions.1 Such an account would be a basic part of a more comprehensive theory of divine action in relation to the fundamental concepts of science and of mathematics. Our aim in this article is simply to present such a theory. 相似文献
964.
Alvin Plantinga's evolutionary argument against naturalism states that evolution cannot produce warranted beliefs. In contrast, according to Plantinga, Christian theism provides (I) properly functioning cognitive faculties in (II) an appropriate cognitive environment, in accordance with (III) a design plan aimed at producing true beliefs. But does theism fulfill criteria I–III? Judging from the Bible, God employs deceit in his relations with humanity, rendering our cognitive functions unreliable (I). Moreover, there is no reason to suppose that God's purpose would be to produce true beliefs in humans (III). Finally, from the theistic/religious perspective, it is impossible to tell whether observations have natural or supernatural causes, which undermines an appropriate cognitive environment (II). Reliable identification of deceit or miracles could alleviate these problems, but the theistic community has failed to resolve this issue. Dismissal of parts of the Bible, or attempts to find alternative interpretations, would collapse into skepticism or deism. Thus, Plantinga's problem of epistemic warrant backfires on theism. 相似文献
965.
What's Context Got to Do with It? Comparative Difficulty of Test Questions Influences Metacognition and Corrected Scores for Formula‐scored Exams
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Michelle M. Arnold Kristin Graham Sinead Hollingworth‐Hughes 《Applied cognitive psychology》2017,31(2):146-155
Summary: On formula‐scored exams students receive points and penalties for correct and incorrect answers, respectively, but they can avoid the penalty by withholding incorrect answers. However, test‐takers have difficulty strategically regulating their accuracy and often set an overly conservative metacognitive response bias (e.g., Higham, 2007). The current experiments extended these findings by exploring whether the comparative difficulty of surrounding test questions (i.e., easy vs. hard)—a factor unrelated to the knowledge being tested—impacts metacognitive response bias for medium‐difficulty test questions. Comparative difficulty had no significant influence on participants' ability to choose correct answers for medium questions, but it did affect willingness to report answers and confidence ratings. This difference carried over to corrected scores (scores after penalties are applied) when comparative difficulty was manipulated within‐subjects: Scores were higher in the hard condition. Results are discussed in terms of implications for interpreting formula‐scored tests and underlying mechanisms of performance.Copyright © 2017 John Wiley & Sons, Ltd. 相似文献
966.
We examined whether observers' language proficiencies affected their abilities to detect native and non‐native speakers' deception. Native and non‐native English speakers were videotaped as they either lied or told the truth about having cheated on a test. A total of 284 laypersons—who were either native or non‐native English speakers themselves—viewed these videos and indicated whether they believed that the speakers were being truthful or deceptive. Observers were more accurate when judging native speakers than when judging non‐native speakers, suggesting that perceptual fluency aided deception detection. Although there was no effect of observers' language proficiencies on discrimination, their belief that interviewees were telling the truth increased with proficiency. On the whole, these findings suggest that non‐native speakers may be at greater risk of being incorrectly classified in forensic contexts.Copyright © 2017 John Wiley & Sons, Ltd. 相似文献
967.
The Relationship between Online Game Experience and Multitasking Ability in a Virtual Environment
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Yun‐Hsuan Chang De‐Cyuan Liu Yong‐Quan Chen Shulan Hsieh 《Applied cognitive psychology》2017,31(6):653-661
Online game playing has become popular entertainment, yet its relationship with individuals' multitasking ability was inconsistent. Types of online game genre so far have not been compared and may be associated with multitasking abilities. This study proposed to explore the relationships between types of online game playing and multitasking ability, using Edinburgh Virtual Errands Test (EVET). One hundred and sixteen participants playing different online game genres, including multiplayer online battle arena (MOBA), other online game playing, and no‐online game playing were compared. Each participant was required to fill in Chen's Internet Addiction Scale and the Internet Usage Questionnaire and perform EVET and working memory tests. The results showed a positive correlation between multitasking ability and working memory. In addition, a positive association was found between MOBA‐type gaming and multitasking abilities measured by EVET. In conclusion, MOBA‐type gaming compared with other game playing is associated with better multitasking abilities in a virtual environment.Copyright © 2017 John Wiley & Sons, Ltd. 相似文献
968.
Hsien‐Chun Chen I‐Heng Chen Szu‐Yin Lin Yichieh Chen 《International Journal of Selection & Assessment》2017,25(1):1-10
The current study is developed to identify factors that affect trainees’ acquiescent tendency in organizational trainer evaluations. We posit that conflict‐handling style affects ones tendency to acquiesce in trainer evaluations, and this relationship is regulated by cultural influence. Surveys were sent to employees with training experience in Taiwan and North America, 395 valid responses were collected. Results showed that the two individual conflict‐handling styles: non‐confrontation style and dominating style, are positively related to acquiescent tendency; and their relationship is found moderated by the influence of Confucian work dynamism, thus confirming the influence of cultural norms. Our findings contribute to HRD practitioners by highlighting the different conflict‐handling style and culture influence will result in different level of acquiescent propensity, trainer evaluations results should be interpreted more carefully and cautiously. 相似文献
969.
Prior research has shown that people can learn many nouns (i.e., word–object mappings) from a short series of ambiguous situations containing multiple words and objects. For successful cross‐situational learning, people must approximately track which words and referents co‐occur most frequently. This study investigates the effects of allowing some word‐referent pairs to appear more frequently than others, as is true in real‐world learning environments. Surprisingly, high‐frequency pairs are not always learned better, but can also boost learning of other pairs. Using a recent associative model (Kachergis, Yu, & Shiffrin, 2012), we explain how mixing pairs of different frequencies can bootstrap late learning of the low‐frequency pairs based on early learning of higher frequency pairs. We also manipulate contextual diversity, the number of pairs a given pair appears with across training, since it is naturalistically confounded with frequency. The associative model has competing familiarity and uncertainty biases, and their interaction is able to capture the individual and combined effects of frequency and contextual diversity on human learning. Two other recent word‐learning models do not account for the behavioral findings. 相似文献
970.
The present study investigated whether another individual’s gaze direction influences an observer’s affective responses. In Experiment 1, subjective self-ratings and an affective priming paradigm were employed to examine how participants explicitly and implicitly, respectively, evaluated the affective valence of direct gaze, averted gaze, and closed eyes. The explicit self-ratings showed that participants evaluated closed eyes more positively than direct gaze. However, the implicit priming task showed an inverse pattern of results indicating that direct gaze was automatically evaluated more positively than closed eyes were. Experiment 2 confirmed that the opposite patterns of results between the two tasks were not due to differences in presentation times of the gaze stimuli. The results provide evidence for automatic affective reactions to eye gaze and indicate a dissociation between explicit and implicit affective evaluations of eyes and gaze direction. 相似文献