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111.
We investigate how epistemic injustice can manifest itself in mathematical practices. We do this as both a social epistemological and virtue-theoretic investigation of mathematical practices. We delineate the concept both positively—we show that a certain type of folk theorem can be a source of epistemic injustice in mathematics—and negatively by exploring cases where the obstacles to participation in a mathematical practice do not amount to epistemic injustice. Having explored what epistemic injustice in mathematics can amount to, we use the concept to highlight a potential danger of intellectual enculturation.
相似文献112.
Studia Logica - We apply the theory of partial algebras, following the approach developed by Van Alten (Theor Comput Sci 501:82–92, 2013), to the study of the computational... 相似文献
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Van Bockstaele Bram Atticciati Ludovica Hiekkaranta Anu P. Larsen Helle Verschuere Bruno 《Motivation and emotion》2020,44(4):583-596
Motivation and Emotion - Despite the theoretical importance and applied potential of situation modification as an emotion regulation strategy, empirical research on how people change situations to... 相似文献
115.
Topoi - Autism Spectrum Condition (ASC) presents a challenge to social and relational accounts of the self, precisely because it is broadly seen as a disorder impacting social relationships. Many... 相似文献
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Donna Gift Cabalo Francesco Ianì A. Reyyan Bilge Giuliana Mazzoni 《Applied cognitive psychology》2020,34(1):106-118
In the present study, the persistence of personal false memories (FMs) after social feedback that denies their truth was assessed. Participants imitated actions performed by the experimenter (Session 1) and watched a doctored video with performed and critical “fake” actions (Session 2), followed by a memory rating and a recognition task. A few days later (Session 3), participants were clearly told that some memories were false and received daily reminders of the correct list of objects/actions before testing their memory again in Session 4. Results of both memory ratings and recognition indicated effective FM implantation. Interestingly, response times for correct rejections were longer for fake than true objects, suggesting participants struggled to ignore false suggestions. Crucial for our aim, Session 4 showed that FM persisted also after the debriefing and repeated presentations of correct list of objects/actions, suggesting that FMs for actions are rather difficult to discard. 相似文献
117.
Marques-Carneiro José Eduardo Polgári Patrik Koning Estelle Seyller Emilie Martin Brice Van der Burg Erik Giersch Anne 《Attention, perception & psychophysics》2020,82(6):2821-2836
Attention, Perception, & Psychophysics - Learning and imitating a complex motor action requires to visually follow complex movements, but conscious perception seems too slow for such tasks.... 相似文献
118.
Female rats, chronically treated with Testosterone Propionate (TP), were injected with Fluprazine (DU 27716) or saline and tested for social aggression, masculine and feminine sexual behavior. Fluprazine-treated females were less aggressive than saline-treated females, as indicated by a shift from offensive to less offensive parameters of aggression. At the same time, mounting in Fluprazine-treated females was almost totally abolished, both in aggression tests and in tests for sexual behavior. Feminine sexual responses increased during aggressive encounters but were slightly inhibited when females were confronted with sexually active males. Females treated with Fluprazine and tested for mounting with a receptive female showed a substantial increase of offensive aggression directed at the receptive stimulus female. It is concluded that Fluprazine does not selectively inhibit offensive aggression in TP-treated female rats. 相似文献
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Frick-Horbury D 《The Journal of general psychology》2002,129(2):137-147
The author examined the effects of cueing for verbal recall with the accompanying self-generated hand gestures as a function of verbal skill. There were 36 participants, half with low SAT verbal scores and half with high SAT verbal scores. Half of the participants of each verbal-skill level were cued for recall with their own gestures, and the remaining half was given a free-recall test. Cueing with self-generated gestures aided the low-verbal-skill participants so that their retrieval rate equaled that of the high-verbal-skill participants and their loss of recall over a 2-week period was minimal. This effect was stable for both concrete and abstract words. The findings support the hypothesis that gestures serve as an auxiliary code for memory retrieval. 相似文献